"Word Power Made Easy" PDF by Norman Lewis

FIRST ANCHOR EBOOK EDITION, MARCH 2014 Copyright © 1949, 1978 by Norman Lewis All rights reserved. Published in the United States by Anchor Books, a division of Random House LLC, New York, and in Canada by Random House of Canada Limited, Toronto, Penguin Random House companies. Originally published in the United States by Doubleday, a division of Random House LLC, New York, in 1949. This edition originally published by Pocket Books, a division of Simon & Schuster, Inc., New York, in 1979 Anchor and colophon are registered trademarks of Random House LLC. Extract from “Be a Perfect Speller in 30 Minutes,” by Norman Lewis, copyright © 1946, by Esquire, Inc. Reprinted from February 1946 Coronet. Extract from “How to Spell a Word,” by Norman Lewis, © copyright 1948, by Esquire, Inc. Reprinted from January 1949 Coronet. Extract from “Mind Over Grammar,” by Norman Lewis, © copyright 1947, by Fawcett Publications, Inc. Extract from “Can You Catch a Misspelled Word,” by Norman Lewis, © copyright 1948, by Fawcett Publications, Inc. Extract from “Watch That Word,” by Norman Lewis, © copyright 1948, by Fawcett Publications, Inc. eBook ISBN: 978-0-307-81749-5 www.anchorbooks.com v3.1 TO: My family and friends, who accepted, without apparent resentment and with barely audible complaint, my complete self- isolation during the many months in which I totally and shamefully neglected them while working on the revision of this book. Especially: Mary; Margie Baldinger and the kids; Debbie and Allen Hubbert; Milton Lewis; Karen and Bob Kopfstein; Leonard Vogel, one of America’s great painters, and Shirley; gourmet cooks David and Janice Potts; Seymour and Nan Prog; Ruth and Leo; Dave and Jan Hopkins; Carol and Marvin Colter; Bob Finnerty, my chess opponent, who says that winning is all that counts; Doris Garcia; Eleanor and Robert Poitou; Mary El and Dick Gayman— Walter Garcia, Len Grandy, Don Jenkins; Sally Landsburg; Ted and Margaret Snyder; Jean Bryan; Rhoda and Ralph Duenewald; George and Phyllis Juric; Bob and Monica Myers, Tony and Kathy Garcia, Jean Kachaturian; Margie Lopez and Jo Watson— Myrtle and Ace, Donny and Estelle, Helen and Ben, Judy and Bob, Doris and Muriel, Danny and Mary; in memoriam, Max and Frances — Larry Scher, Chuck Nichamin, Sue Sullivan, Rosemary and Debbie Greenman, Alice Hessing, Dave and Lynn Bisset, Danny Hernandez, John Arcadi and Peggy Arcadi, Norm Ashley, Aaron Breitbart— Lorin and Gloria Warner, Marty and Ros Chodos, Mahlon and Gwen Woirhaye, Leon and Kay East, Marijane and Paul Paulsen, Helen and Russ Hurford, Elior and Sally Kinarthy— Carolyn Russell, Rod Sciborski, Vera Laushkin, John Hahn, Liz Johnson, Leonora Davila, Jim Hawley, Jerry Lenington, Jay Loughran, Susan Obler, Marilyn Houseman, Rita Scott, Chris Hamilton, Joan Nay, Mary Lewis, Virginia Sandoval, Hazel Haas— The sta and all my students at Rio Hondo College— My editor at Doubleday, Jean Anne Vincent, who so patiently and cheerfully goaded, prodded, pushed, wheedled, and cajoled me into nishing on time. Also: I wish to thank Karen Kopfstein and Peggy Chulack for their promptness and care in typing the manuscript. Whittier, California January 1978 CONTENTS Cover Title Page Copyright Dedication How to Use This Book for Maximum Bene t Why this is not a book to be read; how to learn to pronounce the new words correctly; how the etymological approach works better than any other method for learning words quickly and permanently; how to master nouns, verbs, adjectives, and adverbs in ve to ten minutes; how to use the psychological principles of learning to sharpen your verbal skills. Disclaimer PART ONE GETTING OFF TO A GOOD START 1. How to Test Your Present Vocabulary How vocabulary growth of the average adult compares with that of children; a simple test to show you whether your vocabulary is below average, average, above average, excellent, or superior in range, verbal speed, and responsiveness; important evidence of the close relationship between vocabulary and success. 2. How to Start Building Your Vocabulary How building your vocabulary will enrich your thinking, increase your self-assurance in speaking and writing, and give you a better understanding of the world and of yourself; why it is necessary to recapture the “powerful urge to learn”; why your age makes little di erence; how this book is designed to build a college-size vocabulary in two to three months. 3. How to Talk About Personality Types (Sessions 1–3) Words that describe all kinds and sorts of people, including terms for self-interest, reactions to the world, attitudes to others, skill and awkwardness, marital states, hatred of man, of woman, and of marriage. How one session of pleasant work can add more words to your vocabulary than the average adult learns in an entire year; why it is necessary to develop a comfortable time schedule and then stick to it. 4. How to Talk About Doctors (Sessions 4–6) Words that relate to medical specialists and specialties. Terms for experts in disorders of the female organs; childhood diseases; skin ailments; skeletal deformities; heart ailments; disorders of the nerves, mind, and personality. How self- discipline and persistence will ultimately lead to complete mastery over words. 5. How to Talk About Various Practitioners (Sessions 7–10) Words that describe a variety of professions, including those dealing with the human mind; teeth; vision; feet; handwriting; aging; etc. How you are becoming more and more conscious of the new words you meet in your reading. 6. How to Talk About Science and Scientists (Sessions 11–13) Words that describe students of human development, of the heavens, of the earth, of plant and animal life, of insect forms, of words and language, of social organization. Books on psychology that will add immeasurably both to your store of new words and ideas, and also to your understanding of yourself and of other people. 7. How to Talk About Liars and Lying (Sessions 14–17) Words that accurately label di erent types of liars and lying. Terms that relate to fame, artistry, reform, heredity, time, place, su ering, etc. Four lasting bene ts you have begun to acquire from your work in vocabulary building. 8. How to Check Your Progress: Comprehensive Test I (Session 18) A 120-item test of your learning in Part I. PART TWO GAINING INCREASED MOMENTUM 9. How to Talk About Actions (Sessions 19–23) Verbs that accurately describe important human activities. Excursions into expressive terms for good and evil, doing, saying, wishing, and pleasing. Further proof that you can learn, in a few weeks or less, more new words than the average adult learns in an entire year. 10. How to Talk About Various Speech Habits (Sessions 24–27) Words that explore in depth all degrees and kinds of talk and silence. More books that will increase your alertness to new ideas and new words. 11. How to Insult Your Enemies (Sessions 28–31) Terms for describing a disciplinarian, toady, dabbler, provocative woman, ag-waver, possessor of a one-track mind, freethinker, su erer from imaginary ailments, etc. Excursions into words relating to father and mother, murder of all sorts, sexual desires, and various manias and phobias. Magazines that will help you build your vocabulary. 12. How to Flatter Your Friends (Sessions 32–37) Terms for describing friendliness, energy, honesty, mental keenness, bravery, charm, sophistication, etc. Excursions into expressive words that refer to ways of eating and drinking, believing and disbelieving, looking and seeing, facing the present, past, and future, and living in the city and country. How the new words you are learning have begun to in uence your thinking. 13. How to Check Your Progress: Comprehensive Test II (Session 38) A 120-item test of your achievement in Part II. PART THREE FINISHING WITH A FEELING OF COMPLETE SUCCESS 14. How to Talk About Common Phenomena and Occurrences (Sessions 39–41) Words for poverty and wealth, direct and indirect emotions, not calling a spade a spade, banter and other light talk, animallike contentment, homesickness, meat-eating, and di erent kinds of secrecy. Excursions into terms expressive of goodness, of hackneyed phraseology, of human similarity to various animals, of kinds of sound, etc. How to react to the new words you meet in your reading. 15. How to Talk About What Goes On (Sessions 42–44) Verbs that show exhaustion, criticism, self-sacri ce, repetition, mental stagnation, pretense, hinting, soothing, sympathizing, indecision, etc. How you can increase your vocabulary by picking your friends’ brains. 16. How to Talk About a Variety of Personal Characteristics (Sessions 45–46) Adjectives that describe insincere humility, dissatisfaction, snobbery, courtesy to women, nancial embarrassment, sadness, etc. How increasing your vocabulary has begun to change the intellectual climate of your life. 17. How to Check Your Progress: Comprehensive Test III (Session 47) A 120-item test of your achievement in Part III. 18. How to Check Your Standing as an Amateur Etymologist Answers to Teaser Questions in Chapters 3–, 9–12, and 14–16. 19. How to Keep Building Your Vocabulary The ve simple, but vital, steps to take so that you can keep your vocabulary ever developing, ever increasing. How your vocabulary will continue to grow only if you remain on the search for new ideas. The best means for making this search successful. Appendix: Some Esoteric Phobias Other Books by This Author BRIEF INTERMISSIONS 1. Test Your Grammar A thirty-sentence test of your ability to use words correctly. Is your English average, above average, or nearly perfect? 2. Random Notes on Modern Usage Grammatical usage is becoming more liberal every day—is your speech neither a ected nor illiterate? Simple rules for fteen important expressions. 3. How Grammar Changes Grammar follows the speech habits of educated people—how does your grammar measure up in your use of nine common expressions? 4. How to Avoid Being a Purist There is no reason for being overprecise in your speech—but do you also avoid barbarisms and illiterate expressions? 5. How to Speak Naturally Nine more expressions of which you must be careful. 6. Do You Always Use the Proper Word? A twenty- ve sentence check on your increasing linguistic ability. 7. Some Interesting Derivations How words come from the names of people and places. 8. How to Spell a Word You can eliminate all your spelling di culties—provided you know the tricks. 9. Take This Spelling Test Proof that you are becoming a better speller. 10. Another Check on Your Spelling Further tests to nail home the correct spellings of common but di cult words. HOW TO USE THIS BOOK FOR MAXIMUM BENEFIT 1. this is not a reading book… Don’t read this book! Instead, work with it. Talk aloud to it, talk back to it—use your voice, not just your eyes and mind. Learning, real learning, goes on only through active participation. When a new word occurs in a chapter, say it aloud! (The phonetic respelling will help you pronounce it correctly.)1 When you do the matching exercises, keep track of your responses. (Check the key that immediately follows each exercise.) When you do the “Yes-No,” “True-False,” or “Same-Opposite” exercises, keep track of your responses, then check with the key when you have completed the whole exercise. When you are asked to ll in words that t de nitions, write your answers on a piece of paper; then check the key both to see if you have responded with the right word and also to make sure your spelling is correct. When you do the Review of Etymology exercises, make sure to ll in the English word containing the pre x, root, or su x required—use a chapter word, or any other word that comes to mind. (Coin words if you like!) Pay special attention to the Chapter Reviews. Are the words still fresh in your mind? Do you remember the meaning of each root studied in the previous sessions? In these Reviews, you are not only testing your learning but also tightening up any areas in which you discover lacks, weaknesses, or lapses of memory. 2. master the pronunciation system! Saying words aloud, and saying them right, is half the battle in feeling comfortable and assured with all the new words you are going to learn. Every word taught is respelled to show its pronunciation, so pay close attention to how the phonetic symbols work. (a) First, master the “schwa”! Almost every English word of two or more syllables contains one or several syllables in which the vowel sound is said very quickly. For example: “Linda spoke to her mother about a di erent idea she had.” →Read the previous sentence aloud at normal conversational speed. Read it again. Listen to how the -a of Linda; the -er of mother; the a- of about; the -er and -ent of di erent; and the -a of idea sound. Very quick—very short! Right? Phonetically respelled, these words are represented as: 1. Linda LIN′-dƏ 2. mother MU ′-Ər 3. about Ə-BOWT′ 4. di erent DIF′-Ər-Ənt 5. idea ī-DEE′-Ə The symbol “Ə,” called a schwa, represents the quick, short vowel sound in the ve words above. Now look back at the sentence preceded by an arrow. The italicized words are rewritten as: 1. previous PREE′-vee-Əs 2. sentence SEN′-tƏns 3. aloud Ə-LOWD′ 4. normal NAWR′-mƏl 5. conversational kon′-vƏr-SAY′-shƏn-Əl You will nd Ə in almost all words that are phonetically respelled throughout this book. Say the ve italicized words aloud and make sure you understand how the schwa (Ə) sounds. (b) Next, understand accent. Look at word (5) above: conversational: kon′-vƏr-SAY′-shƏn-Əl. Note that there are two accent marks, one on kon′, another on SAY′. Note also that kon′ is in lower-case letters, SAY′ in capitals. Both syllables are stressed, but the one in capitals (SAY′) sounds stronger (or louder) than the one in lower case (kon′). Say conversational aloud, noting the di erence. Say these three words, taken from Chapter 3, aloud, noticing the variation in stress between the lower-case and the capitalized syllables: 1. egomaniacal ee′-gō-mƏ-NĪ′-Ə-kƏl 2. altercation awl′-tƏr-KAY′-shƏn 3. anthropological an′-thrƏ-pƏ-LOJ′-Ə-kƏl (c) Be careful of the letter “S” (or “s”) in phonetic respellings. S (or s) is always hissed, as in see, some, such. After an -n, you will be tempted to buzz (or “voice”) the -s, because nal -ns is usually pronounced -nz, as in wins, tons, owns, etc. (Say these three words aloud—hear the z at the end?) Resist the temptation! S (or s) is always hissed in phonetic respellings! Say these words aloud: 1. ambivalence2 am-BIV′-Ə-lƏns 2. a uence AF′-l -Əns 3. opulence OP′-yƏ-lƏns 4. sentence SEN′-tƏns (d) The symbol ī or Ī is pronounced eye, to rhyme with high, sigh, my, etc., no matter where you nd it. For example: 1. ghts FĪTS 2. spy SPĪ 3. malign mƏ-LĪN′ 4. civilize SIV′-Ə-līz′ [I or i (without the top bar) is pronounced as in it, sit, pitch.] (e) All consonants have their normal sounds. Except for G (or g), which is always pronounced as in give, girl, get, go. 1. agree Ə-GREE′ 2. pagan PAY′-gƏn 3. again Ə-GEN′ (f) The vowel sounds are as follows: SYMBOL EXAMPLE 1. A, a cat (KAT) 2. E, e wet (WET) 3. I, i sit (SIT) 4. O, o knot (NOT) 5. U, u nut (NUT) 6. AH, ah martinet (mahr′-tƏ-NET′) 7. AW, aw for (FAWR); incorrigible (in-KAWR′-Ə-jƏ-bƏl) 8. AY, ay ate (AYT); magnate (MAG′-nayt) 9. EE, ee equal (EE′-kwƏl); clandestinely (klan-DES′-tƏn-le 10. Ō, ō toe (TŌ); concerto (kƏn-CHUR′-tō) 11. , book (B K); prurient (PR R′-ee-Ənt) 12. , doom (D M); blue (BL ) 13. OW, ow about (Ə-BOWT′) 14. OY, oy soil (SOYL) 15. ING, ing taking (TAYK′-ing) (g) TH or th is pronounced as in thing; or is pronounced as in this. 3. a word (or words) on western and eastern pronunciation In the New York City area, and in parts of New Jersey and other eastern states, the syllables -ar, -er, -or, -o , and -aw are pronounced somewhat di erently from the way they are said in the Midwest and in the West. In New York City, for example, the words below are generally pronounced as follows: orange AHR′-Ənj talk TAWK co ee KAW′-fee sorority sƏ-RAHR′-Ə-tee incorrigible in-KAHR′-Ə-jƏ-bƏl disparage dis-PAR′-Əj (A as in HAT) merry MER′-ee (E as in WET) marry MAR′-ee (A as in HAT) astronaut AS′-trƏ-nawt′ Harry HAR′-ee (A as in HAT) In the Midwest and West, on the other hand, the same words are usually said approximately as follows: orange AWR′-Ənj talk TOK co ee KOF′-ee sorority sƏ-RAWR′-Ə-tee incorrigible in-KAWR′-Ə-jƏ-bƏl disparage dis-PAIR′-Əj merry MAIR′-ee marry MAIR′-ee astronaut AS′-trƏ-not′ Harry HAIR′-ee Nothing so radical here that a person brought up in Brooklyn or the Bronx cannot understand a native of Los Angeles or San Francisco—it’s just that each one thinks the other has an accent! In California, for example, Mary, merry, and marry sound almost exactly alike—in New York, they are usually heard as quite di erent words. (So, to be sexist for a moment, if the men at a party in Manhattan say, “Let’s all make merry!”, Mary doesn’t feel that she is about to be seduced by the males!) In the phonetic respellings throughout the book, the western pronunciations of words with the syllables remarked on above are used. This is done largely because I myself have lived in the Los Angeles area for some fourteen years, and have had to retrain my pronunciation (having come from New York City, where I was born, and lived all my life until 1964) so that my friends and students would stop making fun of the way I speak. Neither form of pronunciation is any better nor any more euphonious than the other. Throughout the country, pronunciation varies not only from region to region or state to state, but often from city to city! The changes are slight and subtle, but they do exist, and an expert can easily pinpoint the geographical source of a person’s language patterns almost down to a few square miles in area. If you are an Easterner, you will have no di culty translating the pronunciations of words like sorority, incorrigible, disparage, and astronaut (all words discussed in later chapters) into your own comfortable language patterns. 4. why etymology? Etymology (et′-Ə-MOL′-Ə-jee) deals with the origin or derivation of words. When you know the meaning of a root (for example, Latin ego, I or self), you can better understand, and more easily remember, all the words built on this root. Learn one root and you have the key that will unlock the meanings of up to ten or twenty words in which the root appears. Learn ego and you can immediately get a handle on egocentric, egomaniac, egoist, egotist, and alter ego. Learn anthropos (Greek, mankind), and you will quickly understand, and never forget, anthropology, misanthropy, anthropoid, anthropocentric, anthropomorphic, philanthropy, and anthropophobia. Meet any word with anthropo- in it, and you will have at least some idea of its meaning. In the etymological (et′Ə-mƏ-LOJ′-Ə-kƏl) approach to vocabulary building: You will learn about pre xes, roots, and su xes— You will be able to gure out unfamiliar words by recognizing their structure, the building blocks from which they are constructed— You will be able to construct words correctly by learning to put these building blocks together in the proper way—and You will be able to derive verbs from nouns, nouns and verbs from adjectives, adjectives from nouns, etc.—and do all this correctly. Learn how to deal with etymology and you will feel comfortable with words—you will use new words with self-assurance—you will be able to gure out thousands of words you hear or read even if you have never heard or seen these words before. That’s why the best approach to new words is through etymology3— as you will discover for yourself as soon as you start to work on chapter 3! 5. but what are nouns, verbs, and adjectives? You probably know. But if you don’t, you can master these parts of speech (and reference will be made to noun forms, verb forms, and adjective forms throughout the book) within the next ve minutes. (a) A noun is a word that can be preceded by a, an, the, some, such, or my. An egoist (noun) Such asceticism (noun) The misogynist (noun) (Nouns, you will discover, often end in conventional su xes: -ness, - ity, -ism, -y, -ion, etc.) (b) A verb is a word that ts into the pattern, “Let us ___.” A verb has a past tense. Let us equivocate (verb)—past tense: equivocated. Let us alternate (verb)—past tense: alternated. Let us philander (verb)—past tense: philandered. (Verbs, you will discover, often end in conventional su xes: -ate, -ize, -fy, etc.) (c) An adjective is a word that ts into the pattern, “You are very___.” You are very egoistic (adjective). You are very introverted (adjective). You are very misogynous (adjective). (Adjectives, you will discover, often end in conventional su xes: -ic, - ed, -ous, -al, -ive, etc.) And adverbs, of course, are generally formed by adding -ly to an adjective: misogynous-misogynously; educational-educationally; etc. That’s all there is to it! (Did it take more than ve minutes? Maybe ten at the most?) 6. how to work for best results If you intend to work with this book seriously (that is, if your clear intention is to add a thousand or more new words to your present vocabulary—add them permanently, unforgettably—add them so successfully that you will soon nd yourself using them in speech and writing), I suggest that you give yourself every advantage by carefully following the laws of learning: (a) Space your learning. Beginning with Chapter 3, every chapter will be divided into “sessions.” Each session may take one half hour to an hour and a half, depending on the amount of material and on your own speed of learning. Do one or two sessions at a time—three if you’re going strong and are all involved—and always decide when you stop exactly when you will return. (I remind you to do this later in the book, since such a procedure is of crucial importance.) (b) Do not rush—go at your own comfortable speed. Everyone learns at a di erent pace. Fast learners are no better than slow learners—it’s the end result that counts, not the time it takes you to nish. (c) Review. When you start a new session, go back to the last exercise of the previous session (usually Can you recall the words? or Chapter Review), cover your answers, and test your retention—do you have quick recall after a day or so has elapsed? (d) Test yourself. You are not aiming for a grade, or putting your worth on the line, when you take the three Comprehensive Tests (Chapters 8, 13, and 17) —rather you are discovering your weaknesses, if any; deciding where repairs have to be made; and, especially, experiencing a feeling of success at work well done. (In learning, too, nothing succeeds like success!) Use these three tests, as well as the abundant drill exercises, as aids to learning. No one is perfect, no one learns in the exact same way or at the same rate as anyone else. Find the optimum technique and speed for your unique learning patterns—and then give yourself every opportunity to exploit your actual, latent, and potential abilities. But most important (as I will remind you several times throughout the book)—develop a routine and stick to it! 1 The system of pronunciation symbols will be thoroughly explained in Section 2 of this chapter. 2 All unusual words in this chapter are taught in later chapters of the book. 3 Incidentally, Latin scholars will notice that I present a Latin verb in the rst person singular, present tense (verto, I turn), but call it an in nitive (verto, to turn). I do this for two reasons: 1) verto is easier for a non-Latin scholar to pronounce (the actual in nitive, vertere, is pronounced WAIR′-tƏ-ray); and 2) when I studied Latin fty years ago, the convention was to refer to a verb by using the rst person singular, present tense. If you are not a Latin scholar, you need not bother to read this footnote—if you’ve already done so, forget it! Disclaimer: Occasionally in these pages, owing to the de ciency of the English language, I have used he/him/his meaning he or she/him or her/his or her in order to avoid awkwardness of style. He, him, and his are not intended as exclusively masculine pronouns—they may refer to either sex or to both sexes. PART ONE GETTING OFF TO A GOOD START 1 HOW TO TEST YOUR PRESENT VOCABULARY Once—as a child—you were an expert, an accomplished virtuoso, at learning new words. Today, by comparison, you are a rank and bumbling amateur. Does this statement sound insulting? It may be—but if you are the average adult, it is a statement that is, unfortunately, only too true. Educational testing indicates that children of ten who have grown up in families in which English is the native language have recognition vocabularies of over twenty thousand words— And that these same ten-year-olds have been learning new words at a rate of many hundreds a year since the age of four. In astonishing contrast, studies show that adults who are no longer attending school increase their vocabularies at a pace slower than twenty- ve to fty words annually. How do you assess your own vocabulary? Is it quantitatively healthy? Rich in over-all range? Responsive to any situation in which you may nd yourself? Truly indicative of your intellectual potential? More important, is it still growing at the same rapid clip as when you were a child? Or, as with most adults, has your rate of increase dropped drastically since you left school? And if so, do you now feel that your vocabulary is somewhat limited, your verbal skills not as sharp as you would like them to be? Let us check it out. I challenge you to a series of tests that will measure your vocabulary range, as well as your verbal speed and responsiveness. A TEST OF VOCABULARY RANGE Here are sixty brief phrases, each containing one italicized word; it is up to you to check the closest de nition of each such word. To keep your score valid, refrain, as far as possible, from wild guessing. The key will be found at the end of the test. 1. disheveled appearance: (a) untidy; (b) erce, (c) foolish, (d) peculiar, (e) unhappy 2. a ba ing problem: (a) di cult, (b) simple, (c) puzzling, (d) long, (e) new 3. lenient parent: (a) tall, (b) not strict, (c) wise, (d) foolish, (e) severe 4. repulsive personality: (a) disgusting, (b) attractive, (c) normal, (d) confused, (e) conceited 5. audacious attempt: (a) useless, (b) bold, (c) foolish, (d) crazy, (e) necessary 6. parry a blow: (a) ward o , (b) fear, (c) expect, (d) invite, (e) ignore 7. prevalent disease: (a) dangerous, (b) catching, (c) childhood, (d) fatal, (e) widespread 8. ominous report: (a) loud, (b) threatening, (c) untrue, (d) serious, (e) unpleasant 9. an incredible story: (a) true, (b) interesting, (c) well-known, (d) unbelievable, (e) unknown 10. an ophthalmologist: (a) eye doctor, (b) skin doctor, (c) foot doctor, (d) heart doctor, (e) cancer specialist 11. will supersede the old law: (a) enforce, (b) specify penalties for, (c) take the place of, (d) repeal, (e) continue 12. an anonymous donor: (a) generous, (b) stingy, (c) well-known, (d) one whose name is not known, (e) reluctant 13. performed an autopsy: (a) examination of living tissue, (b) examination of a corpse to determine the cause of death, (c) process in the manufacture of optical lenses, (d) operation to cure an organic disease, (e) series of questions to determine the causes of delinquent behavior 14. an indefatigable worker: (a) well-paid, (b) tired, (c) skillful, (d) tireless, (e) pleasant 15. a con rmed atheist: (a) bachelor, (b) disbeliever in God, (c) believer in religion, (d) believer in science, (e) priest 16. endless loquacity: (a) misery, (b) fantasy, (c) repetitiousness, (d) ill health, (e) talkativeness 17. a glib talker: (a) smooth, (b) awkward, (c) loud, (d) friendly, (e) boring 18. an incorrigible optimist: (a) happy, (b) beyond correction or reform, (c) foolish, (d) hopeful, (e) unreasonable 19. an ocular problem: (a) unexpected, (b) insoluble, (c) visual, (d) continual, (e) imaginary 20. a notorious demagogue: (a) rabble-rouser, (b) gambler, (c) perpetrator of nancial frauds, (d) liar, (e) spendthrift 21. a naïve attitude: (a) unwise, (b) hostile, (c) unsophisticated, (d) friendly, (e) contemptuous 22. living in a uence: (a) di cult circumstances, (b) countri ed surroundings, (c) fear, (d) wealth, (e) poverty 23. in retrospect: (a) view of the past, (b) artistic balance, (c) anticipation, (d) admiration, (e) second thoughts 24. a gourmet: (a) seasoned traveler, (b) greedy eater, (c) vegetarian, (d) connoisseur of good food, (e) skillful chef 25. to simulate interest: (a) pretend, (b) feel, (c) lose, (d) stir up, (e) ask for 26. a magnanimous action: (a) puzzling, (b) generous, (c) foolish, (d) unnecessary, (e) wise 27. a clandestine meeting: (a) prearranged, (b) hurried, (c) important, (d) secret, (e) public 28. the apathetic citizens: (a) made up of separate ethnic groups, (b) keenly vigilant of their rights, (c) politically conservative, (d) indi erent, uninterested, uninvolved, (e) terri ed 29. to placate his son: (a) please, (b) help, (c) nd a job for, (d) make arrangements for, (e) change a feeling of hostility to one of friendliness 30. to vacillate continually: (a) avoid, (b) swing back and forth in indecision, (c) inject, (d) treat, (e) scold 31. a nostalgic feeling: (a) nauseated, (b) homesick, (c) sharp, (d) painful, (e) delighted 32. feel antipathy: (a) bashfulness, (b) stage fright, (c) friendliness, (d) hostility, (e) suspense 33. be more circumspect: (a) restrained, (b) con dent, (c) cautious, (d) honest, (e) intelligent 34. an intrepid ghter for human rights: (a) fearless, (b) eloquent, (c) popular, (d) experienced, (e) famous 35. diaphanous material: (a) strong, (b) sheer and gauzy, (c) colorful, (d) expensive, (e) synthetic 36. a taciturn host: (a) stingy, (b) generous, (c) disinclined to conversation, (d) charming, (e) gloomy 37. to malign his friend: (a) accuse, (b) help, (c) disbelieve, (d) slander, (e) introduce 38. a congenital deformity: (a) hereditary, (b) crippling, (c) slight, (d) incurable, (e) occurring at or during birth 39. a de nite neurosis: (a) plan, (b) emotional disturbance, (c) physical disease, (d) feeling of fear, (e) allergic reaction 40. made an unequivocal statement: (a) hard to understand, (b) lengthy, (c) politically motivated, (d) clear and forthright, (e) supporting 41. vicarious enjoyment: (a) complete, (b) unspoiled, (c) occurring from a feeling of identi cation with another, (d) long-continuing, (e) temporary 42. psychogenic ailment: (a) incurable, (b) contagious, (c) originating in the mind, (d) intestinal, (e) imaginary 43. an anachronous attitude: (a) unexplainable, (b) unreasonable, (c) belonging to a di erent time, (d) out of place, (e) unusual 44. her iconoclastic phase: (a) artistic, (b) sneering at tradition, (c) troubled, (d) di cult, (e) religious 45. a tyro: (a) dominating personality, (b) beginner, (c) accomplished musician, (d) dabbler, (e) serious student 46. a laconic reply: (a) immediate, (b) assured, (c) terse and meaningful, (d) unintelligible, (e) angry 47. semantic confusion: (a) relating to the meaning of words, (b) pertaining to money, (c) having to do with the emotions, (d) relating to mathematics, (e) caused by inner turmoil 48. cavalier treatment: (a) courteous, (b) haughty and highhanded, (c) negligent, (d) a ectionate, (e) expensive 49. an anomalous situation: (a) dangerous, (b) intriguing, (c) unusual, (d) pleasant (e) unhappy 50. posthumous child: (a) cranky, (b) brilliant, (c) physically weak, (d) illegitimate, (e) born after the death of the father 51. feels enervated: (a) full of ambition, (b) full of strength, (c) completely exhausted, (d) troubled, (e) full of renewed energy 52. shows perspicacity: (a) sincerity, (b) mental keenness, (c) love, (d) faithfulness, (e) longing 53. an unpopular martinet: (a) candidate, (b) supervisor, (c) strict disciplinarian, (d) military leader, (e) discourteous snob 54. gregarious person: (a) outwardly calm, (b) very sociable, (c) completely untrustworthy, (d) vicious, (e) self-e acing and timid 55. generally phlegmatic: (a) smug, self-satis ed, (b) easily pleased, (c) nervous, high- strung, (d) emotionally unresponsive, (e) lacking in social graces 56. an inveterate gambler: (a) impoverished, (b) successful, (c) habitual, (d) occasional, (e) superstitious 57. an egregious error: (a) outstandingly bad, (b) slight, (c) irreparable, (d) unnecessary, (e) deliberate 58. cacophony of a large city: (a) political administration, (b) crowded living conditions, (c) cultural advantages, (d) unpleasant noises, harsh sounds, (e) busy tra c 59. a prurient adolescent: (a) tall and gangling, (b) sexually longing, (c) clumsy, awkward, (d) sexually attractive, (e) soft-spoken 60. uxorious husband: (a) henpecked, (b) suspicious, (c) guilty of in delity, (d) fondly and foolishly doting on his wife, (e) tight sted, penny-pinching KEY: 1–a, 2–c, 3–b, 4–a, 5–b, 6–a, 7–e, 8–b, 9–d, 10–a, 11–c, 12–d, 13–b, 14–d, 15–b, 16–e, 17–a, 18–b, 19–c, 20–a, 21–c, 22–d, 23–a, 24–d, 25–a, 26–b, 27–d, 28–d, 29–e, 30–b, 31–b, 32–d, 33–c, 34–a, 35–b, 36–c, 37–d, 38–e, 39–b, 40–d, 41–c, 42–c, 43–c, 44–b, 45–b, 46–c, 47–a, 48–b, 49–c, 50–e, 51–c, 52–b, 53–c, 54–b, 55–d, 56–c, 57–a, 58–d, 59–b, 60–d Your score (one point for each correct choice): ____________ The Meaning of Your Score: 0–11: below average 12–35: average 36–48: above average 49–54: excellent 55–60: superior A TEST OF VERBAL SPEED PART 1 This is a timed test. In no more than three minutes (time yourself, or have someone time you), decide whether the word in column B is the same (or approximately the same) in meaning as the word in column A; opposite (or approximately opposite) in meaning; or whether the two words are merely di erent. Circle S for same, O for opposite, and D for di erent. You will not have time to dawdle or think too long, so go as fast as you can. COLUMN A COLUMN B 1. sweet sour S O D 2. crazy insane S O D 3. stout fat S O D 4. big angry S O D 5. danger peril S O D 6. help hinder S O D 7. splendid magni cent S O D 8. love hate S O D 9. stand rise S O D 10. furious violent S O D 11. tree apple S O D 12. doubtful certain S O D 13. handsome ugly S O D 14. begin start S O D 15. strange familiar S O D 16. male female S O D 17. powerful weak S O D 18. beyond under S O D 19. live die S O D 20. go get S O D 21. return replace S O D 22. growl weep S O D 23. open close S O D 24. nest home S O D 25. chair table S O D 26. want desire S O D 27. can container S O D 28. idle working S O D 29. rich luxurious S O D 30. building structure S O D PART 2 This is also a timed test. In no more than three minutes (again, time yourself or have someone time you), write down as many di erent words as you can think of that start with the letter D. Do not use various forms of a word, such as do, doing, does, done, doer, etc. Space is provided for 125 words. You are not expected to reach that number, but write as fast as you can and see how many blanks you can ll in before your time is up. KEY: Part 1: 1–O, 2–S, 3–S, 4–D, 5–S, 6–O, 7–S, 8–O, 9–S, 10–S, 11– D, 12–O, 13–O, 14–S, 15–O, 16–O, 17–O, 18–D, 19–O, 20–D, 21–S, 22–D, 23–O, 24–S, 25–D, 26–S, 27–S, 28–O, 29–S, 30–S Part 2: Any English word starting with D is correct unless it is merely another form of a previous word on the list. Scoring: PART 1 If you have up to 10 correct answers, credit your score with 25 points. If you have 11–20 correct answers, credit your score with 50 points. 21–25 correct answers—75 points. 26–30 correct answers—100 points. Your Score on Part 1:___ PART 2 Up to 30 words: 25 points 31–50 words: 50 points 51–70 words: 75 points 71–125 words: 100 points Your Score on Part 2: ___ TOTAL SCORE On Verbal Speed: ___ The meaning of your verbal speed score: 50: below average 75: average 100: above average 125–150: excellent 175–200: superior A TEST OF VERBAL RESPONSIVENESS PART 1 Write in the blank in column B a word starting with the letter P that is the same, or approximately the same, in meaning as the word given in column A. Example: look peer_____________________________ Warning: Every answer must start with the letter P. A B 1. bucket ____________ 2. trousers ____________ 3. maybe ____________ 4. forgive ____________ 5. separate ____________ 6. likely ____________ 7. annoy ____________ 8. good-looking ____________ 9. picture ____________ 10. choose ____________ 11. ugly ____________ 12. go ____________ 13. dish ____________ 14. location ____________ 15. stone ____________ 16. inactive ____________ 17. fussy ____________ 18. su ering ____________ 19. castle ____________ 20. gasp ____________ 21. fear ____________ 22. twosome ____________ 23. artist ____________ 24. sheet ____________ 25. collection ____________ PART 2 Write in the blank in column B a word starting with the letter G that is opposite, approximately opposite, or in contrast to the word given in column A. Example: stop go Warning: Every answer must start with the letter G. A B 1. lose ____________ 2. midget ____________ 3. special ____________ 4. lady ____________ 5. take ____________ 6. moron ____________ 7. sad ____________ 8. boy ____________ 9. happy ____________ 10. plain ____________ 11. hello ____________ 12. here ____________ 13. bad ____________ 14. ugly ____________ 15. stingy ____________ 16. awkward ____________ 17. little ____________ 18. rough ____________ 19. bride ____________ 20. ripe ____________ 21. unwanting ____________ 22. unprotected ____________ 23. experienced ____________ 24. scarcity ____________ 25. unappreciative ____________ KEY, Part 1: If more than one answer is given, count as correct any word you have written that is the same as any one of the answers. 1–pail, pan, 2–pants, 3–perhaps, possibly, probably, 4– pardon, 5–part, 6–probable, possible, perhaps, 7–pester, 8–pretty, 9–photograph, painting, 10–pick, 11–plain, 12–proceed, 13–plate, platter, 14–place, 15–pebble, 16– passive, 17–particular, picky, 18–pain, 19–palace, 20– pant, pu , 21–panic, 22–pair, 23–painter, 24–page, 25– pack Part 2: If more than one answer is given, count as correct any word you have written that is the same as any one of the answers. 1–gain, get, garner, grab, glean, grasp, grip, 2–giant, gigantic, great, gross, 3–general, 4–gentleman, 5–give, 6–genius, 7–glad, gleeful, gleesome, 8–girl, 9–gloomy, glum, grieving, grumpy, 10–gaudy, grand, grandiose, 11–goodbye, 12–gone, 13–good, 14–good-looking, 15– generous, giving, 16–graceful, 17–great, giant, gigantic, 18–gentle, 19–groom, 20–green, 21–greedy, grasping, 22-guarded, 23–green, 24–glut, gobs, 25–grateful Scoring: Score Parts 1 and 2 together. Write in the blank the total number of correct responses you made: ____________ The meaning of your verbal responsiveness score: 0–10: below average 11–20: average 21–30: above average 31–40: excellent 41–50: superior VOCABULARY AND SUCCESS Now you know where you stand. If you are in the below average or average group, you must consider, seriously, whether an inadequate vocabulary may be holding you back. (If you tested out on the above average, excellent, or superior level, you have doubtless already discovered the unique and far-reaching value of a rich vocabulary, and you are eager to add still further to your knowledge of words.) Let us examine, brie y, some of the evidence that points to the close relationship between vocabulary and personal, professional, and intellectual growth. The Human Engineering Laboratory found that the only common characteristic of successful people in this country is an unusual grasp of the meanings of words. The Laboratory tested the vocabularies of thousands of people in all age groups and in all walks of life—and discovered that those people drawing down the highest salaries made the highest scores. Consider very thoughtfully the explanation that the director of the Laboratory o ered for the relationship between vocabulary and success: “Why do large vocabularies characterize executives and possibly outstanding men and women in other elds? The nal answer seems to be that words are the instruments by means of which men and women grasp the thoughts of others and with which they do much of their own thinking. They are the tools of thought.” There is other evidence. At many universities, groups of freshmen were put into experimental classes for the sole purpose of increasing their knowledge of English words. These groups did better in their sophomore, junior, and senior years than control groups of similarly endowed students who did not receive such training. And still more evidence: At the University of Illinois, entering students were given a simple twenty-nine-word vocabulary test. The results of this test could be used, according to Professor William D. Templeman, to make an accurate prediction of future academic success—or lack of success— over the entire four year college course. “If a student has a superior vocabulary,” states Professor Templeman, “it will probably follow that he will do better work academically.” And nally: Educational research has discovered that your I.Q. is intimately related to your vocabulary. Take a standard vocabulary test and then an intelligence test—the results in both will be substantially the same. YOU CAN INCREASE YOUR VOCABULARY The more extensive your vocabulary, the better your chances for success, other things being equal—success in attaining your educational goals, success in moving ahead in your business or professional career, success in achieving your intellectual potential. And you can increase your vocabulary—faster and easier than you may realize. You can, in fact, accomplish a tremendous gain in less than two to three months of concentrated e ort, even if you do only one session a day—in less time if you do two or more sessions a day. Furthermore— You can start improving your vocabulary immediately—and within a few days you can be cruising along at such a rapid rate that there will be an actual change in your thinking, in your ability to express your thoughts, and in your powers of understanding. Does this sound as if I am promising you the whole world in a neat package with a pretty pink ribbon tied around it? I am. And I am willing to make such an unquali ed promise because I have seen what happens to those of my students at New York University and at Rio Hondo College in Whittier, California, who make sincere, methodical e orts to learn more, many more, words. 2 HOW TO START BUILDING YOUR VOCABULARY When you have nished working with this book, you will no longer be the same person. You can’t be. If you honestly read every page, if you do every exercise, if you take every test, if you follow every principle, you will go through an intellectual experience that will e ect a radical change in you. For if you systematically increase your vocabulary, you will also sharpen and enrich your thinking; push back your intellectual horizons; build your self-assurance; improve your facility in handling the English language and thereby your ability to express your thoughts e ectively; and acquire a deeper understanding of the world in general and of yourself in particular. Increasing your vocabulary does not mean merely learning the de nitions of large numbers of obscure words; it does not mean memorizing scores of unrelated terms. What it means—what it can only mean—is becoming acquainted with the multitudinous and fascinating phenomena of human existence for which words are, obviously, only the verbal descriptions. Increasing your vocabulary—properly, intelligently, and systematically—means treating yourself to an all-round, liberal education. And surely you cannot deny that such an experience will change you intellectually— Will have a discernible e ect on your methods of thinking—on your store of information—on your ability to express your ideas—on your understanding of human problems. HOW CHILDREN INCREASE THEIR VOCABULARIES The typical ten-year-old, you will recall, has a recognition vocabulary of over twenty thousand words—and has been learning many hundreds of new words every year since the age of four. You were once that typical child. You were once an accomplished virtuoso at vocabulary building. What was your secret? Did you spend hours every day poring over a dictionary? Did you lull yourself to sleep at night with Webster’s Unabridged? Did you keep notebooks full of all the new words you ever heard or read? Did you immediately look up the meaning of any new word that your parents or older members of your family used? Such procedures would have struck you as absurd then, as absurd as they would be for you today. You had a much better, much more e ective, and considerably less self-conscious method. Your method was the essence of simplicity: day in and day out you kept learning; you kept squeezing every possible ounce of learning out of every waking moment; you were an eternal question box, for you had a constant and insatiable desire to know and understand. HOW ADULTS STOP BUILDING THEIR VOCABULARIES Then, eventually, at some point in your adult life (unless you are the rare exception), you gradually lost your compulsive drive to discover, to gure out, to understand, to know. Eventually, therefore, you gradually lost your need to increase your vocabulary—your need to learn the words that could verbalize your new discoveries, your new understanding, your new knowledge. Roland Gelatt, in a review of Caroline Pratt’s book I Learn from Children, describes this phenomenon as follows: All normal human beings are born with a powerful urge to learn. Almost all of them lose this urge, even before they have reached maturity. It is only the few … who are so constituted that lack of learning becomes a nuisance. This is perhaps the most insidious of human tragedies. Children are wonders at increasing their vocabularies because of their “powerful urge to learn.” They do not learn solely by means of words, but as their knowledge increases, so does their vocabulary— for words are the symbols of ideas and understanding. (If you are a parent, you perhaps remember that crucial and trying period in which your child constantly asked “Why?” The “Why?” is the child’s method of nding out. How many adults that you know go about asking and thinking “Why?” How often do you yourself do it?) The adults who “lose this urge,” who no longer feel that “lack of learning becomes a nuisance,” stop building their vocabularies. They stop learning, they stop growing intellectually, they stop changing. When and if such a time comes, then, as Mr. Gelatt so truly says, “This is perhaps the most insidious of human tragedies.” But fortunately the process is far from irreversible. If you have lost the “powerful urge to learn,” you can regain it— you can regain your need to discover, to gure out, to understand, to know. And thus you can start increasing your vocabulary at the same rate as when you were a child. I am not spouting airy theory. For over thirty- ve years I have worked with thousands of adults in my college courses in vocabulary improvement, and I can state as a fact, and without quali cation, that: If you can recapture the “powerful urge to learn” with which you were born, you can go on increasing your vocabulary at a prodigious rate— No matter what your present age. WHY AGE MAKES LITTLE DIFFERENCE IN VOCABULARY BUILDING I repeat, no matter what your present age. You may be laboring under a delusion common to many older people. You may think that after you pass your twenties you rapidly and inevitably lose your ability to learn. That is simply not true. There is no doubt that the years up to eighteen or twenty are the best period for learning. Your own experience no doubt bears that out. And of course for most people more learning goes on faster up to the age of eighteen or twenty than ever after, even if they live to be older than Methuselah. (That is why vocabulary increases so rapidly for the rst twenty years of life and comparatively at a snail’s pace thereafter.) But (and follow me closely)— The fact that most learning is accomplished before the age of twenty does not mean that very little learning can be achieved beyond that age. What is done by most people and what can be done under proper guidance and motivation are two very, very di erent things—as scienti c experiments have conclusively shown. Furthermore— The fact that your learning ability may be best up to age twenty does not mean that it is absolutely useless as soon as your twentieth birthday is passed. Quite the contrary. Edward Thorndike, the famous educational psychologist, found in experiments with people of all ages that although the learning curve rises spectacularly up to twenty, it remains steady for at least another ve years. After that, ability to learn (according to Professor Thorndike) drops very, very slowly up to the age of thirty- ve, and drops a bit more but still slowly beyond that age. And— Right up to senility the total decrease in learning ability after age twenty is never more than 15 per cent! That does not sound, I submit, as if no one can ever learn anything new after the age of twenty. Believe me, the old saw that claims you cannot teach an old dog new tricks is a baseless, if popular, superstition. So I repeat: no matter what your age, you can go on learning e ciently, or start learning once again if perhaps you have stopped. You can be thirty, or forty, or fty, or sixty, or seventy—or older. No matter what your age, you can once again increase your vocabulary at a prodigious rate—providing you recapture the “powerful urge to learn” that is the key to vocabulary improvement. Not the urge to learn “words”—words are only symbols of ideas. But the urge to learn facts, theories, concepts, information, knowledge, understanding—call it what you will. Words are the symbols of knowledge, the keys to accurate thinking. Is it any wonder then that the most successful and intelligent people in this country have the biggest vocabularies? It was not their large vocabularies that made these people successful and intelligent, but their knowledge. Knowledge, however, is gained largely through words. In the process of increasing their knowledge, these successful people increased their vocabularies. Just as children increase their vocabulary at a tremendous, phenomenal rate during those years when their knowledge is increasing most rapidly. Knowledge is chie y in the form of words, and from now on, in this book, you will be thinking about, and thinking with, new words and new ideas. WHAT THIS BOOK CAN DO FOR YOU This book is designed to get you started building your vocabulary —e ectively and at jet-propelled speed—by helping you regain the intellectual atmosphere, the keen, insatiable curiosity, the “powerful urge to learn” of your childhood. The organization of the book is based on two simple principles: 1) words are the verbal symbols of ideas, and 2) the more ideas you are familiar with, the more words you know. So, chapter by chapter, we will start with some central idea— personality types, doctors, science, unusual occupations, liars, actions, speech habits, insults, compliments, etc.—and examine ten basic words that express various aspects of the idea. Then, using each word as a springboard, we will explore any others which are related to it in meaning or derivation, so that it is not unlikely that a single chapter may discuss, teach, and test close to one hundred important words. Always, however, the approach will be from the idea. First there will be a “teaser preview” in which the ideas are brie y hinted at; then a “headline,” in which each idea is examined somewhat more closely; next a clear, detailed paragraph or more will analyze the idea in all its rami cations; nally the word itself, which you will meet only after you are completely familiar with the idea. In the etymology (derivation of words) section, you will learn what Greek or Latin root gives the word its unique meaning and what other words contain the same, or related, roots. You will thus be continually working in related elds, and there will never be any possibility of confusion from “too muchness,” despite the great number of words taken up and tested in each chapter. Successful people have superior vocabularies. People who are intellectually alive and successful in the professional or business worlds are accustomed to dealing with ideas, are constantly on the search for new ideas, build their lives and their careers on the ideas they have learned. And it is to readers whose goal is successful living (in the broadest meaning of the word successful) that this book is addressed. A NOTE ON TIME SCHEDULES From my experience over many years in teaching, I have become a rm believer in setting a goal for all learning and a schedule for reaching that goal. You will discover that each chapter is divided into approximately equal sessions, and that each session will take from thirty to forty- ve minutes of your time, depending on how rapidly or slowly you enjoy working—and bear in mind that everyone has an optimum rate of learning. For best results, do one or two sessions at a time—spaced studying, with time between sessions so that you can assimilate what you have learned, is far more e cient, far more productive, than gobbling up great amounts in indigestible chunks. Come back to the book every day, or as close to every day as the circumstances of your life permit. Find a schedule that is comfortable for you, and then stick to it. Avoid interrupting your work until you have completed a full session, and always decide, before you stop, exactly when you will plan to pick up the book again. Working at your own comfortable rate, you will likely nish the material in two to three months, give or take a few weeks either way. However long you take, you will end with a solid feeling of accomplishment, a new understanding of how English words work, and —most important—how to make words work for you. 3 HOW TO TALK ABOUT PERSONALITY TYPES (Sessions 1–3) TEASER PREVIEW What word best describes your personality if you: are interested solely in your own welfare? constantly talk about yourself? dedicate your life to helping others? turn your mind inward? turn your mind outward? hate humanity? hate women? hate marriage? lead a lonely, austere existence? SESSION 1 Every human being is, in one way or another, unique. Everyone’s personality is determined by a combination of genetic and environmental factors. Let us examine ten personality types (one of which might by chance be your very own) that result from the way culture, growth, family background, and environment interact with heredity. And, of course, we begin not with the words, but with the ideas. IDEAS 1. me first Your attitude to life is simple, direct, and aboveboard—every decision you make is based on the answer to one question: “What’s in it for me?” If your sel shness, greed, and ruthless desire for self- advancement hurt other people, that’s too bad. “This is a tough world, pal, dog eat dog and all that, and I, for one, am not going to be left behind!” An egoist 2. the height of conceit “Now, let’s see. Have you heard about all the money I’m making? Did I tell you about my latest amorous conquest? Let me give you my opinion—I know, because I’m an expert at practically everything!” You are boastful to the point of being obnoxious—you have only one string to your conversational violin, namely, yourself; and on it you play a number of monotonous variations: what you think, what you have done, how good you are, how you would solve the problems of the world, etc. ad nauseam. An egotist 3. let me help you You have discovered the secret of true happiness—concerning yourself with the welfare of others. Never mind your own interests, how’s the next fellow getting along? An altruist 4. leave me alone Like a biochemist studying a colony of bacteria under the microscope, you minutely examine your every thought, feeling, and action. Probing, futile questions like “What do other people think of me?”, “How do I look?”, and “Maybe I shouldn’t have said that?” are your constant nagging companions, for you are unable to realize that other people do not spend as much time and energy analyzing you as you think. You may seem unsocial, yet your greatest desire is to be liked and accepted. You may be shy and quiet, you are often moody and unhappy, and you prefer solitude or at most the company of one person to a crowd. You have an aptitude for creative work and are uncomfortable engaging in activities that require cooperation with other people. You may even be a genius, or eventually turn into one. An introvert 5. let’s do it together You would be great as a teacher, counselor, administrator, insurance agent. You can always become interested—sincerely, vitally interested—in other people’s problems. You’re the life of the party, because you never worry about the e ect of your actions, never inhibit yourself with doubts about dignity or propriety. You are usually happy, generally full of high spirits; you love to be with people—lots of people. Your thoughts, your interests, your whole personality are turned outward. An extrovert 6. neither extreme You have both introverted and extroverted tendencies—at di erent times and on di erent occasions. Your interests are turned, in about equal proportions, both inward and outward. Indeed, you’re quite normal—in the sense that your personality is like that of most people. An ambivert 7. people are no damn good Cynical, embittered, suspicious, you hate everyone. (Especially, but never to be admitted, yourself?) The perfectibility of the human race? “Nonsense! No way!” The stupidity, the meanness, and the crookedness of most mortals (“Most? Probably all!”)—that is your favorite theme. A misanthrope 8. women are no damn good Sometime in your dim past, you were crossed, scorned, or deeply wounded by a woman (a mother, or mother gure, perhaps?). So now you have a carefully constructed defense against further hurt— you hate all women. A misogynist 9. “marriage is an institution—and who wants to live in an institution?” You will not make the ultimate legal commitment. Members of the opposite sex are great as lovers, roommates, apartment- or house- sharers, but not as lawfully wedded spouses. The ties that bind are too binding for you. You may possibly believe, and possibly, for yourself, be right, that a commitment is deeper and more meaningful if freedom is available without judicial proceedings. A misogamist 10. “… that the flesh is heir to …” Self-denial, austerity, lonely contemplation—these are the characteristics of the good life, so you claim. The simplest food and the least amount of it that will keep body and soul together, combined with abstinence from eshly, earthly pleasures, will eventually lead to spiritual perfection—that is your philosophy. An ascetic USING THE WORDS You have been introduced to ten valuable words—but in each case, as you have noticed, you have rst considered the ideas that these words represent. Now say the words—each one is respelled phonetically so that you will be sure to pronounce it correctly.1 Say each word aloud. This is the rst important step to complete mastery. As you hear a word in your own voice, think of its meaning. Are you quite clear about it? If not, reinforce your learning by rereading the explanatory paragraph or paragraphs. Can you pronounce the words? 1. egoist EE′-gō-ist 2. egotist EE′-gō-tist 3. altruist AL′-tr -ist 4. introvert IN′-trƏ-vurt′ 5. extrovert EKS′-trƏ-vurt′ 6. ambivert AM′-bƏ-vurt′ 7. misanthrope MIS′-Ən-thrōp′ 8. misogynist mƏ-SOJ′-Ə-nist 9. misogamist mƏ-SOG′-Ə-mist 10. ascetic Ə-SET′-ik Can you work with the words? You have taken two long steps toward mastery of the expressive words in this chapter—you have thought about the ideas behind them, and you have said them aloud. For your third step, match each personality with the appropriate characteristic, action, or attitude. 1. egoist a. turns thoughts inward 2. egotist b. hates marriage 3. altruist c. talks about accomplishments 4. introvert d. hates people e. does not pursue pleasures of 5. extrovert the esh 6. ambivert f. is interested in the welfare of others 7. misanthrope g. believes in self-advancement h. turns thoughts both inward 8. misogynist and outward 9. misogamist i. hates women 10. ascetic j. turns thoughts outward KEY: 1–g, 2–c, 3–f, 4–a, 5–j, 6–h, 7–d, 8–i, 9–b, 10–e Do you understand the words? Now that you are becoming more and more involved in these ten words, nd out if they can make an immediate appeal to your understanding. Here are ten questions—can you indicate, quickly, and without reference to any previous de nitions, whether the correct answer to each of these questions is yes or no? 1. Is an egoist sel sh? YES NO 2. Is modesty one of the characteristics of the egotist? YES NO 3. Is an altruist sel sh? YES NO 4. Does an introvert pay much attention to himself? YES NO 5. Does an extrovert prefer solitude to companionship? YES NO 6. Are most normal people ambiverts? YES NO 7. Does a misanthrope like people? YES NO 8. Does a misogynist enjoy the company of women? YES NO 9. Does an ascetic lead a life of luxury? YES NO 10. Does a misogamist try to avoid marriage? YES NO KEY: 1–yes, 2–no, 3–no, 4–yes, 5–no, 6–yes, 7– no, 8–no, 9–no, 10– yes Can you recall the words? You have thus far reinforced your learning by saying the words aloud, by matching them to their de nitions, and by responding to meaning when they were used in context. Can you recall each word, now, without further reference to previous material? And can you spell it correctly? 1. Who lives a lonely, austere life? 1. A_________________ 2. Whose interests are turned outward? 2. E_________________ 3. Who is supremely sel sh? 3. E_________________ 4. Who hates people? 4. M_________________ 5. Whose interests are turned both inward and outward? 5. A_________________ 6. Who is incredibly conceited? 6. E_________________ 7. Who is more interested in the welfare of others than in his own? 7. A_________________ 8. Who hates women? 8. M_________________ 9. Whose interests are turned inward? 9. I_________________ 10. Who hates marriage? 10. M_________________ KEY: 1–ascetic, 2–extrovert, 3–egoist, 4–misanthrope, 5–ambivert, 6–egotist, 7–altruist, 8–misogynist, 9–introvert, 10– misogamist (End of Session 1) SESSION 2 ORIGINS AND RELATED WORDS Every word in the English language has a history—and these ten are no exception. In this section you will learn a good deal more about the words you have been working with; in addition, you will make excursions into many other words allied either in meaning, form, or history to our basic ten. 1. the ego Egoist and egotist are built on the same Latin root—the pronoun ego, meaning I. I is the greatest concern in the egoist’s mind, the most overused word in the egotist’s vocabulary. (Keep the words di erentiated in your own mind by thinking of the t in talk, and the additional t in egotist.) Ego itself has been taken over from Latin as an important English word and is commonly used to denote one’s concept of oneself, as in, “What do you think your constant criticisms do to my ego?” Ego has also a special meaning in psychology—but for the moment you have enough problems without going into that. If you are an egocentric (ee′-gō-SEN′-trik), you consider yourself the center of the universe—you are an extreme form of the egoist. And if you are an egomaniac (ee′-gō-MAY′-nee-ak), you carry egoism to such an extreme that your needs, desires, and interests have become a morbid obsession, a mania. The egoist or egotist is obnoxious, the egocentric is intolerable, and the egomaniac is dangerous and slightly mad. Egocentric is both a noun (“What an egocentric her new roommate is!”) and an adjective (“He is the most egocentric person I have ever met!”). To derive the adjective form of egomaniac, add -al, a common adjective su x. Say the adjective aloud: egomaniacal ee′-gō-mƏ-NĪ′-Ə-kƏl 2. others In Latin, the word for other is alter, and a number of valuable English words are built on this root. Altruism (AL′-tr -iz-Əm), the philosophy practiced by altruists, comes from one of the variant spellings of Latin alter, other. Altruistic (al-tr -IS′-tik) actions look toward the bene t of others. If you alternate (AWL′-tƏr-nayt′), you skip one and take the other, so to speak, as when you play golf on alternate (AWL′-tƏr-nƏt) Saturdays. An alternate (AWL′-tƏr-nƏt) in a debate, contest, or convention is the other person who will take over if the original choice is unable to attend. And if you have no alternative (awl-TUR′-nƏ-tiv), you have no other choice. You see how easy it is to understand the meanings of these words once you realize that they all come from the same source. And keeping in mind that alter means other, you can quickly understand words like alter ego, altercation, and alteration. An alteration (awl′-tƏ-RAY′-shƏn) is of course a change—a making into something other. When you alter (AWL′-tƏr) your plans, you make other plans. An altercation (awl′-tƏr-KAY′-shƏn) is a verbal dispute. When you have an altercation with someone, you have a violent disagreement, a “ ght” with words. And why? Because you have other ideas, plans, or opinions than those of the person on the other side of the argument. Altercation, by the way, is stronger than quarrel or dispute —the sentiment is more heated, the disagreement is likely to be angry or even hot-tempered, there may be recourse, if the disputants are human, to profanity or obscenity. You have altercations, in short, over pretty important issues, and the word implies that you get quite excited. Alter ego (AWL′-tƏr EE′-gō), which combines alter, other, with ego, I, self, generally refers to someone with whom you are so close that you both do the same things, think alike, react similarly, and are, in temperament, almost mirror images of each other. Any such friend is your other I, your other self, your alter ego. USING THE WORDS Can you pronounce the words? Digging a little into the derivation of three of our basic words, egoist, egotist, and altruist, has put us in touch with two important Latin roots, ego, I, self, and alter, other, and has made it possible for us to explore, with little di culty, many other words derived from these roots. Pause now, for a moment, to digest these new acquisitions, and to say them aloud. 1. ego EE′-gō 2. egocentric ee-gō-SEN′-trik 3. egomaniac ee-gō-MAY′-nee-ak 4. egomaniacal ee′-gō-mƏ-NĪ′-Ə-kƏl 5. altruism AL′-tr -iz-Əm 6. altruistic al-tr -IS′-tik 7. to alternate (v.) AWL′-tƏr-nayt′ 8. alternate (adj. or noun) AWL′-tƏr-nƏt 9. alternative awl-TUR′-nƏ-tiv 10. alteration awl′-tƏr-AY′-shƏn 11. to alter AWL′-tƏr 12. altercation awl′-tƏr-KAY′-shƏn 13. alter ego AWL′-tƏr EE′-gō Can you work with the words? (I) You have seen how these thirteen words derive from the two Latin roots ego, I, self, and alter, other, and you have pronounced them aloud and thereby begun to make them part of your active vocabulary. Are you ready to match de nitions to words? a. one who is excessively xated 1. ego on his own desires, needs, etc. 2. egocentric b. to change 3. altruism c. argument 4. to alternate d. one’s concept of oneself 5. to alter e. to take one, skip one, etc. f. philosophy of putting another’s 6. altercation welfare above one’s own KEY: 1–d, 2–a, 3–f, 4–e, 5–b, 6–c Can you work with the words? (II) 1. egomaniacal a. a change 2. altruistic b. other possible c. interested in the welfare of 3. alternative others 4. alteration d. one’s other self 5. alter ego e. a choice f. morbidly, obsessively wrapped 6. alternate (adj.) up in oneself KEY: 1–f, 2–c, 3–e, 4–a, 5–d, 6–b Do you understand the words? If you have begun to understand these thirteen words, you will be able to respond to the following questions. 1. Is rejection usually a blow to one’s ego? YES NO 2. Are egocentric people easy to get along with? YES NO 3. Does an egomaniac have a normal personality? YES NO 4. Are egomaniacal tendencies a sign of maturity? YES NO 5. Is altruism a characteristic of sel sh people? YES NO 6. Are altruistic tendencies common to egoists? YES NO 7. Is an alternate plan necessarily inferior? YES NO 8. Does an alternative allow you some freedom of choice? YES NO 9. Does alteration imply keeping things the same? YES NO 10. Do excitable people often engage in altercations? YES NO 11. Is your alter ego usually quite similar to yourself? YES NO KEY: 1–yes, 2–no, 3–no, 4–no, 5–no, 6–no, 7–no, 8–yes, 9–no, 10– yes, 11–yes Can you recall the words? Have you learned these words so well that you can summon each one from your mind when a brief de nition is o ered? Review rst if necessary; then, without further reference to previous pages, write the correct word in each blank. Make sure to check your spelling when you refer to the Key. 1. one’s other self 1. A_________________ 2. to change 2. A_________________ 3. a heated dispute 3. A_________________ 4. excessively, morbidly obsessed with one’s own needs, desires, or ambitions 4. E_________________ 5. unsel sh; more interested in the welfare of others than in one’s own 5. A_________________ 6. utterly involved with oneself; self-centered 6. E_________________ 7. a choice 7. A_________________ 8. one who substitutes for another 8. A_________________ KEY: 1–alter ego, 2–alter, 3–altercation, 4–egomaniacal, 5–altruistic, 6–egocentric, 7–alternative, 8–alternate (End of Session 2) SESSION 3 ORIGINS AND RELATED WORDS 1. depends how you turn Introvert, extrovert, and ambivert are built on the Latin verb verto, to turn. If your thoughts are constantly turned inward (intro-), you are an introvert; outward (extro-), an extrovert; and in both directions (ambi-), an ambivert. The pre x ambi-, both, is also found in ambidextrous (am′-bƏ-DEKS′-trƏs), able to use both hands with equal skill. The noun is ambidexterity (am′-bƏ-deks-TAIR′-Ə-tee). Dexterous (DEKS′-trƏs) means skillful, the noun dexterity (deks- TAIR′-Ə-tee) is skill. The ending -ous is a common adjective su x (famous, dangerous, perilous, etc.); -ity is a common noun su x (vanity, quality, simplicity, etc.). (Spelling caution: Note that the letter following the t- in ambidextrous is -r, but that in dexterous the next letter is -e.) Dexter is actually the Latin word for right hand—in the ambidextrous person, both hands are right hands, so to speak. The right hand is traditionally the more skillful one; it is only within recent decades that we have come to accept that “lefties” or “southpaws” are just as normal as anyone else—and the term left- handed is still used as a synonym of awkward. The Latin word for the left hand is sinister. This same word, in English, means threatening, evil, or dangerous, a further commentary on our early suspiciousness of left-handed persons. There may still be some parents who insist on forcing left-handed children to change (though left-handedness is inherited, and as much an integral part of its possessor as eye color or nose shape), with various unfortunate results to the child—sometimes stuttering or an inability to read with normal skill. The French word for the left hand is gauche, and, as you would suspect, when we took this word over into English we invested it with an uncomplimentary meaning. Call someone gauche (GŌSH) and you imply clumsiness, generally social rather than physical. (We’re right back to our age-old misconception that left-handed people are less skillful than right-handed ones.) A gauche remark is tactless; a gauche o er of sympathy is so bumbling as to be embarrassing; gaucherie (GŌ′-shƏ-ree) is an awkward, clumsy, tactless, embarrassing way of saying things or of handling situations. The gauche person is totally without nesse. And the French word for the right hand is droit, which we have used in building our English word adroit (Ə-DROYT′). Needless to say, adroit, like dexterous, means skillful, but especially in the exercise of the mental facilities. Like gauche, adroit, or its noun adroitness, usually is used guratively. The adroit person is quickwitted, can get out of di cult spots cleverly, can handle situations ingeniously. Adroitness is, then, quite the opposite of gaucherie. 2. love, hate, and marriage Misanthrope, misogynist, and misogamist are built on the Greek root misein, to hate. The misanthrope hates mankind (Greek anthropos, mankind); the misogynist hates women (Greek gyne, woman); the misogamist hates marriage (Greek gamos, marriage). Anthropos, mankind, is also found in anthropology (an-thrƏ-POL′-Ə- jee), the study of the development of the human race; and in philanthropist (fƏ-LAN′-thrƏ-pist), one who loves mankind and shows such love by making substantial nancial contributions to charitable organizations or by donating time and energy to helping those in need. The root gyne, woman, is also found in gynecologist (gīn-Ə-KOL′-Ə- jist or jīn-KOL′-Ə-jist), the medical specialist who treats female disorders. And the root gamos, marriage, occurs also in monogamy (mƏ-NOG′-Ə-mee), bigamy (BIG′-Ə-mee), and polygamy (pƏ-LIG′-Ə- mee). (As we will discover later, monos means one, bi- means two, polys means many.) So monogamy is the custom of only one marriage (at a time). Bigamy, by etymology, is two marriages—in actuality, the unlawful act of contracting another marriage without divorcing one’s current legal spouse. And polygamy, by derivation many marriages, and therefore etymologically denoting plural marriage for either males or females, in current usage generally refers to the custom practiced in earlier times by the Mormons, and before them by King Solomon, in which the man has as many wives as he can a ord nancially and/or emotionally. The correct, but rarely used, term for this custom is polygyny (pƏ-LIJ′-Ə-nee)—polys, many, plus gyne, woman. What if a woman has two or more husbands, a form of marriage practiced in the Himalaya Mountains of Tibet? That custom is called polyandry (pol-ee-AN′-dree), from polys plus Greek andros, male. 3. making friends with suffixes English words have various forms, using certain su xes for nouns referring to persons, other su xes for practices, attitudes, philosophies, etc, and still others for adjectives. Consider: Person Practice, etc. Adjective 1. misanthrope or misanthropy misanthropic misanthropist misogynous or 2. misogynist misogyny misogynistic 3. gynecologist gynecology gynecological 4. monogamist monogamy monogamous 5. bigamist bigamy bigamous 6. polygamist polygamy polygamous 7. polygynist polygyny polygynous 8. polyandrist polyandry polyandrous 9. philanthropist philanthropy philanthropic 10. anthropologist anthropology anthropological You will note, then, that -ist is a common su x for a person; -y for a practice, attitude, etc.; and -ic or -ous for an adjective. 4. living alone and liking it Ascetic is from the Greek word asketes, monk or hermit. A monk lives a lonely life—not for him the pleasures of the eshpots, the laughter and merriment of convivial gatherings, the dissipation of high living. Rather, days of contemplation, study, and rough toil, nights on a hard bed in a simple cell, and the kind of self-denial that leads to a puri cation of the soul. That person is an ascetic who leads an existence, voluntarily of course, that compares in austerity, simplicity, and rigorous hardship with the life of a monk. The practice is asceticism (Ə-SET′-Ə-siz-Əm), the adjective ascetic. REVIEW OF ETYMOLOGY Notice how e ciently you can master words by understanding their etymological structure. Stop for a moment to review the roots, pre xes, and su xes you have studied. Can you recall a word we have discussed in this chapter that is built on the indicated pre x, root, or su x? PREFIX, ROOT, SUFFIX MEANING EXAMPLE 1. ego self, I _______________ 2. alter other _______________ 3. intro- inside _______________ 4. extro- outside _______________ 5. verto turn _______________ 6. ambi- both _______________ 7. misein hate _______________ 8. anthropos mankind _______________ 9. gyne woman _______________ 10. gamos marriage _______________ 11. asketes monk _______________ 12. centrum center _______________ 13. mania madness _______________ 14. dexter right hand _______________ 15. sinister left hand _______________ 16. gauche left hand _______________ 17. droit right hand _______________ 18. monos one _______________ 19. bi- two _______________ 20. polys many _______________ 21. andros male _______________ person who (noun 22. -ist _______________ su x) Practice, custom, etc. 23. -y _______________ (noun su x) 24. -ous adjective su x _______________ quality, condition, 25. -ity _______________ etc. (noun su x) USING THE WORDS Can you pronounce the words? (I) Say each word aloud! Hear it in your own voice! Say it often enough so that you feel comfortable with it, noting carefully from the phonetic respelling exactly how it should sound. Remember that the rst crucial step in mastering a word is to be able to say it with ease and assurance. 1. ambidextrous am-bƏ-DEKS′-trƏs 2. ambidexterity am′-bƏ-deks-TAIR′-Ə-tee 3. dexterous DEKS′-trƏs 4. dexterity deks-TAIR′-Ə-tee 5. sinister SIN′-Ə-stƏr GŌSH (Say the English word go, 6. gauche then quickly add -sh.) 7. gaucherie GŌ′-shƏ-ree 8. adroit Ə-DROYT′ 9. adroitness Ə-DROYT′-nƏss 10. anthropology an-tbrƏ-POL′-Ə-jee 11. anthropologist an-thrƏ-POL′-Ə-jist 12. anthropological an′-thrƏ-pƏ-LOJ′-Ə-kƏl 13. philanthropist fƏ-LAN′-thrƏ-pist 14. philanthropy fƏ-LAN′-thrƏ-pee 15. philanthropic l-Ən-THROP′-ik 16. gynecologist gīn (or jin or jīn)-Ə-KOL′-Ə-jist 17. gynecology gīn (or jin or jīn)-Ə-KOL′-Ə-jee 18. gynecological gīn (or jin or jīn)-Ə-kƏ-LOJ′-Ə-kƏl 19. monogamist mƏ-NOG′-Ə-mist 20. monogamy mƏ-NOG′-Ə-mee 21. monogamous mƏ-NOG′-Ə-mƏs Can you pronounce the words? (II) 1. bigamist BIG′-Ə-mist 2. bigamy BIG′-Ə-mee 3. bigamous BIG′-Ə-mƏs 4. polygamist pƏ-LIG′-Ə-mist 5. polygamy pƏ-LIG′-Ə-mee 6. polygamous pƏ-LIG-′Ə-mƏs 7. polygynist pƏ-LIJ′-Ə-nist 8. polygyny pƏ-LIJ′-Ə-nee 9. polygynous pƏ-LIJ′-Ə-nƏs 10. polyandrist pol-ee-AN′-drist 11. polyandry pol-ee-AN′-dree 12. polyandrous pol-ee-AN′-drƏs 13. misanthropist mis-AN′-thrƏ-pist 14. misanthropy mis-AN′-thrƏ-pee 15. misanthropic mis-Ən-THROP′-ik 16. misogyny mƏ-SOJ′-Ə-nee 17. misogynous mƏ-SOJ′-Ə-nƏs 18. misogynistic mƏ-soj′-Ə-NIS′-tik 19. misogamy mƏ-SOG′-Ə-mee 20. misogamous mƏ-SOG-Ə-mƏs 21. asceticism Ə-SET-Ə-siz-Əm Can you work with the words? (I) Check on your comprehension! See how successfully you can match words and meanings! 1. ambidextrous a. evil, threatening 2. dexterous b. hating mankind 3. sinister c. skillful 4. gauche d. awkward e. capable of using both hands 5. misanthropic with equal skill KEY: 1–e, 2–c, 3–a, 4–d, 5–b Can you work with the words? (II) 1. anthropology a. system of only one marriage 2. gynecology b. hatred of women 3. monogamy c. illegal plurality of marriages 4. bigamy d. study of human development 5. misogyny e. study of female ailments KEY: 1–d, 2–e, 3–a, 4–c, 5–b Can you work with the words? (III) a. devotion to a lonely and 1. polygamy austere life 2. misogamy b. skill, cleverness c. custom in which one man has 3. asceticism many wives 4. philanthropy d. love of mankind 5. adroitness e. hatred of marriage KEY: 1–c, 2–e, 3–a, 4–d, 5–b Can you work with the words? (IV) a. student of the development of 1. polygynist mankind b. one who engages in charitable 2. polyandrist works 3. anthropologist c. male with a plurality of wives 4. gynecologist d. women’s doctor e. female with a plurality of 5. philanthropist husbands KEY: 1–c, 2–e, 3–a, 4–d, 5–b Do you understand the words? 1. Can ambidextrous people use either the left or right hand equally well? YES NO 2. Should a surgeon be manually dexterous? YES NO 3. Is a sinister-looking person frightening? YES NO 4. Is gaucherie a social asset? YES NO 5. Is an adroit speaker likely to be a successful lawyer? YES NO 6. Is a student of anthropology interested in primitive tribes? YES NO 7. Does a gynecologist have more male than female patients? YES NO 8. Is monogamy the custom in Western countries? YES NO 9. Is a misogamist likely to show tendencies toward polygamy? YES NO 10. Is a bigamist breaking the law? YES NO 11. Is a philanthropist generally altruistic? YES NO 12. Does a misanthropist enjoy human relationships? YES NO 13. Does a misogynist enjoy female companionship? YES NO 14. Are unmarried people necessarily misogamous? YES NO 15. Are bachelors necessarily misogynous? YES NO 16. Is asceticism compatible with luxurious living and the pursuit of pleasure? YES NO 17. Does a polyandrist have more than one husband? YES NO KEY: 1–yes, 2–yes, 3–yes, 4–no, 5–yes, 6–yes, 7–no, 8–yes, 9–no, 10–yes, 11–yes, 12–no, 13–no, 14–no, 15–no, 16–no, 17–yes Can you recall the words? 1. philosophy of living austerely 1. A_________________ 2. hatred of women 2. M_________________ 3. hatred of marriage 3. M_________________ 4. hatred of mankind 4. M_________________ 5. skillful 5. D_________________ 6. awkward 6. G_________________ 7. evil, threatening 7. S_________________ 8. describing hatred of women (adj.) 8. M_________________ or M_________________ 9. skill 9. A_________________ 10. pertaining to hatred of marriage. (adj.) 10. M_________________ 11. pertaining to hatred of mankind (adj.) 11. M_________________ 12. social custom of plural marriage 12. P_________________ or P_________________ or P_________________ 13. unlawful state of having more than one spouse 13. B_________________ 14. doctor specializing in female disorders 14. G_________________ 15. custom of one marriage at a time 15. M_________________ 16. one who hates the human race 16. M_________________ or M_________________ 17. able to use both hands with equal skill 17. A_________________ 18. study of mankind 18. A_________________ 19. one who loves mankind 19. P_________________ 20. skill in the use of both hands 20. A_________________ KEY: 1–asceticism, 2–misogyny, 3–misogamy, 4–misanthropy, 5– dexterous, 6–gauche, 7–sinister, 8–misogynous or misogynistic, 9–adroitness, 10–misogamous, 11–misanthropic, 12–polygamy, polyandry, or polygyny, 13–bigamy, 14– gynecologist, 15–monogamy, 16–misanthropist or misanthrope, 17–ambidextrous, 18–anthropology, 19– philanthropist, 20–ambidexterity CHAPTER REVIEW A. Do you recognize the words? 1. Puts sel sh desires rst: (a) egoist, (b) egotist, (c) altruist 2. Is self-analytical: (a) extrovert, (b) introvert, (c) ambivert 3. Hates women: (a) misogamist, (b) misanthrope, (c) misogynist 4. One’s other self: (a) altercation, (b) alter ego, (c) alteration 5. Awkward, clumsy: (a) adroit, (b) dexterous, (c) gauche 6. Plural marriage as a custom: (a) bigamy, (b) polygamy, (c) monogamy 7. Study of human development: (a) asceticism, (b) philanthropy, (c) anthropology 8. Plurality of husbands as a custom: (a) misogyny, (b) polygyny, (c) polyandry KEY: 1–a, 2–b, 3–c, 4–b, 5–c, 6–b, 7–c, 8–c B. Can you recognize roots? ROOT MEANING 1. ego ___________ EXAMPLE egoist 2. alter ___________ EXAMPLE alternative 3. verto ___________ EXAMPLE introvert 4. misein ___________ EXAMPLE misogynist 5. anthropos ___________ EXAMPLE anthropologist 6. gyne ___________ EXAMPLE gynecologist 7. gamos ___________ EXAMPLE bigamy 8. centrum ___________ EXAMPLE egocentric 9. dexter ___________ EXAMPLE dexterous 10. droit ___________ EXAMPLE adroit 11. monos ___________ EXAMPLE monogamy 12. andros ___________ EXAMPLE polyandry KEY: 1–self, 2–other, 3–to turn, 4–to hate, 5–mankind, 6–woman, 7–marriage, 8–center, 9–right hand, 10–right hand, 11–one, 12–male TEASER QUESTIONS FOR THE AMATEUR ETYMOLOGIST Suppose you met the following words in your reading. Recognizing the roots on which they are constructed, could you gure out the meanings? Write your answers on the blank lines. 1. anthropocentric: _________________ 2. andromania: _________________ 3. gynandrous: _________________ 4. monomania: _________________ 5. misandrist: _________________ (Answers in Chapter 18.) STICK TO YOUR TIME SCHEDULE! In three sessions, you have become acquainted with scores of new, vital, exciting words. You understand the ideas behind these words, their various forms and spellings, their pronunciation, their derivation, how they can be used, and exactly what they mean. I do not wish to press a point unduly, but it is possible that you have learned more new words in the short time it took you to cover this chapter than the average adult learns in an entire year. This realization should make you feel both grati ed and excited. Funny thing about time. Aside from the fact that we all, rich or poor, sick or well, have the same amount of time, exactly twenty- four hours every day (that is looking at time from a static point of view), it is also true that we can always nd time for the things we enjoy doing, almost never for the things we nd unpleasant (and that is looking at time from the dynamic point of view). I am not merely being philosophical—I am sure you will agree with this concept if you give it a little thought. If you have enjoyed learning new words, accepting new challenges, gaining new understanding, and discovering the thrill of successful accomplishment, then make sure to stay with the time schedule you have set up for yourself. A crucial factor in successful, ongoing learning is routine. Develop a comfortable time routine, persevere against all distractions, and you will learn anything you sincerely want to learn. So, to give yourself an edge, write here the day and hour you plan to return to your work: DAY: ____________________ DATE: ____________________ TIME: ____________________ (End of Session 3) 1 See Introduction,

"Word Power Made Easy" PDF by Norman Lewis

Document Details

Tags

Related

Summary

Full Transcript

Upgrade to continue