Languishing Over Long S

I came across an article at Science Friday called “The Origin of the Word ‘Thermometer’.”  Since a recent post focused on the base <therm> “heat”, I was interested in seeing what this article said.  It is a pretty interesting article, but I have one big question.  What do I question, you ask?  Here is an excerpt:

“The term is a compound word consisting of a Greek root and a French suffix, also of Greek origin. The ancient Greek word θέρμη, or therme, means heat, and θερμός (thermos) means hot, glowing, or boiling. The second part of the word, meter, comes from the French -mètre (which has its roots in the post-classical Latin: -meter, -metrum and the ancient Greek, -μέτρον, or metron, which means to measure something, such as a length, weight, or width).”

I’m aware that this word was coined in French, but it’s a bit confusing that the author both calls the word <thermometer> a compound word and then also says it consists of a Greek root and a French suffix.  By definition, a compound word is a word that consists of two or more bases.  It can’t be defined as a single base plus a suffix.  If the author is suggesting that <metre> was a suffix in French, that is curious as well.    All of the rest of the information in this paragraph jives with what I found at Etymonline and in my Liddell and Scott Greek Lexicon.  The structure of <thermometer> is <therm + o + meter –> thermometer>.  See?  Two bases joined with the Greek connecting vowel <o>.

“In 1626, the French Jesuit Jean Leurechon (1591-1670) first coined the word “thermometer.” It appeared in his best-selling book, Récréation Mathématique, which he wrote under the nom de plume of Hendrik van Etten.”

This is where the article gets doubly interesting.  The author shares some pages from Leurechon’s book.  And that is when I am taken back to my high school senior class trip to Washington D.C.

Without a doubt, the most memorable museum moment was seeing historical documents such as the The Constitution of the United States.  I was drawn in by the beautiful penmanship.  Once drawn in though, I couldn’t help but notice what seemed to be misspellings.  Surely that couldn’t be the case.  At the time this was written, did they really spell Blessings as “Blefsings?, business as “businefs”, session as “sefsion”, and Congress as “Congrefs?”  I looked around at other words with <s> and the only place this “f” was used was when there would be two <s>’s in a row.  I thought it was so cool.  I just accepted that for whatever reason, that was the convention of the time (1787).  It wouldn’t be until 30+ years later that I would learn more about that interesting convention.  I found this excerpt at The National Archives Catalog .  The first word in the top left looks like “Businefs.”  In the second line from the bottom you can see what looks like “Sefsion of Congrefs.”

 

What I know now is that it wasn’t an <f> at all, even though the resemblance is still striking.  It is a long <s>.  By the looks of its use in the Constitution, it was already losing its grip and falling from use in 1787.  So I bet you knew that an <s> could be big (as in capitalized) or small (as in lower case).  But did you know that there once existed a long <s> in addition to a short <s>?

This long <s> was derived from the old Roman cursive <s>.  Here is a image from the Creative Commons files at Wikipedia:

https://upload.wikimedia.org/wikipedia/commons/0/0d/Old_Roman_Cursive_S.png

Towards the end of the 8th Century, the distinction between majuscule (what we think of as uppercase letters) and minuscule (what we think of as lowercase letters) resulted in the above symbol becoming a bit more vertical.    By the 12th century, the <ſ> was used at the beginning (initially) and in the middle of words, and <s> was used and the end of words (finally).  Below is an example of the long <s> in print. You probably notice that the long <s> looks quite like an <f>.  But a more careful look helps you notice that what looks like the crossbar doesn’t actually cross the down stroke.  It is just a nib on the left.  Compare that to the <f> in the sample below.

Here you can see the slight but significant difference between an <f> and a long <s>.

Sometimes it was written without the left side nub.  When the long <s> was written in italics, it looked different again:

As you look at examples of the long <s> in use, you may notice variations in how the long <s> was presented, but you will no doubt recognize it just the same.  Because the italicized version curved to the left, and that made for some spacing problems when setting the type, both the long and short forms of <s> were used in combination.  Just in case you’ve had the opportunity to study the Greek alphabet, I’m including information from Wikipedia regarding the two forms of the letter sigma (which would be transcribed as <s>) there too.

“Greek sigma also features an initial/medial σ and a final ς, which may have supported the idea of such specialized s forms. In Renaissance Europe a significant fraction of the literate class was familiar with Ancient Greek.”

I was familiar with the fact that one form of sigma was used if the sigma was initial or medial in a word and the other form was used when the sigma was final.  If you are looking for a word in a Greek Lexicon such as Liddell and Short, this information is certainly valuable!  The cool thing is that I never connected the Greek letter and its need for two forms with the English letter <s> and its need for two forms!

Here is a beautiful example of such a Greek word:  σχολαστικός .  The first letter is the initial sigma.  The second letter is chi which is transcribed as <ch>.  That is followed by omicron <o>, lambda <l>, alpha <a>, sigma <s>, tau <t>, iota <i>, kappa <k>, omicron <o>, and sigma <s>.  Note that the final sigma <s> takes a different form than the initial and medial sigma <s>.  If you’ve been following along and putting the transcribed letters together, you’ve no doubt spelled scholastikos.  The denotation of this word is “devoting all one’s leisure to learning.”  The Greeks knew that learning was something to be done leisurely in one’s leisure time!

Now I direct your attention back to the article I read about the origin of the word ‘thermometer.’  This is a photo from the book written by Jean Leurechon.

https://www.sciencefriday.com/wp-content/uploads/2015/08/thermometer_cropped.jpg
The first use of the word ‘thermometer.’ Photo by Daniel Peterschmidt, courtesy of the NYPL Rare Book Division.

This 1626 book is the first time the word <thermometer> was seen in print!  It is difficult to read the left side page, but I will rewrite what is on the right hand side starting with the sixth line from the top:

“This is yet more ſenſible when one heats the ball at the top with his breath, as if one would ſay a word in his eare to make the water to deſcend by command, and the reaſon of this motion is that the aire heated in the Thermometer, doth rarefie and dilate, requiring a greater place; hence preſſeth the water and cauſeth it to deſcend; contrariwiſe when the aire cooleth and condenſeth, it occupieth leſſe roome; now nature abhorring vacuity, the water naturally aſcendeth.  In the ſecond place, I ſay, that by …..”

Now that you have a bit of understanding about the two forms of <s> used, what did you notice?  Did you see both forms?  I noticed that the long <s> was used initially (ſenſible) and medially (reaſon).  I also noticed it was used twice in a row (leſſe).  I noticed that the short <s> was used when a final <s> was needed (this, is).

Let’s look at some more pages from an 1674 edition of the same book.

a small sketch on the yellowed page of the book
Photo by Daniel Peterschmidt, courtesy of the NYPL Rare Book Division.

This is from a page with directions on how to make rockets.  You can probably read it for yourself this time.  In what ways is the use of the long <s> the same as in the earlier book?  Pretty much the same, right?  The one difference I see is when the short <s> is used initially in the word ‘Snow’.  I’m not sure why the <s> is uppercase in that word, but I bet that’s the reason the short <s> is used there instead of the long <s>.

So, interesting, isn’t it?  There are actually lists of rules for when to use each form.  I easily found this list at several sites.  Here’s one from Colonial Sense, the website for all things colonial.  These rules were applied “in books in English, Welsh, and other languages published in England, Ireland, Scotland, and other English-speaking countries during the 17th and 18th centuries.”

  • short s is used at the end of a word (e.g. his, complains, succeſs)
  • short s is used before an apostrophe (e.g. clos’d, us’d)
  • short s is used before the letter ‘f’ (e.g. ſatisfaction, misfortune, transfuſe, transfix, transfer, succeſsful)
  • short s is used after the letter ‘f’ (e.g. offset), although not if the word is hyphenated (e.g. off-ſet)
  • short s is used before the letter ‘b’ in books published during the 17th century and the first half of the 18th century (e.g. husband, Shaftsbury), but long s is used in books published during the second half of the 18th century (e.g. huſband, Shaftſbury)
  • short s is used before the letter ‘k’ in books published during the 17th century and the first half of the 18th century (e.g. skin, ask, risk, masked), but long s is used in books published during the second half of the 18th century (e.g. ſkin, aſk, riſk, maſked)
  • Compound words with the first element ending in double s and the second element beginning with s are normally and correctly written with a dividing hyphen (e.g. Croſs-ſtitch, Croſs-ſtaff), but very occasionally may be wriiten as a single word, in which case the middle letter ‘s’ is written short (e.g. Croſsſtitch, croſsſtaff).
  • long s is used initially and medially except for the exceptions noted above (e.g. ſong, uſe, preſs, ſubſtitute)
  • long s is used before a hyphen at a line break (e.g. neceſ-ſary, pleaſ-ed), even when it would normally be a short s (e.g. Shaftſ-bury and huſband in a book where Shaftsbury and husband are normal), although exceptions do occur (e.g. Mansfield)
  • short s is used before a hyphen in compound words with the first element ending in the letter ‘s’ (e.g. croſs-piece, croſs-examination, Preſswork, bird’s-neſt)
  • long s is maintained in abbreviations such as ſ. for ſubſtantive, and Geneſ. for Geneſis (this rule means that it is practically impossible to implement fully correct automatic contextual substitution of long s at the font level)

Wikipedia explains the decline in the use of long <s> like this:

“In general, the long s fell out of use in Roman and italic typefaces in professional printing well before the middle of the 19th century. It rarely appears in good quality London printing after 1800, though it lingers provincially until 1824, and is found in handwriting into the second half of the nineteenth century.”

In my search for more information about the long <s>, I came across this website:  The “ſociety for the Reſtoration of the ſ.”  I was suspicious at first, wondering if this society was a real thing or not.  But as I read through the page and enjoyed the examples from old books, I became a fan of the <ſ> and of a society that would try to preserve it.  I was ready to join!  But then I saw this small print at the very bottom just before the comments.  I was not surprised, although I will admit there was a twinge of disappointment that I could not actually join this group:

“This entry was posted in Collections and tagged April Fools’ Day, history of printing, long s, Society for the Restoration of the Long S, typography by nyamhistorymed. “

All in all, the <s> grapheme has a pretty interesting history.  Makes one wonder what the rest of its story is.  Makes one realize that if <s> has such an interesting history, perhaps every one of our letters has an interesting history as well!  Hmmmm.  What a delicious idea!

“Science is Simply the Word We Use to Describe a Method of Organizing Our Curiosity” … Tim Minchin

Our 5th Grade Science Fair was five days ago, and still I am surrounded by feelings of exhilaration, and great pride.  To guide (and sometimes gently push) ten year old children through the process of a scientific inquiry is a challenge.  To guide (and sometimes gently push) 65 ten year old children through the process of a scientific inquiry is an even bigger challenge!  But at this point in time, I wouldn’t hesitate to do it all over again starting tomorrow!  Why?  Because of what I have seen on their faces during this last week.

Look at that smile!  There’s a new layer of confidence built into that smile.  There is an amazing sense of accomplishment right behind it, a head full of experiment-inspired questions in the brain above it, and a heart that beats with pride below it.

Each student’s eyes have been opened in a way that only understanding something for yourself can do.  Those same eyes spent the evening looking with earnestness into the eyes of listening adults in an effort to connect with them in a scholarly way.  And from this day forward, those same eyes are ready to see many things in the world around them with a fresh and wondering engagement.

Yes, their feet hurt from standing so much of the day.  That was expected.  But their cheeks also were sore.  They were sore from smiling and laughing with their classmates – their friends.  For this was a bonding experience.  They didn’t realize it until the day of the fair when each could see that the others worked just as hard, did just as much research, put in just as much time, and were just as excited to share their project as they were.  Their Science Fair t shirts further identified them as members of the fifth grade scientific community.  The name badges they each wore (so that their assigned VIP could find them) were designed by the students.  The advertisements found around the school were designed by the students.  This was their Fair.  This was their celebration.  This was their moment to be the teachers, the guides, the knowledgeable ones.  And they loved it.

Like any multi-step weeks long project, the experience has changed these children.  It changed the way they see each other.  It changed the way they see themselves.  They did this thing – this experiment – this thing they thought they could not do.  And it wasn’t until the last week when they were typing up everything and making graphs and putting together their Science Fair Posterboards that they realized how worthy their project was and how excited (but still a bit scared) that they were to share it.

They explained their projects to each other (visiting each homeroom) from 10:30 am to 12:00pm.  Then we set up in the cafeteria and they explained their projects to others in the school (1st through 4th grade) from 1:30pm to 2:45pm.  Lastly, they explained their projects to parents, families, and friends from 5:30 pm to 7:00pm.  At either the afternoon or evening session, each student had the full attention of an assigned VIP.  (I do not judge this Science Fair.  Instead I invite community members, most with ties to science and/or children to come as VIP’s.  This way each child can expect at least one adult that is not their teacher, their parent, or their grandparent to listen and comment on their project.)

Yes, for some students there were unpleasant moments during the first two weeks of turning in journals (required in order to keep me updated on progress and/or answering questions).  I’m sure that a few parents needed to nudge in the early and middle stages as well.  But this is a project that gets more interesting the more research you do and the further along you get.  By the third week, students not only handed in their journal on their assigned day, they also stopped to tell me how much fun they were having and what was happening!  (Since I am the science teacher to all fifth grade students, I collect journals from one homeroom on Tuesdays, from another on Wednesdays, and from the last on Thursdays.  That way I can keep up with reading and commenting in each journal.  As you can imagine, it is imperative that the students get feedback, encouragement, and guidance throughout this project.)

One student shared that in her case, she learned that sometimes your experiment needs to be redesigned. She was interested in whether or not cats have a dominant paw, similar to how people have either a right hand or left hand preference.  She sat down and thought of five tests she would carry out with three of their cats.  She would do each test 30 times with each cat and then look at the data.  The next week, her journal had that plan crossed out and a new plan written in of testing only two cats (a male and a female) a reduced number of tests.  I asked her what made her change her plan.  “My cats won’t do it!  I had to change to something two of my cats will actually do!”

In the end, she was disappointed that her cats wouldn’t cooperate with her original plan.  She was also disappointed that her results didn’t clearly answer her original question.  Or rather, she was disappointed that her findings showed that neither cat had a decidedly dominant paw.  She felt as if her project was a failure.  But it wasn’t!  Not at all!  Her project was one of my favorites because it gave us so much to talk about!  Having to redesign is part of what scientists do when they realize that the first design is unrealistic as it applies to the situation.  Then we talked about the time frame her project would need if she were to collect the kind and amount of data that would satisfy a scientist probing this very question.  Having tested only two cats, she simply hadn’t collected enough data to know for sure if gender was a factor or if a number of other cats would test the same. She decided she’d have to test many males and the same number of females.  The more data collected, the better.  That would take much more time than the five week time frame we worked with would have allowed.  Because of her experience, this student now has a better understanding of what a true scientific investigation would look like!

As I was making my way around and looking at each Science Fair presentation, I found this gem on someone’s board.  I’d say this student received some wonderful advice from her wise parents!

So many of the parents helped in this way.  They nudged when they needed to, encouraged throughout, supported the thinking their child was doing, and made sure their child had the materials to complete the project.  For many it was an opportunity to share ideas for problem solving and reinforcement of following a procedure.  The students who had that parent/guardian help were lucky indeed.  Check out this student’s hydraulic claw!

I love the Science Fair.  I can never predict who will shine brightly in the end.  Students take their project where they are willing to take their project.  Some dig deeper than others.  In the end, (no matter how much help others claim a particular parent did), it is the student standing there explaining and defending the evidence collected and the findings.  It is the student that has learned that following a protocol, applying consistent effort,  researching their topic, collecting data, and making observations yields results that are reliable and credible.  And when you have results that are reliable and credible, people are interested in what you have to say.  My students now believe in themselves a bit more than before.  I truly believe that.  Check out the video below and see if you don’t agree with me!  This, my friends, is what memorable learning looks like!

“To raise new questions, new possibilities, to regard old problems from a new angle, requires creative imagination and marks real advance in science.”  Albert Einstein

“Button up your overcoat when the wind is free….” Ruth Etting

It’s all well and good that we can put on an extra layer when the wind gets chilly and the temperatures drop, but what do the wild animals do?  How do they cope with the heavy snow and freezing temperatures?  That is the focus of the article I read recently.  It’s called “Do Wild Animals Hate Being Cold in Winter?”  It was published in Popular Science, written by Bridgette B. Baker.  You can read it at THIS LINK.

As I read it, I couldn’t help but notice a number of words that share the base <therm>.

“In fact, wildlife can succumb to frostbite and hypothermia, just like people and pets.”

“One winter challenge for warm-blooded animals, or endotherms, as they’re scientifically known, is to maintain their internal body temperature in cold conditions. Interestingly though, temperature-sensing thresholds can vary depending on physiology. For instance, a cold-blooded—that is, ectothermic—frog will sense cold starting at a lower temperature compared to a mouse. Recent research shows that hibernating mammals, like the thirteen-lined ground squirrel, don’t sense the cold until lower temperatures than endotherms that don’t hibernate.”

“Many cold-climate endotherms exhibit torpor: a state of decreased activity. They look like they are sleeping. Because animals capable of torpor alternate between internally regulating their body temperature and allowing the environment to influence it, scientists consider them heterotherms.”

Most people will acknowledge these are interesting words.  But when summarizing the information, they will skip using them and go back to using simpler, more familiar language.  Often the thought is that these words are too tough for children to remember (especially if the adult doesn’t really understand what they mean).  What if instead of skipping using them, we investigated them further?  What if we looked closer at the sense, the meaning and the function of the morphemes in each of these words?  We have here an opportunity to understand scientific terminology AND word families better!

hypothermia

Let’s begin by looking at <hypothermia>.  It was first attested in 1877 and is from Modern Latin.  When something is noted as being Modern Latin, that means that the word was created by scientists who needed a name for something. They didn’t just make up a name, but rather they looked back to Latin and Greek for what to call it.  The word <hypothermia> did not exist in Greek, but the stems <hypo> “under” and <therm> “heat” did.  The <-ia> suffix indicates that this word is an abstract noun.  If you look at the denotation of the base <therm> “heat” and the denotation that the base <hypo> “under” has, you can see that the word itself tells you that hypothermia is when something is under it’s normal level of heat.  If a person has hypothermia, their body temperature is lower than it should be.  The base <therm> is from Greek θερμός (transcribed as thermos).

What about this base <hypo>?  It is from Greek ύπό (transcribed as hypo) and has a denotation of “under.”  Have we seen this in other familiar words?  What about a hypothesis, which is the groundwork for an investigation.  Do you recognize the denotation of “under” in hypothesis, as in an underlying position?  It is also in hypodermic, which is the area just under the skin.  That gives you a better sense of where a hypodermic needle is used, doesn’t it?  And what about hypotenuse, which is the side of a triangle that is opposite the right angle.  It has a sense of being stretched under the right angle.

endotherms

When I looked for <endotherms>,  I was lead to <endothermic>.  Etymonline notes that this word was first attested in 1866 and was formed by adding <endo-> and <thermal>.  The suffix <-ic> indicates that the word is an adjective.  The suffix <-al> can indicate the same thing.  When I look at the entry for <thermal>, I learned that the first time it was used to mean “a sense of heat” was in 1837.  So using <-al> is older than the use of <-ic> with this base.

So what about the base <endo->?  It is from Greek ένδον (transcribed as endon) and has a sense of “inside, internal”.  When you pair up <endo> “internal” and <therm> “heat”, you can see that the word itself tells you that endotherms are organisms that regulate their heat from inside themselves.

We see this base in endoscopy which is when a doctor uses a camera and light attached to a flexible tube to examine your esophagus, stomach, and/or intestines.  In other words, the doctor is looking at your internal organs.

This base is also in endoskeleton which is the internal skeleton structure that all vertebrates have.

My dogs are endotherms.  So am I.

ectotherms

There was not a specific entry for  <ectotherms> at Etymonline, but there was an entry for <ecto->.  It is from Greek έκτός (transcribed as ecktos) and has a denotation of “outside, external.”  It is related to the prefix <ex-> “out”, but they are not the same.  When you pair up <ect> “outside” with <therm> “heat”, you can see that the word itself tells you that ectotherms are organisms whose body heat is regulated by their environment (outside themselves).

I went to the Oxford English Dictionary (OED) to find related words.  This base is found in science words like ectotrophic.  An example of that is when tissues form on the outside of a root and are being nourished by that root.  Interestingly enough, the opposite of ectotropic is endotrophic!  That is when one organism is getting nourishment from within another organism.

We also see this base in ectocrine which is described as an organic substance that is released from the outer layer of an organism that will effect other organisms in the environment in either a good or bad way.  It will come as no surprise to you that this word is the opposite of endocrine, which is a gland having an internal secretion.  So in one case the secretion is external, and in the other it is internal.

Turtles and snakes are ectotherms.  They bask in the sun to get heat.

https://upload.wikimedia.org/wikipedia/commons/7/74/Basking_turtles.JPG

heterotherms

There wasn’t a specific entry for <heterotherms> at Etymonline, but there was an entry for <hetero->.  It comes from Greek ’έτερος (transcribed as heteros) with a denotation of “one of two”.  When you pair up <heter> “one of two” with <therm> “heat”, you can see that the word itself tells you that heterotherms are animals that can regulate their own heat AND also have their heat regulated by their environment.  Here’s something interesting that I found at Wikipedia:

“Regional heterothermy describes organisms that are able to maintain different temperature “zones” in different regions of the body. This usually occurs in the limbs, and is made possible through the use of counter-current heat exchangers, such as the rete mirabile found in tuna and certain birds. These exchangers equalize the temperature between hot arterial blood going out to the extremities and cold venous blood coming back, thus reducing heat loss. Penguins and many arctic birds use these exchangers to keep their feet at roughly the same temperature as the surrounding ice. This keeps the birds from getting stuck on an ice sheet.”

Chinstrap Penguin with snow in its mouth

“Chinstrap Penguin with snow in its mouth” by Liam Quinn is licensed under CC by-sa 2.0

Here is a matrix of the words we have looked at:

You will notice that all the base elements are bolded.  The connecting vowel <o> and the suffixes are not.  That means that there are four compound words represented on this matrix:

<hypothermia –> hypo + therm + ia>
(or variations such as hypothermic or hypothermal)
<ectothermal –> ect + o + therm + ic>
(or variations such as ectotherm or ectotherms)
<endotherms –> end + o + therm + s>
(or variations such as endotherm or endothermic)
<heterotherm –> heter + o + therm>
(or variations such as heterotherms or heterothermal)

You may not be familiar with a connecting vowel, so let me explain a bit about them.  They are used to connect two bases (as they are doing in three of the four words above), but they can also connect a base to a suffix or a suffix to another suffix.

My favorite example of a compound word with an obvious connecting vowel is <speedometer>.  We instantly recognize the two bases here because they are both free bases.  We also recognize that the <o> doesn’t belong to either one!  It is simply connecting them.  The <o> can be used because the second base <meter> is from Greek μέτρον (transcribed as metron) “measure”.  The first base is not from Greek. It is from Old English sped.  The sense and meaning “rate of motion or progress” is from c.1200.  The fact that one of the bases is from Greek and one is from Old English makes this word a Germanic hybrid!

Have you noticed that in the above matrix not all of the words have an <o> connecting vowel?  How do I know that the <o> at the end of <hypo> is not a connecting vowel?  I start by doing some research.  If you skim back through the paragraphs in this post, you will find that the origins of the bases are as follows:

<therm> – Greek θερμός (transcribed as thermos)
<hypo> – Greek ύπό (transcribed as hypo)
<end> – Greek ένδον (transcribed as endon)
<ect> – Greek έκτός (transcribed as ecktos)
<heter> – Greek ’έτερος (transcribed as heteros)

Notice that three of the four have the same Greek suffix.  That <os> suffix is called the nominative suffix.  If I remove it, I see the stem that then came into English as a base.  There is one word that has a Greek <on> genitive suffix.  If I remove it, I see the stem that then came into English as a base.  Those four bases entered English without the <o>.  We can also notice that the words we’re looking at today were coined by scientists who needed a word to describe something they were working on.  Oftentimes they joined the Greek (or Latin) bases (that fit best in the context of what they were doing) with a connecting vowel.

I know that <hypo> does not have a connecting vowel because it does not have a Greek suffix that could be removed.  This present day base was a preposition in Greek.  If you look in the OED, you can find several entries for <hypo> as a free base noun.

The bottom line

As you read through this post, I hope your sense of these bases deepened.  When I do this with children, it’s not that I want them to remember every word we talk about.  It’s more that I want them to take an invisible thread and connect each base or morpheme that we focus on to the words in which it is used.  I want them to see that every word is not completely new and unique.  Words belong to families, and the key to understanding an unfamiliar word is by recognizing one or more of its morphemes and being able to recall some related words to help with remembering the sense and meaning that the words share.

The matrix I created above focuses on the words from the article that had the base <therm> in common.  The joy of matrices is that they can be used for what you need them to be used for.  They don’t need to contain every possible word that shares the base (probably impossible anyway).  I love when one of my students presents a matrix they made to the rest of the class and another student asks, “Could such and such a word be added to that matrix?”  The person who created the matrix doesn’t have to feel embarrassed because they missed something.  There is no expectation that a great matrix has x number of words!  A word matrix is a starting point.  It is a thought provoker and a discussion starter.  When another student suggests a word that could be added, it proves that the students in the audience are engaged and thinking about this particular family.  That is a thing to celebrate!

That being said, a fuller matrix is really fun to look at once in a while.  Once you start thinking about this base <therm>, you start wondering what other words you know that share the base.  Have fun thinking about the words represented below.  Do you recognize the bases we just studied?  Do you recognize the others?  Are you familiar with the suffixes? Are you noticing that a connecting vowel is used to connect bases  where <therm> is the second base?  Are you noticing that a connecting vowel is used to connect bases where <therm> is the first base?  Are you aware that any word that contains two or more bases is a compound word?  Do you know the denotations of the bases I haven’t talked about?

I encourage you to use Etymonline as a starting point.  Find out what the bases mean independently, and then find out how we currently use the word by looking in a modern dictionary.  Sometimes I like to search for an image as well to further deepen my understanding.  Notice how the connecting vowel is pronounced in thermographic, thermoluminescence, thermostat, and thermosphere.  Then notice how there is a shift in stress, which changes the way we pronounce that connecting vowel in thermography and thermometer.  Interesting, right?  The pronunciation changes, but the spelling and the meaning does not.  An orthographic truth you can count on!

A warm send off

Well, this here endotherm is going to put on thermal underwear so she doesn’t have to turn up the thermostat.  I wish we had geothermal energy, but we don’t.  Staying warm might prevent the need for a thermometer should she take a chill.  Once she’s dressed in layers, she can gaze out the window and imagine that she can see all the way to the thermosphere.