Classic Adventure Stories - Robinson Crusoe 1988 VHS

رائعة الطيب صالح - (حفنة تمر ) انجليزى / عربى The master piece (A Handful of Dates ) by :Tayeb Saleh

A Handful of Dates

By:  Tayeb Saleh

I must have been very young at the time. While I don't remember exactly how old I was, I do remember that when people saw me with my grandfather they would pat me on the head and give my cheek a pinch - things they didn't do to my grandfather. The strange thing was that I never used to go out with my father, rather it was my grandfather who would take me with him wherever he went, except for the mornings, when I would go to the mosque to learn the Koran. The mosque, the river, and the fields - these were the landmarks in our life. While most of the children of my age grumbled at having to go to the mosque to learn the Koran, I used to love it. The reason was, no doubt, that I was quick at learning by heart and the Sheik always asked me to stand up and recite the Chapter of the Merciful whenever we had visitors, who would pat me on my head and cheek just as people did when they saw me with my grandfather.

Yes, I used to love the mosque, and I loved the river, too. Directly we finished our Koran reading in the morning I would throw down my wooden slate and dart off, quick as a genie, to my mother, hurriedly swallow down my breakfast, and run off for a plunge in the river. When tired of swimming about, I would sit on the bank and gaze at the strip of water that wound away eastwards, and hid behind a thick wood of acacia trees. I loved to give rein to my imagination and picture myself a tribe of giants living behind that wood, a people tall and thin with white beards and sharp noses, like my grandfather. Before my grandfather ever replied to my many questions, he would rub the tip of his nose with his forefinger; as for his beard, it was soft and luxuriant and as white as cotton wool - never in my life have I seen anything of a purer whiteness or greater beauty. My grandfather must also have been extremely tall, for I never saw anyone in the whole area address him without having him look up at him, nor did I see him enter a house without having to bend so low that I was put in mind of the way the river wound round behind the wood of acacia trees. I loved him and would imagine myself, when I grew to be a man, tall and slender like him, walking along with great strides.

I believe I was his favorite grandchild: no wonder, for my cousins were a stupid bunch and I - so they say - was an intelligent child. I used to know when my grandfather wanted me to laugh, when to be silent; also I would remember the times for his prayers and would bring him his prayer rug and fill the ewer for his ablutions without his having to ask me. When he had nothing else to do he enjoyed listening to me reciting to him from the Koran in a lilting voice, and I could tell from his face that he was moved. 

One day I asked him about our neighbor Masood. I said to my grandfather: I fancy you don't like our neighbor Masood?

To which he answered, having rubbed the tip of his nose: He's an indolent man and I don't like such people.

I said to him: What's an indolent man?

My grandfather lowered his head for a moment; then, looking across the wide expanse of field, he said: Do you see it stretching out from the edge of the desert up to the Nile bank? A hundred feddans. Do you see all those date palms? And those trees - sant, acacia, and sayal? All this fell into Masood's lap, was inherited by him from his father.

Taking advantage of the silence that had descended on my grandfather, I turned my gaze from him to the vast area defined by words. I don't care, I told myself, who owns those date palms, those trees or this black, cracked earth - all I know is that it's the arena for my dreams and my playground.

My grandfather then continued: Yes, my boy, forty years ago all this belonged to Masood - two-thirds of it is now mine.

This was news for me, for I had imagined that the land had belonged to my grandfather ever since God's Creation.

I didn't own a single feddan when I first set foot in this village. Masood was then the owner of all these riches. The position had changed now, though, and I think that before Allah calls me to Him I shall have bought the remaining third as well."

I do not know why it was I felt fear at my grandfather's words - and pity for our neighbor Masood. How I wished my grandfather wouldn't do what he'd said! I remembered Masood's singing, his beautiful voice and powerful laugh that resembled the gurgling of water. My grandfather never laughed.

I asked my grandfather why Masood had sold his land.

Women, and from the way my grandfather pronounced the word I felt that women was something terrible. Masood, my boy, was a much-married man. Each time he married he sold me a feddan or two. I made the quick calculation that Masood must have married some ninety women. Then I remembered his three wives, his shabby appearance, his lame donkey and its dilapidated saddle, his galabia with the torn sleeves. I had all but rid my mind of the thoughts that jostled in it when I saw the man approaching us, and my grandfather and I exchanged glances.

We'll be harvesting the dates today, said Masood. Don't you want to be there?

I felt, though, that he did not really want my grandfather to attend. My grandfather, however, jumped to his feet and I saw that his eyes sparkled momentarily with an intense brightness. He pulled me by the hand and we went off to the harvesting of Masood's dates.

Someone brought my grandfather a stool covered with an oxhide, while I remained standing. There was a vast number of people there, but though I knew them all, I found myself for some reason watching Masood: aloof from that great gathering of people he stood as though it were no concern of his, despite the fact that the date palms to be harvested were his own. Sometimes his attention would be caught by the sound of a huge clump of dates crashing down from on high. Once he shouted up at the boy perched on the very summit of the date palm who had begun hacking at a clump with his long, sharp sickle: Be careful you don't cut the heart of the palm.

No one paid any attention to what he said and the boy seated at the very summit of the date palm continued, quickly and energetically, to work away at the branch with his sickle till the clump of dates began to drop like something descending from the heavens.

I, however, had begun to think about Masood's phrase, the heart of the palm. I pictured the palm tree as something with feeling, something possessed of a heart that throbbed. I remembered Masood's remark to me when he had once seen me playing with the branch of a young palm tree: Palm trees, my boy, like humans, experience joy and suffering. And I had felt an inward and unreasoned embarrassment.

When I again looked at the expanse of ground stretching before me I saw my young companions swarming like ants around the trunks of the palm trees, gathering up dates and eating most of them. The dates were collected into high mounds. I saw people coming along and weighing them into measuring bins and pouring them into sacks, of which I counted thirty. The crowd of people broke up, except for Hussein the merchant, Mousa the owner of the field next to ours on the east, and two men I'd never seen before.

I heard a low whistling sound and saw that my grandfather had fallen asleep. Then I noticed that Masood had not changed his stance, except that he had placed a stalk in his mouth and was munching at it like someone sated with food who doesn't know what to do with the mouthful he still has.

Suddenly my grandfather woke up, jumped to his feet, and walked toward the sacks of dates. He was followed by Hussein the merchant, Mousa the owner of the field next to ours and two strangers. I glanced at Masood and saw that he was making his way toward us with extreme slowness, like a man who wants to retreat but whose feet insist on going forward. They formed a circle around the sacks of dates and began examining them, some taking a date or two to eat. My grandfather gave me a fistful, which I began munching. I saw Masood filling the palms of both hands with dates and bringing them up close to his nose, then returning them.

Then I saw them dividing up the sacks between them. Hussein the merchant took ten; each of the strangers took five. Mousa the owner of the field next to ours on the eastern side took five, and my grandfather took five. Understanding nothing, I looked at Masood and saw that his eyes were darting to left and right like two mice that have lost their way home.

You're still fifty pounds in debt to me, said my grandfather to Masood. We'll talk about it later.

Hussein called his assistants and they brought along the donkeys, the two strangers produced camels, and the sacks of dates were loaded onto them. One of the donkeys let out a braying which set the camels frothing at the mouth and complaining noisily. I felt myself drawing close to Masood, felt my hand stretch out toward him as though I wanted to touch the hem of his garment. I heard him make a noise in his throat like the rasping of a sheep being slaughtered. For some unknown reason, I experienced a sharp sensation of pain in my chest.

I ran off into the distance. Hearing my grandfather call after me, I hesitated a little, then continued on my way. I felt at that moment that I hated him. Quickening my pace, it was as though I carried within me a secret I wanted to rid myself of. I reached the riverbank near the bend it made behind the wood of acacia trees. Then, without knowing why, I put my finger into my throat and spewed up the dates I'd eaten.

حفنـة تمــر
الطيب صالح
لابدّ إنني كنت صغيراً جداً حينذاك. لسـت أذكـر كـم كـان عمري تماماً، ولكنني أذكر أن الناس حين كانوا يرونني مع جدي كانوا يربتون على رأسي، ويقرصونني في خدي، ولم يكونوا يفعلون ذلك مع جدي. العجيـب أننـي لم أكن أخرج أبداً مع أبي، ولكن جدي كان يأخذني معه حيثما ذهب، إلا في الصباح حين كنت أذهب إلى المسجد، لحفظ القرآن. المسجد والنهر والحقل، هذه كانت معالم حياتنا. أغلب أندادي كانوا يتبرمون بالمسجد وحفظ القرآن ولكنني كنت أحب الذهاب إلى المسجد. لابد أن السبب أنني كنت سريع الحفظ، وكان الشيخ يطلب مني دائماً أن أقف وأقرأ سورة الرحمن، كلما جاءنا زائر. وكان الزوار يربتون على خدي ورأسي، تماماً كما كانوا يفعلون حين يرونني مع جدي. نعم كنت أحب المسجد. وكنت أيضاً أحب النهر. حالما نفرغ من قراءتنا وقت الضحى، كنت أرمي لوحي الخشبي، وأجري كالجن إلى أمي، والتهم إفطاري بسرعة شديدة واجري إلى النهر وأغمس نفسي فيه. وحين أكلُّ من السباحة، كنت أجلس على الحافة وأتأمل الشاطئ الذي ينحني في الشرق ويختبئ وراء غابة كثيفة من شجر الطلع. كنت أحب ذلك. كنت أسرح بخيالي وأتصور قبيلة من العمالقة يعيشون وراء تلك الغابة … قوم طوال فحال لهم لحى بيضاء وأنوف حادة مثل أنف جدي. أنف جدي كان كبيراً حاداً. قبل أن يجيب جدي على أسئلتي الكثيرة، كان دائماً يحك طرف أنفه بسبابته. ولحية جدي كانت غزيرة ناعمة بيضاء كالقطن. لم أرَ في حياتي بياضاً أنصع ولا أجمل من بياض لحية جدي. ولابد أن جدي كان فارع الطول، إذ أنني لم أرَ أحداً في سائر البلد يكلم جدي إلا وهو يتطلع إليه من أسفل، ولم أرَ جدي يدخل بيتاً إلا وكان ينحني انحناءة كبيرة تذكرني بانحناء النهر وراء غابة الطلح. كان جدي طويلاً ونحيلاً وكنت أحبه وأتخيل نفسي، حين استوي رجلاً أذرع الأرض مثله في خطوات واسعة. وأظن جدي كان يؤثرني دون بقية أحفاده. ولست ألومه، فأولاد أعمامي كانوا أغبياء وكنت أنا طفلاً ذكياً. هكذا قالوا لي. كنت أعرف متى يريدني جدي أن أضحك ومتى يريدني أن اسكت، وكنت أتذكر مواعيد صلاته، فاحضر له ((المصلاة)) وأملأ له الإبريق قبل أن يطلب ذلك مني. كان يلذ له في ساعات راحته أن يستمع إليّ أقرأ له من القرآن بصوت منغم، وكنت أعرف من وجه جدي أنه أيضاً كان يطرب له. سألته ذات يوم عن جارنا مسعود. قلت لجدي: (أظنك لا تحب جارنا مسعود؟) فأجاب بعد أن حك طرف أنفه بسبابته: (لأنه رجل خامل وأنا لا أحب الرجل الخامل). قلت له: (وما الرجل الخامل؟) فأطرق جدي برهة ثم قال لي: (انظر إلى هذا الحقل الواسع. ألا تراه يمتد من طرف الصحراء إلى حافة النيل مائة فدان؟ هذا النخل الكثير هل تراه؟ وهذا الشجر؟ سنط وطلح وسيال. كل هذا كان حلالاً بارداً لمسعود، ورثه عن أبيه). وانتهزت الصمت الذي نزل على جدي، فحولت نظري عن لحيته وأدرته في الأرض الواسعة التي حددها لي بكلماته. (لست أبالي مَن يملك هذا النخل ولا ذلك الشجر ولا هذه الأرض السوداء المشققة. كل ما أعرفه أنها مسرح أحلامي ومرتع ساعات فراغي). بدأ جدي يواصل الحديث: (نعم يا بنيّ. كانت كلها قبل أربعين عاماً ملكاً لمسعود. ثلثاها الآن لي أنا). كانت هذه حقيقة مثيرة بالنسبة لي، فقد كنت أحسب الأرض ملكاً لجدي منذ خلق الله الأرض. (ولم أكن أملك فداناً واحداً حين وطئت قدماي هذا البلد. وكان مسعود يملك كل هذا الخير. ولكن الحال انقلب الآن، وأظنني قبل أن يتوفاني الله سأشتري الثلث الباقي أيضاً). لست أدري لماذا أحسست بخوف من كلمات جدي. وشعرت بالعطف على جارنا مسعود. ليت جدي لا يفعل! وتذكرت غناء مسعود وصوته الجميل وضحكته القوية التي تشبه صوت الماء المدلوق. جدي لم يكن يضحك أبداً. وسألت جدي لماذا باع مسعود أرضه؟ (النساء). وشعرت من نطق جدي للكلمة أن (النساء) شيء فظيع. (مسعود يا بنيَّ رجل مزواج كل مرة تزوج امرأة باع لي فدناً أو فدانين). وبسرعة حسبت في ذهني أن مسعود لابد أن تزوج تسعين امرأة، وتذكرت زوجاته الثلاث وحاله المبهدل وحمارته العرجاء وسرجه المكسور وجلبابه الممزق الأيدي. وكدت أتخلص من الذكرى التي جاشت في خاطري، لولا أنني رأيت الرجل قادماً نحونا، فنظرت إلى جدي ونظر إليّ. وقال مسعود: ((سنحصد التمر اليوم، ألا تريد أن تحضر؟)) وأحسست أنه لا يريد جدي أن يحضر بالفعل. ولكن جدي هب واقفاً، ورأيت عينه تلمع برهة ببريق شديد، وشدني من يدي وذهبنا إلى حصاد تمر مسعود. وجاء أجد لجدي بمقعد عليه فروة ثور. جلس جدي وظللت أنا واقفاً. كانوا خلقاً كثيراً. كنت أعرفهم كلهم، ولكنني لسبب ما أخذت أراقب مسعوداً. كان واقفاً بعيداً عن ذلك الحشد كأن الأمر لا يعنيه، مع أن النخيل الذي يحصد كان نخله هو، وأحياناً يلفت نظره صوت سبيطة ضخمة من التمر وهي تهوي من علٍ. ومرة صاح بالصبي الذي استوى فوق قمة النخلة، وأخذ يقطع السبيط بمنجله الطويل الحاد: ((حاذر لا تقطع قلب النخلة)). ولم ينتبه أحد لما قال، واستمر الصبي الجالس فوق قمة النخلة يعمل منجله في العرجون بسرعة ونشاط، وأخذ السبط يهوي كشيء ينزل من السماء. ولكنني أنا أخذت أفكر في قول مسعود: ((قلب النخلة)) وتصورت النخلة شيئاً يحس له قلب ينبض. وتذكرت قول مسعود لي مرة حين رآني أعبث بجريد نخلة صغيرة: ((النخل يا بنيّ كالادميين يفرح ويتألم)). وشعرت بحياء داخلي لم أجد له سبباً. ولما نظرت مرة أخرى إلى الساحة الممتدة أمامي رأيت رفاقي الأطفال يموجون كالنمل تحت جذوع النخل يجمعون التمر ويأكلون أكثره. واجتمع التمر أكواماً عالية. ثم رأيت قوماً أقبلوا وأخذوا يكيلونه بمكاييل ويصبونه في أكياس. وعددت منها ثلاثين كيساً. وانفض الجمع عدا حسين التاجر وموسى صاحب الحقل المجاور لحقلنا من الشرق، ورجلين غريبين لم أرَهما من قبل. وسمعت صفيراً خافتاً، فالتفت فإذا جدي قد نام، ونظرت فإذا مسعود لم يغير وقفته ولكنه وضع عوداً من القصب في فمه وأخذ يمضغه مثل شخص شبع من الأكل وبقيت في فمه لقمة واحدة لا يدري ماذا يفعل بها. وفجأة استيقظ جدي وهب واقفاً ومشى نحو أكياس التمر وتبعه حسين التاجر وموسى صاحب الحقل المجاور لحقلنا والرجلان الغريبان. وسرت أنا وراء جدي ونظرت إلى مسعود فرأيته يدلف نحونا ببطء شديد كرجل يريد أن يرجع ولكن قدميه تزيد أن تسير إلى أمام. وتحلقوا كلهم حول أكياس التمر وأخذوا يفحصونه وبعضهم أخذ منه حبة أو حبتين فأكلها. وأعطاني جدي قبضة من التمر فأخذت أمضغه. ورأيت مسعوداً يملأ راحته من التمر ويقربه من أنفه ويشمه طويلاً ثم يعيده إلى مكانه. ورأيتهم يتقاسمونه. حسين التاجر أخذ عشرة أكياس، والرجلان الغريبان كل منهما أخذ خمسة أكياس. وموسى صاحب الحقل المجاور لحقلنا من ناحية الشرق أخذ خمسة أكياس، وجدي أخذ خمسة أكياس. ولم أفهم شيئاً. ونظرت إلى مسعود فرأيته زائغ العينين تجري عيناه شمالاً ويميناً كأنهما فأران صغيران تاها عن حجرهما. وقال جدي لمسعود: ما زلت مديناً لي بخمسين جنيها نتحدث عنها فيما بعد، ونادى حسين صبيانه فجاؤوا بالحمير، والرجلان الغريبان جاءا بخمسة جمال. ووضعت أكياس التمر على الحمير والجمال. ونهق أحد الحمير وأخذ الجمل يرغي ويصيح. وشعرت بنفسي أقترب من مسعود. وشعرت بيدي تمتد إليه كأني أردت أن ألمس طرف ثوبه. وسمعته يحدث صوتاً في حلقه مثل شخير الحمل حين يذبح. ولست أدري السبب، ولكنني أحسست بألم حاد في صدري. وعدوت مبتعداً. وشعرت أنني أكره جدي في تلك اللحظة. وأسرعت العدو كأنني أحمل في داخل صدري سراً أود أن أتخلص منه. ووصلت إلى حافة النهر قريباً من منحناه وراء غابة الطلح. ولست أعرف السبب، ولكنني أدخلت إصبعي في حلقي وتقيأت التمر الذي أكلت.

What is a Test? 

According to Brown (1976) who handles testing from a psychological perspective , test is defined as a systematic procedure for measuring a sample of behavior. The phrase "systematic procedure" indicates that a test s constructed, administered and scored according to predetermined rules. It also indicates that test items are chosen to fit the test specification, and the same items are administered to all persons who share the same time limits.

Value of Testing 

1-Achievement 

A test may be used to measure students' achievement of what should have been taught, but not necessarily what has actually been taught. Very student likes to know how much he /she has achieved, to what extent he / she has achieved and where he stands among his classmates. In addition, the teacher can give tests to measure his students' progress and what they can do and what they can not do, and therefore how successful the teaching has been.

2-Motivation

The student's result may urge him to compete with others. A low mark could be a motivation for him to study hard. On the other hand a high score makes him feel satisfied. As it is said" success leads to further success.

3-Encouraging students 

It is unfortunately that many students mainly for tests. In fact the majority of our students don't study unless a test is announced. Thus, tests are probably the only encouragement for then to work hard. In other words tests encourage students to take their learning seriously.

 

4-Diagnosis

Sometimes we need to diagnose problems and difficulties in handling functions, notions and concepts involving language skills and sub-skills. In other words, some tests are designed to find out our students weakness. So a remedial work could be prepared to treat such weakness.

5-Self evaluation

Tests are sometimes needed for the teacher to evaluate his own teaching. The feedback he gets from the test helps him a lot modify his teaching.

6-Experimentation 

Tests may be used successfully in educational experiments in order to determine a certain method of teaching or a certain hypothesis. In this respect a pre-test and a post-test are usually given to an experimental and control groups.

7-Promotion 

Some tests are sometimes designed to determine which students are to be promoted from a grade to a higher one. Without testing promotion will be automatic or impressionistic. 

8-Parents' information

Tests can provide parents with information about their children's levels. For example, how they are progressing, the areas of weaknesses and distinction and the kind of help they need. 

Types of tests

Test may be divided into many types: 

A) In terms of technique:     

1-Subjective tests:

These tests take the form of writing sentences, paragraphs or essays. The correctness of answers to these tests is, in many cases, subjective to the marker opinion. In subjective tests, it usually happens that different scores to the same question.

2-Objective Tests 

The grading of this test is independent of the person marking the tests because their tests have definite answers, which have no room for subjectivity in grading. 

Types of objective Tests:

1. Multiple choice tests

2. True or False Test

3. Matching Tests

B) In terms of what they are intended to measure: 

1-Achievement Test 

These are designed to measure students' achievement. They measure the students' mastery of what should have been taught.

2-Diagnostic Test 

These tests are designed to diagnose the problems or weaknesses our students may encounter in order o teach effectively. 

3-Proficiency Tests

Such tests can be used to measure how suitable candidate will be for performing a certain task or following a specific course. 

4-Aptitude Test

These tests predict probable success or failure in certain areas of language study.

C) In term of function

1-Norm- Referenced Test

Such tests place the student in a rank order. i.e. it tells the examiner how a student has performed compared with his classmates. 

2-Criterion- Referenced Tests

These tests tell the examiner weather the student has achieved the desired objectives or not, regardless of other students standards. Such tests be used during the school year. 

Characteristics of a Good Test

A good test is characterized by the following qualities: 

1- Validity: 

a valid test measures what is ought to be tested. For example, a test that is designed to measure control of grammar becomes invalid if it contains difficult vocabulary.

2-Reliability

A reliable test should provide consistency in measuring the items being evaluated. In other words, if the same test is given twice to the same students, it should produce almost the same results. 

3- Practically

    A practical test ought to be easy to administer and scored with out wasting too much time or effort. Put differently, a test is considered impractical if it is too expensive or needs many hour for the student to complete and many hours for the teacher to prepare and correct.

4- Comprehension 

    A comprehensive test should cover all the items that have been taught. This test helps the teacher to observe accurately the extent of students' knowledge.

5- Relevance 

     The test is relevant when it measures reasonably the desired objectives.

6- Discrimination 

     A discriminative test should distinguish between different levels of students. For example, if al students score between 80% and 90 % on a certain test, this means that the test failed to show the individual differences among the students probably because the questions were very easy. Similarly if all students score between 20% and 30 %, this will be an indication that the questions were very difficult.

7- Clarity 

   It is necessary that the questions should be clear so that the students can comprehend exactly what the teacher wants them to do. 

8- Balance

A well- balanced test should examine both linguistic and communicative competence. In other words, the items of the test must evaluate the students' exact mastery of language regarding accuracy and appropriateness. 

9- Authenticity 

The language of the test should emphasize the every day interaction. 

10- Difficulty

The question must neither be too hard nor too easy. The questions should progress from easy to difficult so as to reduce stress an tension especially on the part of the weak students. 

The test team needs to decide: 

• what type of environment will be used for testing; 

• where will the test take place; 

• whether a video recorder and/or tape recorder will be used and how many; 

• what angles to use for the video recorder(s); 

• arrangement of people and equipment in the room(s); 

• who will be in the test room; 

• what are the roles of each team member; 

• paper work (consent forms, procedures, debriefing questionnaire, personal questionnaire, etc.), and; 

• Equipment for scenarios (help desk, prototype, procedures, desk, wall/divider, chairs, tapes, pens, etc.) 

A test plan will help plan these items. No matter how sketchy or elaborate, it can also help reduce the chance of overlooking items.

Common root words and word origin

ROOTS	MEANING	WORD
alter	other	alternate, alter ego
ami, amic-	love	amiable, amicable
amphi	both ends or all sides	amphibian
ann, enni	year	anniversary, annual, biennial, perennial
anthrop	human, man	anthropology, anthropomorphic, misanthrope
aqua, aque	water	aquatic, aquarium, aqueduct
arch	chief, leader, ruler	archangel, monarch, archaic, archenemy
arthro	joint	arthritis
aud	sound	auditorium, audible, audiologist, audiotape
bell	war	belligerent, bellicose
biblio	book	bibliography, bibliophile
bio-	life	biography, autobiography, biology, antibiotic
brev	short	brief, abbreviate
cap	take, seize	capture, captivate, capacity
carn	meat	carnivorous, chili con carne
ced	yield, go	recede, secede, proceed, intercede, concession
chrom-	color	chromatic, monochrome, polychrome
chron-	time	chronicle, chronology, chronometer, synchronize
cogn	know	recognize, cognitive, incognito
cord/chord	cord	harpsichord
corp	body	corpus, corpse, corporal
crac, crat	rule, ruler	autocrat, democracy, bureaucrat, democracy
cred	believe	credible, credulous, credibility, credit, credo
cruc	cross	crucifix, crucial
crusta	shell	crustacean
crypt	hidden	cryptogram, cryptology, cryptic
culp	guilt	culpable, culprit
dei	god	deity, deify
demo-	people	demography, democracy, epidemic
dent	tooth	dentist, dentifrice, dentin
derm-	skin	dermatology, epidermis, hypodermic
dic	speak, say	dictate, predict, diction, indict
dox	belief, opinion	orthodoxy, paradox, heterodoxy
duc, duct	lead	induce, deduce, seduction, conduct, abduct
duo	two	duo
dynam-	power	dynamo, hydrodynamics
ego	self	egotist, egomania
equ	equal	equal, equity, equanimity, equate, equidistant
fac	make, do	manufacture, factory, benefactor
fil	threadlike	filament
frater	brother	fraternal, fraternize
gam-	marriage	monogamy, polygamy, bigamy
geo-	earth	geopolitical, geology, geography, geothermal
glyph	vertical groove	Hieroglyphics—Egyptian “sky writing”
grad, gress	step	gradual, progression, transgression
graph-	writing, printing	graphology, biography, telegraph, geography
gym	naked	gymnasium
gyn-	woman	gynecologist, androgynous
hemo, hema, hem	blood	hemophilia, hematology, hemoglobin
holo	whole, entire	holograph
hydro, hydr	water	dehydrate, hydraulics, hydroelectric, hydroplane
iso	equal, identical	isolate
ject	throw	inject, reject, subject, projection
jud	judge	judicial, judge, adjudicate
leg, lect	read, choose	legible, lectern, lecturer, election
liter	letter	literature, illiterate, literal
loc	place	local, location
log	word	monologue, epilogue
luc	light	lucid, elucidate
magn	large	magnify, magnate, magnificent
man	hand	manufacture, manual, manuscript
mar	sea	marine, mariner
mater	mother	maternal, maternity, matriarchy, matricide
mere	part, segment	mere
meta, met	behind, between	metacognition—behind the thinking
metri, meter-	measure	geometric, thermometer, odometer
min	small	minority, minuscule, minute
mit, miss	send	permit, submission, mission, emit,
mob, mot, mov	move	mobile, automobile, motion, promote, movie
mon	warn	premonition, admonition
mor, mort	death	mortal, mortician, immortality
morph	form, structure	metamorphosis, amorphous, morphology
mut	change	mutant, mutability, mutate
neuro	nerve	neurology, neurosis, neurobiology
nomen /nomin	name	nominal, nominate, nomenclature
nov	new	novel, renovate, innovation, novella
nym, onym	word, name	synonym, acronym, anonymous, pseudonym
odonto	tooth	orthodontist—one who straightens teeth
ortho-	straight, correct	orthodox, orthodontist, orthopedic
pac	peace	pacify, Pacific Ocean, pacifist
pater	father	paternal, paternity, patricide, patrilineal, patriotic
path	feeling, suffering	sympathy, apathy, empathy, telepathy, pathology
ped, pod	foot	pedal, pedometer, centipede, gastropod
pel, puls	push	pulsate, repulsive, impulse, compel, propel
pend	hang, weigh	pendulum, pendant, suspend, pending
phon-, phono-	sound, voice	telephone, euphony, cacophony, phonograph
plan	flat	planar, plantation, plane
pneum	lung	pneumatic
pod	feet	podiatrist
port	carry	portable, transport, portage, report,
pot	power	potent, omnipotent, potentate
psych-	soul, spirit, mind	psychology, psychic, psychobiography
pugna	fight	pugnacious, pugilist
quer, quis	ask	query, inquisition,
scent, scend	climb	ascend, ascent
schizo, schiz	division, split	schizophrenic
sci	know	scientific
sciss	cut	scissors
scrib, script	write	manuscript, scribe, proscribe, scripture
sec, sect	cut	dissect, section
sed, sess	sit	sedentary, session
sens, sent	feel, be aware	sensible, sentient
sequ, secu	follow	sequence, sequel, consecutive
serv	serve, protect	service
simil	same	similar, assimilate, simile, facsimile (fax)
siphon	tube	siphon
sol	sun	solar
son	sound	sonar, resonate, unison
soph	wisdom, knowledge	philosophy, sophisticated, sophomore (wise fool)
spec, spic	look, see	spectacles, spectator, inauspicious, prospect
spir	coil	spiral
spir	breathe	inspire, respiration, conspire, perspiration
spond, spons	promise, answer for	respond, responsible
spont	by one's own force	spontaneous
stat	stay, position	station
tang, tact	touch	tactile, tangible
temp	time	temporary, temporize
ten, tent	hold	tentative, tenable, tenuous
terr	earth	subterranean, terrain, terrestrial, disinter
theo	god, deity	theology, polytheism, atheist, monotheism
therm-	heat	thermal, thermos, thermometer
trophy	nutrition, food	atrophy—without nutrition
uro	urine	Urologist
vac	empty	vacation, vacuum, vacuous, vacant
ven, vent	come, go	intervene, convene, contravene
ver	truth	veracity, verify, verity
vert	turn	introvert, irreversible, vertigo
vit	life	vital, revitalize, vitamin
voc	call	revoke, invocation, vocal, evocative, convocation
zoo	animal	zoo, zoology, zoolatry

•