Oxford English Dictionary

Vocabulary notebooks, Criminally Insane Asylum Patients, Zettelkasten, the Thesaurus Linguae Latinae, and Digital Dictionaries

A Sixth Grade Vocabulary Notebook

The sixth grade language arts class at the school in Altadena, CA, which my daughter attends, has a weekly set of vocabulary exercises which they keep in a simple composition notebook. Each week the teacher picks two vocabulary words (eg: passage, intelligent) and throughout the week the students fill in bits of knowledge about the word itself. On Monday they write down the word, a preliminary definition of it in their own words, a quick sketch or drawing of their perception of the word, and any prior knowledge they have of it. On Tuesday they revisit the words and look up dictionary definitions and write them down in their notebooks. On Wednesday they compose an original sentence using the words. Thursday finds them filling in spaces under each word with their morphologies, and variations with prefixes and suffixes. Finally on Friday they complete the weekly exercise by writing down synonyms and antonyms for the week’s words.

When I saw their notebooks at a recent open house night, it immediately reminded me of a now partially forgotten lexicographer’s and grammarian’s practices of excerpting (ars excerpendi) and collecting examples of sentences and words on slips of paper. Examples of this can be seen in the editing and creation of the Oxford English Dictionary, the Thesaurus Linguae Latinae (Latin for Thesaurus of the Latin Language), and the Wörterbuch der ägyptischen Sprache (German for Dictionary of the Egyptian Language).

I first became aware of the practice when reading Simon Winchester’s entertaining book The Professor and the Madman: A Tale of Murder, Insanity, and the Making of the Oxford English Dictionary. In the book , Winchester describes the pigeonhole and slip system that Oxford professor James Murray and collaborators used to create the Oxford English Dictionary (OED). The editors of the dictionary put out a call to readers to note down interesting everyday words they found in their reading along with example sentences and source references. They then collected these words alphabetically into pigeonholes and from here were able to collectively compile their magisterial dictionary which uses the collected example sentences. While tangentially about the creation of the OED, the heart of the fascinating story in the book focuses on Dr. William C. Minor, a Civil War veteran and a convicted murderer living in Britain in the Broadmoor Criminal Lunatic Asylum, who began a long written correspondence with James Murray by sending in over ten thousand slips with words from his personal reading. Many years went by between the two men before the dictionary editor realized that his collaborator was in an insane asylum. The 1998 book was ultimately turned into the 2019 movie starring Mel Gibson and Sean Penn.

Thesaurus Linguae Latinae

Somewhat similar to the compilation of the Oxford English Dictionary which predated it is the ongoing compilation of the Thesaurus Linguae Latinae (TLL). An academic research project begun in 1894 and projected to be finished by a team of international scholars sometime around 2050, the TLL is a massive dictionary written entirely in Latin which contains every instance of every known Latin word in every known medium (manuscripts, scrolls, artworks, coins, buildings, monuments, graffiti, etc.) from the beginning of the language down to the 2nd century CE and from then on, every lexicographically significant instance from that time until the 6th century CE.

The Thesaurus Linguae Latinae used the Meusel system for creating zettel (a German word meaning slip) by utilizing double folio sheets onto which they copied text in hectographic ink which can be reproduced by lithography before cutting them up into individual slips. It took approximately five years of collecting and excerpting material before the researchers of the TLL began writing “articles”, by which they mean individual entries in their dictionary of Latin words. Because of the time-consuming work to research and write individual articles, researchers are individually credited within the Thesaurus for their work on individual words.

Between the 2nd and 6th centuries CE, the Thesaurus Linguae Latinae doesn’t excerpt every single word in written Latin, just what the researchers thought was lexicographically significant. As an example, they didn’t excerpt all of Saint Augustine’s works because if they had, the collection would have been approximately 50% larger because Augustine was such a prolific writer.

The magisterial zettelkasten (German for slip box) which powers the Thesaurus Linguae Latinae is befittingly housed on the top floors of the Residenz, the former palace of the Bavarian royal family, now a part of the Bavarian Academy (Bayerische Akademie der Wissenschaften) in Munich, Germany.

slip for the word sentio — An example slip in the TLL for the word “sentio”.

The slips in the TLL’s collection are organized alphabetically by headword (or catchword) in a box in the top right hand side of the card and then secondarily by their appearance or publication in chronological time, which is indicated in a box on the top left of each slip. The number of copies of each slip is written in the bottom left hand corner and circled. Within the text excerpts on the cards themselves, occurrences of the word are underlined in red.

Basic statistics regarding the Thesaurus:

comprised of approximately 55,000 ancient Latin vocabulary words
- 10,000,000+ slips
- stored in about 6,500 boxes
- with approximately 1,500 slips per box
excerpted from a library of 32,000 volumes
contributors: 375 scholars from 20 different countries, with:
- 12 Indo-European language specialists
- 8 romance language specialists
- 100 proof-readers
approximately 44,000 words published in their dictionary already
- published content: 70% of the entire vocabulary
- print run: 1,350 copies
- Publisher: consortium of 35 academies from 27 countries on 5 continents
Longest remaining words which remain to be compiled into the dictionary
- non / 37 boxes of ca. 55,500 slips
- qui, quae, quod / 65 boxes of ca. 96,000 slips
- sum, esse, fui / 54.5 boxes of ca. 81,750 slips
- ut / 35 boxes of ca. 52,500 slips

As a point of comparison, the upper end of prolific academic researchers and note takers who use index card collections for their lifelong research (25-40 year careers) have compiled collections of 90,000 (Niklas Luhmann), 70,000+ (Gotthard Deutsch), 30,000 (Hans Blumenberg), 27,000+ (S.D. Goitein) and 12,500 slips (Roland Barthes). This means that there are individual Latin words in the TLL have more slips than these researchers produced in their research lifetimes.

A sample of the note cards being used to compile the TLL. Courtesy of Samuel Beckelhymer.

Living languages

While many think of Latin as a “dead language”, something one notices quickly about the articles in the TLL is that words changed meanings over the span of time which they were in use. Linguists call this change in word meaning over time semantic shift. Many articles focus on these subtle changes and different meanings over time. Often words with only a few hundred attestations in the corpus of the language will be quoted and cited in articles about them with every example of use along with their contexts to help highlight these subtleties. Just like people had the choice of which words to use in the ancient world, we have those same choices today and this is where the use of modern dictionaries and thesauruses can make our words and word choices more exciting.

Normally, a dictionary just tells you what words mean—and of course we do that—but the scale of the project gives us the space and opportunity to say what we’re not sure of too. This is important because it leaves the door open for further scholarship and it gives the reader choices rather than dictating to them what to think. The dictionary can be a catalyst for more research and this is what makes the dictionary a living thing.—⁠⁠Adam Gitner, a TLL scholar

Slip box for the word ‘requiro’ © Adam Gitner

For those interested in more details on the TLL, Kathleen Coleman’s presentation on YouTube is a fantastic resource and primer on what is in it, how they built it and current work:

TLL Podcast and the Wordhord

Based on the history and usage of the Latin word horreum, which is featured in the first episode of the Thesaurus Linguae Latinae podcast, I can’t help but think that not only is the word ever so apropos for an introduction to some of the TLL, but it does quite make an excellent word for translating the idea of card index in English or Zettelkasten from German into Latin: “My horreum is a storehouse or treasury for my thoughts and ideas which nourishes my desire to discover and build upon my knowledge.” One might also notice that the Latin word horreum is also cognate with the fun Old English word “wordhord” that one encounters in classics like Beowulf and which roughly translates as one’s brain or their memory, especially for words.

Wörterbuch der ägyptischen Sprache (A Dictionary of the Egyptian Language)

Like the Thesaurus Linguae Latinae the Wörterbuch der ägyptischen Sprache was an international collaborative zettelkasten project. Started in 1897, it was finally published as five volumes in 1926.

The structure of the filing system for the Wörterbuch der ägyptischen Sprache (Wb) was designed based on the work done for the Thesaurus Linguae Latinae started three years earlier. Texts in the collection were roughly divided into passages of about 30 words and written in hieroglyphic form on postcard-sized slips of paper. The heading contained the designation of the text and the body included the texts’ context (inscriptions, etc.) as well as a preliminary translation of the passage.

These passages were then cross-referenced with other occurrences of the hieroglyphics to provide better progressive translations which ultimately appeared in the final manuscript. As a result some of the translations on the cards were incomplete as work proceeded and cross-comparisons of individual words were puzzled out.

A slip showing a passage of text from the victory stele of Sesostris III at the Nubian fortress of Semna. The handwriting is that of project leader Adolf Erman, who had “already struggled with the text as a high school student”.

With support from the German Research Foundation, the 1.5 million sheets of the Wörterbuch der ägyptischen Sprache began to be digitized and put online in 1997. The Digitized Card Archive (DZA) of the Dictionary of the Egyptian Language (Wörterbuch der ägyptischen Sprache) has been available on the Internet since 1999. The archive can be searched at: https://aaew.bbaw.de/tla/servlet/DzaIdx. Since 2004, the materials and query functions have been integrated into the larger Thesaurus Linguae Aegyptiae project at https://aaew.bbaw.de/thesaurus-linguae-aegyptiae.

Wörterbuch der ägyptischen Sprache by Adolph Erman and Hermann Grapow can be viewed online using the Wb. browser at https://aaew.bbaw.de/tla/servlet/WbImgBrowser. Links from reference points within the dictionary go directly to corresponding slips of paper in the digitized slip archive.

Although he’s a fictional character, given one could suppose that given his areas of specialization in archaeology, Indiana Jones would certainly have been aware of the Wörterbuch, would likely have used it, and may even have worked on it as a young college student.

The method used for indexing the Wörterbuch der ägyptischen Sprache and the Thesaurus Linguae Latinae is now generally known as a key word in context (KWIC) index. The design of these sorts of indices is now a subject within the realm of computer science and database design. Given that the work on the TLL has taken over 100 years, could it be possible that digital versions might speed up the process of excerpting, collating, and writing articles in the future? Perhaps these examples might be used for compiling other languages in the future.

Modern day practice: Wordnik and Hypothes.is

Having looked at some historical word and idea collecting practices, how might one do this sort of work in a modern, digital world? A similar word collecting scheme is currently happening on the internet now, though perhaps with a bit more focus on interesting neologisms (and hopefully without many insane asylum patients.) The lovely folks at the online dictionary Wordnik have been using the digital annotation tool Hypothes.is to collect examples of words as they happen in the wild. One can create a free account on the Hypothes.is service and quickly and easily begin collecting words for their dictionary efforts by highlighting example sentences and tagging them with “wordnik” and “hw-[InsertFoundWordHere]”.

So for example, I was reading about the clever new animations in the language app Duolingo and came across a curious new word (at least to me): viseme.

To create accurate animations, we generate the speech, run it through our in-house speech recognition and pronunciation models, and get the timing for each word and phoneme (speech sound). Each sound is mapped onto a visual representation, or viseme, in a set we designed based on linguistic features.

So I clicked on my handy browser extension for Hypothes.is, highlighted the sentence with a bit of context, and tagged it with “wordnik” and “hw-viseme”. The “hw-” prefix ostensibly means “head word” which is how lexicographers refer to the words you see defined in dictionaries.

Then the fine folks at Wordnik are able to access the public annotations matching the tag Wordnik, and use Hypothes.is’ API to pull in the collections of new words for inclusion into their ever-growing corpus of examples. Lexicographers can then use examples of words appearing in context to define, study, and research their meanings and their shifts in meaning over time.

Since I’ve collected interesting new words and neologisms for ages anyway, this has been a quick and easy method of helping out other like-minded wordhoarders along the way. (Note how this last sentence has brought wordhord back into more active usage with a tinge of shift?!) In addition to the ability to help out others, a side benefit of the process is that the collected words are all publicly available for reading and using in daily life! You can not only find the public page for Wordnik words on Hypothes.is, but you can subscribe to it via RSS to see all the clever and interesting neologisms appearing in the English language as collected in real time! So if you’re the sort who enjoys touting new words at cocktail parties, a rabid cruciverbalist who refuses to be stumped by this week’s puzzle, or a budding lexicographer yourself, you’ve now got a fantastic new resource! I’ve found it to be far more entertaining and intriguing than any ten other word-of-the-day efforts I’ve seen in published calendar or internet form.

If you like, there’s also a special Hypothes.is group you can apply to join to more easily aid in the effort. Want to know more about Wordnik and their mission, check out their informative Kickstarter page.

Expanding the sixth grade practice

The basic pedagogic exercise I’ve described above is an incredibly solid base for nearly any school-aged child. But with some of the historical context we’ve explored, the weekly word notebook exercise could be expanded. Some could be done during the week while others could be done at a later date/time, which could serve as potential (spaced repetition) reminders to students as they see words throughout the year potentially for bonus points.

What is the earliest attestation (evidence or proof of existence) of a word?

Can students find attestations of their words during their weekly reading or reading later in the year?

What is the word’s etymology? What other words sound like it or are related to it? What words are cognate to it in other languages they might be studying/learning? These could be collected too.

What new and interesting words are students coming across that they haven’t seen before in their own reading? Bonus points for doing additional words they find themselves, or add them to the queue of the words the teacher assigns on future weeks.

Double bonus points for finding new words in their reading that are neologisms which aren’t in the dictionary yet. Can they find and add words to the Wordnik dictionary using Hypothes.is?

Instead of using a notebook for their supplemental wordhord, students might try the older practice of keeping their words on index cards and storing them in a zettelkasten just like the OED, the TLL, or the Wb. A shoebox works nicely and can be fun to decorate, but there are fancier boxes out there. Here they might also be used as flashcards for occasional review. Students can index them alphabetically and perhaps their example sentences may come in handy later in life while they’re doing their own writing (see Draft No. 4 and boxing words.) Perhaps their collections will come in handy at the end of high school when they take the SAT or the ACT tests? Might their collections rival those of famed academics like Niklas Luhmann, Gotthard Deutsch, Hans Blumenberg, S.D. Goitein or Roland Barthes? Maybe they’ll become professional lexicographers and help to finish up work on the TLL later in life?

For a fun math exercise, can students calculate how long it would take them (individually or as a class) to copy out 10,000,000 slips for their words at the pace of two or three words a week? How many notebooks would this require? Would they fit into their classroom? their house, their library, or their school?

What other ideas might one add to such a classroom exercise?

References

Forschung: Der Thesaurus linguae Latinae. Munich, Germany: Bayerische Akademie der Wissenschaften, 2019. https://www.youtube.com/watch?v=C3Eqt2QBKNs.

Kathleen Coleman, “The Thesaurus Linguae Latinae” Paideia Lectures 2022, 2022. https://www.youtube.com/watch?v=s98hTIOW1Ug.

Pinkerton, Byrd. “The Ultimate Latin Dictionary: After 122 Years, Still At Work On The Letter ‘N.’” NPR, May 14, 2016, sec. Parallels. https://www.npr.org/sections/parallels/2016/05/14/476873307/the-ultimate-latin-dictionary-after-122-years-still-at-work-on-the-letter-n.

The Professor and the Madman. 35mm film, Biography, Drama, History. Voltage Pictures, Fábrica de Cine, Definition Films, 2019.

Smith, Chris. “Thesaurus Linguae Latinae: How the World’s Largest Latin Lexicon Is Brought to Life.” De Gruyter Conversations, July 5, 2021. https://blog.degruyter.com/thesaurus-linguae-latinae-how-the-worlds-largest-latin-lexicon-is-brought-to-life/.

Winchester, Simon. The Professor and the Madman: A Tale of Murder, Insanity, and the Making of the Oxford English Dictionary. 1st ed. New York: Harper, 1998.

Knowing What We Know: The Transmission of Knowledge From Ancient Wisdom to Modern Magic by Simon Winchester

In case some haven’t been watching, I’ll mention that Simon Winchester’s new book Knowing What We Know on knowledge to transmission was published by Harper on April 25th in North America. For zettelkasten fans, you’ll note that it has some familiar references and suggested readings including by our friends Markus Krajewski, Ann Blair, Iaian McGilchrist, Alex Wright, Anthony Grafton, Dennis Duncan, and Mortimer J. Adler to name but a few.

Many are certain to know his award winning 1998 book The Professor and the Madman which was also transformed into the eponymous 2019 film starring Sean Penn. Though he didn’t use the German word zettelkasten in the book, he tells the story of philologist James Murray’s late 1800s collaborative 6 million+ slip box collection of words and sentences which when edited into a text is better known today as the Oxford English Dictionary.

If you need some additional motivation to check out his book, I’ll use the fact that Winchester, as a writer, is one of the most talented non-linear storytellers I’ve ever come across, something which many who focus on zettelkasten output may have a keen interest in studying.

Book club anyone? (I’m sort of hoping that Dan Allosso’s group will pick it up as one of their next books after Donut Economics, but I’m game to read it with others before then.)

Book released on 4/25/2023; Book acquired on 4/26/2023

A note about my article on Goitein with respect to Zettelkasten Output Processes

Not long ago I made a Call for Model Examples of Zettelkasten Output Processes. To answer a part of that call and to highlight my own reading, note taking, and writing process, in the production of writing S.D. Goitein’s Card Index, I’ve included red # hyperlinks to all of the available digital notes I took while doing my research which is synthesized there. The interested reader can then look back to see the date and timestamps of all of my original notes and compare them if they wish to the final text of the piece. One will notice that most of the Goitein-specific portions occurred on two consecutive days while other portions were tied in from notes taken over the past two years including a few which may have been older, but revised for import.

I’m hoping that this example will give the aspiring interested note takers, commonplacers, and zettelkasten maintainers a peek into a small portion of my own specific process if they’d like to look more closely at such an example.

Following the reading and note taking portions of the process, I spent about 5 minutes scratching out a brief outline for the shape of the piece onto one of my own 4 x 6″ index cards. I then spent 15 minutes cutting and pasting all of what I felt the relevant notes were into the outline and arranging them. I then spent about two hours writing and (mostly) editing the whole. In a few cases I also cut and pasted a few things from my digital notes which I also felt would be interesting or relevant (primarily the parts on “notes per day” which I had from prior research.) All of this was followed by about an hour on administrivia like references and HTML formatting to put it up on my website. While some portions were pre-linked in a Luhmann-ese zettelkasten sense, other portions like the section on notes per day were a search for that tag in my digital repository in Hypothes.is which allowed me to pick and choose the segments I wanted to cut and paste for this particular piece.

From the outline to the finished piece I spent about three and a half hours to put together the 3,500 word piece. The research, reading, and note taking portion took less than a day’s worth of entertaining diversion to do including several fun, but ultimately blind alleys which didn’t ultimately make the final cut.

For the college paper writers, this entire process took less than three days off and on to produce what would be the rough equivalent of a double spaced 15 page paper with footnotes and references. Naturally some of my material came from older prior notes, and I would never suggest one try to cram write a paper this way. However, making notes on a variety of related readings over the span of a quarter or semester in this way could certainly allow one to relatively quickly generate some reasonably interesting material in a way that’s both interesting to and potentially even fun for the student and which could potentially push the edges of a discipline—I was certainly never bored during the process other than some of the droller portions of cutting/pasting.

While the majority of the article is broadly straightforward stringing together of facts, one of the interesting insights for me was connecting a broader range of idiosyncratic note taking and writing practices together across time and space to the idea of statistical mechanics. This is slowly adding to a broader thesis I’m developing about the evolving life of these knowledge practices over time. I can’t wait to see what develops from this next.

In the meanwhile, I’m happy to have some additional documentation for another prominent zettelkasten example which resulted in a body of academic writing which exceeds the output of Niklas Luhmann’s own corpus of work. The other outliers in the example include a significant contribution to a posthumously published book as well as digitized collection which is still actively used by scholars for its content rather than for its shape. I’ll also note that along the way I found at least one and possibly two other significant zettelkasten examples to take a look at in the near future. The assured one has over 15,000 slips, apparently with a hierarchical structure and a focus on linguistics which has some of the vibes of John Murray’s “slip boxes” used in the creation of the Oxford English Dictionary.

Hypothes.is as a Digital Zettelkasten for Neologism and Word Collection for Wordnik

A little while ago, one of the followers of my Hypothes.is account where I actively mark up my reading with highlights, annotations, and notes asked me why I was tagging seemingly random sentences with “wordnik” and other odd tags that started with “hw-“. Today I thought I’d write out the explanation of the habits around one of my side hobbies of word collecting.

Some background

In the book The Professor and the Madman: A Tale of Murder, Insanity, and the Making of the Oxford English Dictionary, Simon Winchester describes the pigeonhole and slip system that professor James Murray used to create the Oxford English Dictionary. The editors essentially put out a call to readers to note down interesting every day words they found in their reading along with examples sentences and references. They then collected these words alphabetically into pigeonholes and from here were able to collectively compile their magisterial dictionary. Those who are fans of the various methods of knowledge collection and management represented by the index card-based commonplace book or the zettelkasten, will appreciate this scheme as a method of collectively finding and collating knowledge. It’s akin to Paul Otlet and Henri La Fontaine’s work on creating the Mundaneum, but focused on the niche area of lexicography and historical linguistics.

The Professor and the Madman is broadly the fascinating story of Dr. W. C. Minor, an insane asylum patient, who saw the call to collect words and sentences began a written correspondence with James Murray by sending in over ten thousand slips with words from his personal reading.

Wordnik and Hypothes.is

A similar word collecting scheme is currently happening on the internet now, though perhaps with a bit more focus on interesting neologisms (and hopefully without me being cast as an insane asylum patient.) The lovely folks at the online dictionary Wordnik have been using the digital annotation tool Hypothes.is to collect examples of words as they happen in the wild. One can create a free account on the Hypothes.is service and quickly and easily begin collecting words for the effort by highlighting example sentences and tagging with “wordnik” and “hw-[InsertFoundWordHere]”.

So for example, this morning I was reading about the clever new animations in the language app Duolingo and came across a curious new word (at least to me): viseme.

To create accurate animations, we generate the speech, run it through our in-house speech recognition and pronunciation models, and get the timing for each word and phoneme (speech sound). Each sound is mapped onto a visual representation, or viseme, in a set we designed based on linguistic features.

Since I’ve collected interesting new words and neologisms for ages anyway, this has been a quick and easy method of helping out other like minded word collectors along the way. In addition to the ability to help out others, a side benefit of the process is that the collected words are all publicly available for reading and using in daily life! You can not only find the public page for Wordnik words on Hypothes.is, but you can subscribe to it via RSS to see all the clever and interesting neologisms appearing in the English language as collected in real time! So if you’re the sort who enjoys touting new words at cocktail parties, a rabid cruciverbalist who refuses to be stumped by this week’s puzzle, or a budding lexicographer yourself, you’ve now got a fantastic new resource! I’ve found it to be far more entertaining and intriguing than any ten other word-of-the-day efforts I’ve seen in published or internet form.