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CONTENTS
Preface. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vii
Acknowledgments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii
List of Illustrations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xv
About This Programmed System. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvii
How to Use Studyware™. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxi
Section A How to Work the Program—Directions for Use of Programmed Learning. . . . . . . . . . . . . . . . . . . . . . . . xxv
UNIT 1 FRAMES 1.1–1.98 The Word-Building System—Introduction to Word Parts
Including Word Roots, Suffixes, Prefixes, Parts of Speech,
and Plural Formation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
CASE STUDY INVESTIGATION (CSI): Shingles. Varicella zoster virus (VZV).
Herpes zoster. Postherpetic neuralgia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
PROFESSIONAL PROFILE: Dermatologist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
CASE STUDY INVESTIGATION (CSI): Dermatitis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

UNIT 2 FRAMES 2.1–2.137 Surgical Suffixes, Hematology, and Diagnostic

Imaging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
CASE STUDY INVESTIGATION (CSI): Castleman’s Disease . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
PROFESSIONAL PROFILE: Registered Radiologic Technologist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
CASE STUDY INVESTIGATION (CSI): Spleen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
PROFESSIONAL PROFILE: Cytotechnologist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
CASE STUDY: Discharge Summary—Acute Chest Pain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

UNIT 3 FRAMES 3.1–3.143 Oncology and the Central Nervous System . . . . . . . . . . . . . . . . . . . . . . .73
CASE STUDY INVESTIGATION (CSI): Malignant Melanoma. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
PROFESSIONAL PROFILE: Medical Technologist (MT [ASCP]), Medical
Laboratory Technician (MLT), Certified Laboratory Assistant (CLA) . . . . . . . . . . . . . . . . . . . . . 88
CASE STUDY INVESTIGATION (CSI): Ovarian Cancer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
PROFESSIONAL PROFILE: Radiation Therapists (RT[T]). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
PROFESSIONAL PROFILE: Electroneurodiagnostic (END) Technologist . . . . . . . . . . . . . . . . . . . . . . 97
CASE STUDY INVESTIGATION (CSI): West Nile Virus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .110

UNIT 4 FRAMES 4.1–4.157 Orthopedics, Osteopathy, and Body Regions. . . . . . . . . . . . . . . . . . . . 114

CASE STUDY INVESTIGATION (CSI): Osteoporosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .118
PROFESSIONAL PROFILE: Doctor of Osteopathy (DO) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .119
CASE STUDY INVESTIGATION (CSI): Post-Polio Syndrome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .120
CASE STUDY: Report Summary—Septic Arthritis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .156

UNIT 5 FRAMES 5.1–5.165 Pathology, Otorhinolaryngology, and Prefixes dys-,

brady-, tachy-, poly-, syn- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
CASE STUDY INVESTIGATION (CSI): E. Coli Infection. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .164
CASE STUDY INVESTIGATION (CSI): Otitis Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .170
PROFESSIONAL PROFILE: Audiologist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .172
CASE STUDY: Operative Report—Cholecystectomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .200

UNIT 6 FRAMES 6.1–6.131 Urology and Gynecology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204

CASE STUDY INVESTIGATION (CSI): Interval History and Physical Exam . . . . . . . . . . . . . . . . . . . . . . .226
CASE STUDY INVESTIGATION (CSI): Intestinal Endometriosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .229
CASE STUDY: Discharge Summary—Transurethral Resection of the Prostate . . . . . . . . . . . .244
UNIT 7 FRAMES 7.1–7.102 Gastroenterology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249
CASE STUDY INVESTIGATION (CSI): Paraesophageal Hernia
with Perforated Duodenal Ulcer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .256
CASE STUDY INVESTIGATION (CSI): HIV with Hepatitis B and C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .266
CASE STUDY: Endoscopy Report—Gastrointestinal Hemorrhage . . . . . . . . . . . . . . . . . . . . . . . .280

iii

38892_00_frontmatter_pi-xxviii.indd iii 9/25/09 8:20:23 PM

iv CONTENTS

UNIT 8 FRAMES 8.1–8.144 Neurology, Psychology, Anesthesiology,

and Vascular Terminology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285
PROFESSIONAL PROFILE: Registered Pharmacist (R.Ph), Pharmacy Technician. . . . . . . . . . . . . .297
CASE STUDY INVESTIGATION (CSI): Endovenous Ablation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .305
PROFESSIONAL PROFILE: Certified Registered Nurse Anesthetist (CRNA) . . . . . . . . . . . . . . . . . . .310
PROFESSIONAL PROFILE: Physical Therapist (PT), Physical Therapy Assistant . . . . . . . . . . . . . . .318
CASE STUDY: Summary—Obsessive-Compulsive Disorder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .327

UNIT 9 FRAMES 9.1–9.125 Anatomic Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 332

CASE STUDY: Consultation Note—Hypoventilation Syndrome,
Diabetes Mellitus Type 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .367
UNIT 10 FRAMES 10.1–10.167 Surgery, Diabetes, Immunology, Lesions,
and Prefixes of Numbers and Direction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 372
CASE STUDY INVESTIGATION (CSI): Laparoscopic Procedure Description. . . . . . . . . . . . . . . . . . . . .373
PROFESSIONAL PROFILE: Certified Surgical Technologist (CST ) . . . . . . . . . . . . . . . . . . . . . . . . . . . .375
CASE STUDY INVESTIGATION (CSI): Autopsy (Postmortem Exam) . . . . . . . . . . . . . . . . . . . . . . . . . . . .404
CASE STUDY: Mastectomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .416

UNIT 11 FRAMES 11.1–11.94 Descriptive Prefixes, Asepsis, and Pharmacology . . . . . . . . . . . . . . . 422

PROFESSIONAL PROFILE: Registered Diagnostic Medical Sonographer (RDMS) . . . . . . . . . . . .438
CASE STUDY INVESTIGATION (CSI): Unintentional Drug Overdose Death. . . . . . . . . . . . . . . . . . . . .443
CASE STUDY: Neurology Operative Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .453

UNIT 12 FRAMES 12.1–12.96 Prefixes of Location and Medication Administration. . . . . . . . . . . . 457

CASE STUDY INVESTIGATION (CSI): Malaria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .464
PROFESSIONAL PROFILE: Nurse, LPN, RN, NP, CRNA, Clinical Nurse
Specialist, MSN, PhD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .477
CASE STUDY: Operative Report—Bilateral Adnexal Masses, Endometriosis. . . . . . . . . . . . . . .485

UNIT 13 FRAMES 13.1–13.99 Respiratory System and Pulmonology . . . . . . . . . . . . . . . . . . . . . . . . . 489

CASE STUDY INVESTIGATION (CSI): COPD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .497
PROFESSIONAL PROFILE: Respiratory Therapist (RRT or CRT ). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .505
PROFESSIONAL PROFILE: Registered Health Information Administrator (RHIA)
and Registered Health Information Technician (RHIT ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .510
CASE STUDY: Postop Visit—Status Asthmaticas, Viral Syndrome. . . . . . . . . . . . . . . . . . . . . . . . .518

UNIT 14 FRAMES 14.1–14.115 Word Parts for Night, Sleep, Split, Skeletal System,
and Orthopedics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 522
PROFESSIONAL PROFILE: Registered Occupational Therapist (OTR) . . . . . . . . . . . . . . . . . . . . . . . .525
CASE STUDY INVESTIGATION (CSI): Cervical Radiology Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .537
CASE STUDY: Operative Report—Open Reduction Fractured Elbow. . . . . . . . . . . . . . . . . . . . .554

UNIT 15 FRAMES 15.1–15.158 Ophthalmology, Endocrinology, and Medical

Specialties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 558
PROFESSIONAL PROFILE: Certified Ophthalmic Assistant (COA),
Technician (COT ), and Medical Technologist (COMT ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .560
CASE STUDY INVESTIGATION (CSI): Thyroidectomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .580
PROFESSIONAL PROFILE: Emergency Medical Technician (EMT ), Paramedic (EMT-P) . . . . . . .583
CASE STUDY: Phacoemulsification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .594

APPENDIX A ISMP’s List of Error-Prone Abbreviations, Symbols, and Dose Designations . . . . . . . 599
APPENDIX B Abbreviations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 602
Weights and Measures 602
Chemical Symbols 603
Diagnoses 604
Procedures 607
Health Professions and Groups 610
Charting Abbreviations 612
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

38892_00_frontmatter_pi-xxviii.indd iv 9/25/09 8:20:51 PM

CONTENTS v

APPENDIX C Additional Word Parts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 616

APPENDIX D Glossary of Proper Names of Diseases and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . 618
APPENDIX E Answers to Unit Review Activities and Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 620
APPENDIX F Puzzle Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 630
Index of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .646
Index of Word Parts Learned . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .657

38892_00_frontmatter_pi-xxviii.indd v 9/25/09 8:20:51 PM

PREFACE
Medical Terminology: A Programmed Systems Approach, Tenth Edition, is a medical
terminology textbook that teaches a word-building system using a programmed
learning format. Thousands of medical words may be built by learning the Latin and
Greek prefixes, suffixes, and word roots from which our English medical terms originate.
Genevieve Smith and Phyllis Davis were the first to apply programmed learning to the
teaching of medical terminology when they designed this textbook over 38 years ago.
This system continues with the tenth edition to refine the process as well as to enhance
this system using current educational technology.
Medical Terminology: A Programmed Systems Approach, Tenth Edition, is designed to
provide a comprehensive entry-level study of medical language for health career
learners with little or no previous experience. During 30 years of teaching medical
terminology, I have been amazed by course assessment statistics showing positive
results using this textbook. Instructor and student reviews also express their satisfaction
and enthusiasm for using the materials in this textbook and its supplemental package.

ABBREVIATION USE WARNING

Use of correct medical abbreviations allows the healthcare provider to communicate
concisely and quickly. However, use of incorrect, poorly written, confusing, and
made-up abbreviations are dangerous. Poor quality care may result from errors made
misusing medical abbreviations. The Joint Commission has issued an official “do not use”
list of abbreviations and symbols. Visit the http://www.jointcommission.org Web site
and search for “do not use list” to view the list. In addition to the Joint Commission list,
the Institute for Safe Medication Practices (ISMP) has published “ISMP’s List of Error-Prone
Abbreviations, Symbols, and Dosage Designations”; refer to Appendix A.
Medical Terminology: A Programmed Systems Approach, Tenth Edition will continue to
include medical abbreviations as part of each unit. The rationale for this decision is that
even though abbreviation use is being discouraged, its use continues in printed and
electronic records and past medical records. It would be irresponsible for this text to
exclude abbreviations from study. By continuing their presentation, this text hopes to
increase the learner’s awareness of correct use of abbreviations, the need for caution,
and safe practices.
ORGANIZATION
This book contains fifteen units progressively organized by word-building subject
matter and body systems that may be easily organized for semester assignments.
The programmed learning, word-building system format presents and reinforces word
parts and word building with over 2,000 frames—more than any other programmed
medical terminology textbook. This format requires active participation through reading,
writing, answering questions, labeling, repetition, and providing immediate feedback.
Various types of tables offer word part summaries, medical report data, and additional
information about subjects that may not be included in the frames. Abbreviation
tables that appear at the end of each unit include correct medical abbreviations.
Abbreviation lists are included in Appendix B and organized by subjects including
weights and measures, chemical symbols, diagnoses, procedures, health professions
and organizations, and charting.

vii

38892_00_frontmatter_pi-xxviii.indd vii 9/25/09 8:20:51 PM

viii PREFACE

Several special features in each unit enhance the learning of medical terminology. See
“About This Programmed System” on pages xvii–xix for a detailed description of each
feature.

LEARNING SUPPLEMENTS
The following supplements are included with your textbook to provide even more help
as you study.
• Flashcards. Improve your knowledge and test your mastery by using the flashcards
created from the cards provided in the last section of the book. Remove these
perforated pages carefully and then separate the cards. Flashcards are an effective
study aid for use even when you only have a small amount of time.
• StudyWARE™ CD-ROM. This interactive software packaged with the book offers an
exciting way to gain additional practice (while having fun) through exercises, game
activities, and audio for each chapter. See “How to Use StudyWARE™ ” on page xxi for
details.
CHANGES TO THE TENTH EDITION
• Extensive technical accuracy reviews were performed on every aspect of the
textbook and directly-linked ancillaries to ensure correctness of all terminology
content and answers.
• Over 50 NEW images and line art illustrations were added to enhance your
understanding of the content.
• NEW diagnostic imaging modalities; surgical techniques; and anatomy, physiology,
and disease terminology updates can be found throughout the text.
• NEW StudyWARE™ Connection feature directs you to additional learning
opportunities such as practice quizzes, animations, image labeling, and other
interactive games included on the accompanying CD-ROM.
• NEW Case Study Investigation (CSI) in each unit features excerpts from actual
medical records, and a vocabulary challenge provides “real-world” experience with
analyzing medical terms, breaking down terms into their respective word parts,
defining word parts, and defining abbreviations.
• NEW Flashcards in the back of the book are a convenient and portable study aide to
help you master the important terms from each unit.
• NEW Images for Professional Profiles provide a visual with the description of the
function and credentials of various allied health professions. These vignettes and
photos provide information about possible career paths.
• NEW Icons for feature frames help you easily identify these special frames
that point out interesting facts to help with retention, spelling tips and tricks, and
dictionary exercises.
• EXPANDED Glossaries in each unit ensure you have all the latest terminology you’ll
need for the workplace.
• Revised Review Activities provide you with a variety of exercises to reinforce terms
learned within the frames.
• NEW appendix lists error-prone abbreviations, symbols, and dose designations.
• NEW Mobile Downloads including audio for iPods, MP3 players, and cell phones
allow you to study anywhere and at any time.
• NEW instructor slides created in PowerPoint® include images and animations
and are designed to aid instructors in planning class lectures.

38892_00_frontmatter_pi-xxviii.indd viii 9/25/09 8:20:54 PM

PREFACE ix

• REVISED Audio CDs provide practice for learning the definitions and proper pronun-
ciation of 3500 word parts and terms and is presented with corresponding textbook
frame references.
• REVISED Instructor’s Manual in electronic format has numerous resources to help
instructors prepare for class, including sample syllabi; course schedules; lesson plans;
quizzes; exams; and word part activity sheets for each unit.
SPECIAL RESOURCES TO ACCOMPANY THE BOOK
Audio CDs ISBN: 1-4354-3893-0
Audio CDs to accompany Medical Terminology: A Programmed Systems Approach, Tenth
Edition, includes specific frame references and pronunciation of most terms, presented
in unit order. The Audio CDs are designed to allow learners to listen to the term,
pronounce it aloud, and in many cases hear the term used in context or defined. The
Audio CDs may also be used as dictation by listening to the term, writing the word, and
then checking the spelling of the terms in the textbook.
Also Available: Text/Audio CDs Value Package ISBN: 1-1110-8036-4

Instructor Resources ISBN 1-4354-3890-6

The Instructor Resources is a robust computerized tool for all instructional needs!
A must-have for all instructors, this comprehensive and convenient CD-ROM contains
the following:
• The Instructor’s Manual features a correlation guide from the ninth to tenth
edition, sample syllabi for 10-week and 16-week courses, quizzes for each unit,
midterm exam, and comprehensive final exam. In addition, suggestions for course
design, class activities, games, and unit word part lists are also included.
• ExamView® Computerized Testbank contains over 1,400 questions with answers
organized according to the fifteen units in the textbook. This CD-ROM testbank assists
in creating personalized unit, midterm, and final examinations.
Features include:
• An interview mode or wizard, to guide instructors through the steps of creating
a test in less than 5 minutes
• The capability to edit questions or to add an unlimited number of questions
• Online (Internet-based) testing capability
• Online (computer-based) testing capability
• A sophisticated word processor
• Numerous test layout and printing options
• Link groups of questions to common narratives
• Instructor slides created in PowerPoint® include images and animations and are
designed to aid in planning class lectures.
WebTUTOR™ Advantage
Designed to complement the text, WebTUTOR™ is a content-rich, Web-based teaching
and learning aid that reinforces and clarifies complex concepts. Animations enhance
learning and retention of material. The WebCT™ and Blackboard™ platforms also provide
rich communication tools to instructors and learners, including a course calendar, chat,
email, and threaded discussions.

38892_00_frontmatter_pi-xxviii.indd ix 9/25/09 8:20:54 PM

x PREFACE

WebTUTOR™ Advantage on WebCT™ (ISBN: 1-4354-3892-2)

Text Bundled with WebTUTOR™ Advantage on WebCT™ (ISBN: 1-4354-3089-1)
Text Bundled with WebTUTOR™ Advantage on WebCT™ and Audio CDs
(ISBN: 1-1110-8038-0)
WebTUTOR™ Advantage on Blackboard™ (ISBN: 1-4354-3891-4)
Text Bundled with WebTUTOR™ Advantage on Blackboard™ (ISBN: 1-4354-3097-2)
Text Bundled with WebTUTOR™ Advantage on Blackboard™ and Audio CDs
(ISBN: 1-1110-8037-2)
Mobile Downloads
Expand your knowledge with Delmar/Cengage Learning mobile downloads including
audio for iPods, MP3 players, and cell phones! Now you can study anywhere, anytime
and make learning fun! Visit http://www.podcasts.cengage.com/healthcare.

ADDITIONAL RESOURCES
Delmar/Cengage Learning’s Medical Terminology Audio Library
This extensive audio library of medical terminology includes four audio CDs with
over 3,600 terms pronounced, and a software CD-ROM. The CD-ROM presents terms
organized by body system, medical specialty, and general medical term categories. The
user can search for a specific term by typing in the term or key words, or clicking on a
category to view an alphabetical list of all terms within the category. Hear the correct
pronunciation of one term or listen to each term on the list pronounced automatically.
Definitions can be viewed after hearing the pronunciation of terms.
Institutional Version ISBN: 1-4018-3223-7
Individual Version ISBN: 1-4018-3222-9

Complete Medical Terminology Online Course

Designed as a stand-alone course, there is no need for a separate book. Everything
is online! Content is presented in four major sections: study, practice, tests, and
reports.
The study section includes the content from the text, along with
graphics and audio links. The practice section includes exercises and
games to reinforce learning. The test section includes tests with a
variety of question types for each unit. A midterm and final exam
are also available. The report section features student and instructor
reports.
Individual Course ISBN: 0-7668-2754-2
Educational Course ISBN: 0-7668-2753-4

Delmar/Cengage Learning’s Medical Terminology Student Theater:

An Interactive Video Program ISBN: 1-4283-1863-1
Organized by body system, this CD-ROM is invaluable to learners
trying to master the complex world of medical terminology. The
program is designed for allied health and nursing students who
are enrolled in medical terminology courses. A series of video
clips leads learners through the various concepts, interspersing
lectures with illustrations to emphasize key points. Quizzes and
games allow learners to assess their understanding of the video
content.

38892_00_frontmatter_pi-xxviii.indd x 9/25/09 8:20:54 PM

PREFACE xi

Delmar/Cengage Learning’s Medical Terminology CD-ROM Institutional

Version ISBN: 0-7668-0979-X
This exciting interactive reference, practice, and assessment tool is
designed to complement any medical terminology program. Features
include the extensive use of multimedia—animations, video, graphics,
and activities—to present terms and word-building features. The difficult
functions, processes, and procedures help learners to more effectively
learn from a textbook.

Delmar/Cengage Learning’s Medical Terminology Video Series

This series of fourteen medical terminology videotapes is designed
for allied health and nursing students who are enrolled in medical
terminology courses. The videos may be used in class to supplement a
lecture or in a resource lab by users who want additional reinforcement.
The series can also be used in distance learning programs as a
telecourse. The videos simulate a typical medical terminology class, and
are organized by body system. The on-camera “instructor” leads students
through the various concepts, interspersing lectures with graphics, video
clips, and illustrations to emphasize points. This comprehensive series
is invaluable to students trying to master the complex world of medical
terminology.
Complete Set of Videos ISBN 0-7668-0976-5 (Videos can also be
purchased individually.)
Delmar/Cengage Learning’s Medical Terminology Flash!: Computerized
Flashcards ISBN: 0-7668-4320-3
Learn and review over 1,500 medical terms using this unique electronic
flashcard program. Flash! is a computerized flashcard-type question and
answer association program designed to provide learners with correct
spellings, definitions, and pronunciations. The use of graphics and audio clips
make it a fun and easy way for users to learn and test their knowledge of
medical terminology.

Delmar/Cengage Learning’s Anatomy and Physiology Image Library

CD-ROM, Third Edition ISBN: 1-4180-3928-4
This CD-ROM includes over 1,050 graphic files. These files can be
incorporated into a PowerPoint®, Microsoft® Word presentation, used
directly from the CD-ROM in a classroom presentation, or used to make
color transparencies. The Image Library is organized around body systems
and medical specialties. The library includes various anatomy, physiology,
and pathology graphics of different levels of complexity. Instructors can
search and select the graphics that best apply to their teaching situation.
This is an ideal resource to enhance your teaching presentation of
medical terminology or anatomy and physiology.
It is our intent that Medical Terminology: A Programmed Systems Approach,
Tenth Edition, Delmar/Cengage Learning, be the best edition yet and
continues to serve the needs of the learners and teachers who use it. We
maintain our commitment to the original philosophy and integrity of this
classic textbook.

38892_00_frontmatter_pi-xxviii.indd xi 9/25/09 8:21:02 PM

ACKNOWLEDGMENTS
Medical Terminology: A Programmed Systems Approach, Tenth Edition, would not have
been possible without many people contributing their expert observations, testing,
evaluation, and skills. I would like to first thank the following team members from
Delmar/Cengage Learning whose dedicated professional publishing skills maintain the
quality and integrity of this work.
Acquisitions Editor: Matthew Seeley
Senior Product Manager: Debra Myette-Flis
Editorial Assistant: Samantha Zullo
Content Project Manager: Thomas Heffernan
Senior Art Director: Jack Pendleton
Technology Project Manager: Patricia Allen
For many years I have been able to count on a number of healthcare practitioners and
experienced medical terminology instructors in the community of Jackson, Michigan,
who have made content contributions to this and previous editions. I extend my
continued thanks to:
Billie Jean Buda, CMA, Medical Assistant Instructor
Lynne Schreiber MA, RT(R), RDMS
Ann Wentworth, BS, RT(R), RDMS, Medical Terminology Instructor
Marina Martinez-Kratz, MSN, Nursing Instructor
Grant Brown, Pharm D, Brown’s Option Care
Andrew J. Krapohl, MD, Retired Obstetrician and Gynecologist
Patricia Krapohl, RN, MPH
Chip Smith, EMT-P
Denise Brzozowski, AAS, COT
Ann Blaxton, CCC-A, Professional Hearing Services
Sharon Rooney-Gandy, DO, General Surgery Board Certified
Paul H. Ernest, MD, TLC Eye Care PC
Shawn McKinney, COMT, American College of Ophthalmic Technology
Noreen Calus, MS, RHIA (posthumous)
Allegiance Healthcare, Jackson, MI
Faculty and staff of Jackson Community College, Jackson, MI
I would like to express thanks to the reviewers who continue to be a valuable resource
through their comments, suggestions, and attention to detail.

Dominica Austin
Academic Dean, Lincoln College of Technology, Marietta, Georgia

Bradley S. Bowden, PhD

Professor of Biology Emeritus, Alfred University, Alfred, New York

Leah A. Grebner, MS, RHIA, CCS, FAHIMA

Director of Health Information Technology, Midstate College, Peoria, Illinois

Anne M. Loochtan, PhD, RRT

Associate Dean of Health and Public Safety, Adjunct Faculty Member, Cincinnati
State Technical and Community College, Cincinnati, Ohio
xiii

38892_00_frontmatter_pi-xxviii.indd xiii 9/25/09 8:21:07 PM

xiv ACKNOWLEDGMENTS

Additionally, I am particularly grateful to the following technical accuracy reviewers

who were instrumental in assisting in my commitment to creating quality materials for
learners and instructors.

Ellen Anderson, MAdEd, RHIA, CCS

Associate Professor, College of Lake County, Grayslake, Illinois

Bradley S. Bowden, PhD

Professor of Biology Emeritus, Alfred University, Alfred, New York

Lisa M. Carrigan, RN
Instructor, Health Sciences, Medical Terminology, Applied Technology Center and
South Carolina Virtual School Program, Rock Hill, South Carolina

Anne M. Loochtan, PhD, RRT

Associate Dean of Health and Public Safety, Adjunct Faculty Member, Cincinnati
State Technical and Community College, Cincinnati, Ohio

Susan L. Nawrot, MT, CSR

Instructor, Jackson Community College, Allied Health Department, Adrian,
Michigan

Karen R. Smith, RN, BSN

Health Science Consultant, Kentucky Department of Education, Division of Career
and Technical Education, Frankfort, Kentucky

I would also like to acknowledge the contribution that 30 years of medical terminology
students have made at Jackson Community College in Jackson, Michigan, and other
students from around the world. Through direct comments, letters, and emails, they remind
me what it is like to be a beginning medical terminology student, what improvements are
needed in the textbook to enhance learning, and what details must be addressed.
Finally, I am grateful for the continued support and understanding of my husband and
computer technician, Timothy J. Dennerll, PhD; my daughter, Diane; my son, Raymond;
and my mother, Helen Stamcos Tannis. You are my inspiration.
Sincerely,
Jean M. Tannis Dennerll BS CMA (AAMA)

38892_00_frontmatter_pi-xxviii.indd xiv 9/25/09 8:21:08 PM

LIST OF ILLUSTRATIONS
Illustration Page Arthroplasty 122
Microscope 3 Arthroscope—internal view 123
Herpes zoster 6 Arthroscopy 124
Chickenpox 6 Hyperplasia, hypertrophy, dysplasia 124
Injectable forms of medication 12 Bone density scan 126
Sperm and ovum 14 Rib cage 127
Acromegaly 20 Knee 128
Contact dermatitis 21 Teeth 130
Lesions 22 Braces 131
Gastrotomy 33 Orthotic device 133
Gastroduodenostomy 35 Regions of the abdomen 134
Computed tomography 38 Vertebral column 136
MRI 39 Abduction/adduction 139
CT scan 39 Quadrants of the abdomen 140
CAT scan 39 Amniocentesis 141
PET scan 39 Cystoscopy 142
SPECT 39 Body cavities 143
CT planes 41 Hydrocele 145
Heart and EKG 42 Disease producing organisms 161
EKG tracings 42 Streptococcus 162
12 Lead ECG tracings 44 Staphylococcus 162
EKG machine 45 Impetigo 163
Fracture radiograph 45 Diplobacillus 163
Echocardiogram 46 Acne pustule 165
Radiographer 46 Mouth 167
Skin 48 Otoscope 169
Acrocyanosis 50 Ear 169
Cytotechnologist 54 Audiologist 172
Blood cells 55 Hearing aid 174
Wright’s stained blood smear 55 Cholelithiasis 175
Lymphatic system 57 Trichomonas vaginalis 176
Cytometer 57 Cholecystography 178
Four tissue types 75 Bradycardia/tachycardia 180
Tissue specimen 76 Thermometer 183
Hypotrophy/hypertrophy 77 Microsurgery 186
Blood pressure screening 78 Syndactylism 189
Melanoma 81 Cranial sutures 189
Squamous cell carcinoma 83 Urinalysis—reagent strip 205
Kaposi’s sarcoma 85 Urinalysis—automated 206
Medical technologist 88 Polycystic kidneys 207
Radiation therapist 90 Urinary system 208
Anterior view of cavities 90 IVP 211
Structures of the head 93 Sutures 213
Encephalocele 95 Testis 215
Sagittal section of the brain 96 Male reproductive system 216
Electroneurodiagnostic technologist 97 Prostate disease 219
Cranium 97 Female reproductive system 221
Lateral brain 99 External genitalia—female 223
Meningocele, myelomeningocele 101 Hysterectomy 228
Muscles and tendons 115 Hysteroptosis 230
Osteoporosis 117 Conization 232
Osteopathic physician 119 Vasectomy 234
Meningomyelocele 121 Digestive system 250
xv

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xvi LIST OF ILLUSTRATIONS

Oral cavity 253 Physical exam instruments 402

Hernias 258 Percussion 402
Colostomy sites 261 Symmetry/asymmetry 426
Diverticulosis 261 Direction prefixes 429
Sigmoidoscope 263 Meninges 430
Accessory digestive organs 265 Hematomas 432
ERCP 268 Mammography 433
Neurosurgeon 286 Bones—hand 436
Superficial veins of the arm 288 Catheterization 437
Arteries of the arm 288 Sonographer 438
Motor pathways 289 Fetal ultrasound 438
Spinal cord and nerves 290 Asepsis 439
Prescription psychotropic medication 296 Culture and sensitivity 441
Pharmacists 297 TURP 445
Arterial disease 300 IV 459
Hemangioma 303 Instillation—eye drops 460
Phlebotomy 306 Anorexia 463
Angioplasty 308 Biceps/triceps 465
Stenting 308 Vessels—head and neck 466
Nurse anesthetist 310 Down syndrome 471
Autonomic nervous system 314 Curvature of the spine 471
Muscle tissue 317 Prescription 475
Muscular system 318 Nurse 477
Physical therapist 318 Angles of injection 478
Anatomic position 333 Respiratory system 491
Radiographic projection positions 335 Chest x-ray 491
Electrocardiogram electrode Heart—veins and arteries 495
placement 336 Radiograph 499
Common terms for body areas 338 Pharyngitis 500
Computed tomography (CT) Respiratory therapist 505
planes 339 Podiatrist 508
Peritoneal dialysis 342 Pediatrician 509
Hemodialysis 342 Health information technician 510
Water aerobics 343 Skeletal system 523
Gonorrhea (Neisseria gonorrhoeae) 344 Bones—left hand 524
Hemostats 348 Bones—foot 526
Syphilitic chancre 349 Fractures 527
Ventral cavity membranes 352 Femur fracture 528
Pleural membranes 352 Bones—pelvis 531
Ectopic pregnancy 356 Abdominal incisions 533
Uterine displacement 358 Spinal column 535
Laparoscopy 374 Vertebra—herniated disk 539
Surgical technologist 375 Cleft palate 544
GTT 377 Eye—external structures 559
Immunization schedule 381 Ophthalmic technician 560
Pregnant woman 385 Myopia/hyperopia 561
Twins 386 Esotropia/exotropia 565
Adduction/abduction 389 Eyeball 566
Skin injuries 390 Nail conditions: paronychia,
Deciduous teeth 392 onychomycosis, onychocryptosis,
Extension/flexion 394 onychophagy 576
Tonicity 395 Alopecia 577
Circumduction 398 Endocrine system 579
Skin lesions 399 EMT 583

38892_00_frontmatter_pi-xxviii.indd xvi 9/25/09 8:21:11 PM

ABOUT THIS
PROGRAMMED SYSTEM
Medical Terminology: A Programmed Systems Approach, Tenth Edition, is
carefully designed to help you learn medical terminology.

OBJECTIVES OF THE LEARNING SYSTEM

Upon completion of this system, the learner should be able to:
1. Build literally thousands of medical words from Greek and Latin
prefixes, suffixes, word roots, and combining forms.
2. Define medical words by analyzing their Greek and Latin parts.
3. Spell medical words correctly.
4. Use a medical dictionary.
5. Pronounce medical words correctly.
6. Recall acceptable medical abbreviations that represent phrases
and terms.
To maximize the benefits of this learning system, familiarize yourself
with the following features.

UNIT 2
Surgical Suffi
PROGRAMMED LEARNING FORMAT xe
and Diagnost s, Hematology,
ic Imaging
Information is presented and learned in
small numbered sections called frames.
You will have an active part in learning ANSWER C
OLUMN

medical terminology using this successful INFO RMAT ION

2.1
Surgery is an impo
rtant medical treat
FRAM E incision, excision, ment tool. Surg
repair, replaceme ical procedures
programmed approach. The right column introduction, or
surgical procedur
surgical cutting.
dilation. Througho
e terms. As a begin
nt, destruction,
ut the next few
ablation, caute
units you will be
ning, let us study
may include:
rization,
learning many
some terms relate

contains a statement and an answer 2.2

Consider the follow
d to

WOR D ing word parts

.
blank; the left column provides the ORIG INS
Word Part
tomos
Origin
Meaning
Greek
ex (ec) cut
answer. Cover the answer column with os
stoma
Latin/Greek
Latin
Greek
out of, away, from
opening like a
mouth
in opening like a
mouth
a bookmark (two are provided as part of cis (incisio)
Greek
Latin
inside, into
cut, cut with a
knife

the back cover). Read the right column 2.3

From the Gree
k word tomos we
cutting procedur build many of
es. the suffixes repre

of the frame and write your answer in

senting surgical
-tome
instrument used
-tomy to cut slices
cut into, incise
-ectomy , incision
the blank. Pull down the bookmark to -ostomy
cut out, remove,
cut a new surgi
excise, excision
cal opening

reveal the answer and confirm your 32

response. Then move on to the next 38892_02_unit

02
02_p03
p0322-072.in
072 i dd 32

frame. Learning one bit of information 9/14/09 3:23:20

at a time is part of programmed learning. Another part is continual

reinforcement of word parts and terms throughout the book.

WORD-BUILDING SYSTEM WORD

AND WORD PARTS BUILDING MICR + O = MICR/O
■■■■■ word root vowel combining form
Word roots, combining forms, prefixes, and
suffixes are important building blocks in the
word-building system. Combining forms are highlighted in bold, prefixes in blue with
a hyphen after each, and suffixes in pink with a hyphen preceding each.

xvii

38892_00_frontmatter_pi-xxviii.indd xvii 9/25/09 8:21:11 PM

xviii ABOUT THIS PROGRAMMED SYSTEM

1.9
FEATURES FRAMES
Adding a vowel (a, e, i, o, u, or y) to a word root to create a combining form
INFORMATION
FRAME
allows two or more word roots to be joined to form a compound word. It also Information—present interesting facts to help retention
allows a word root to be joined with a suffix (ending of a word) to form a word.
In addition, the vowel assists by making the term easier to pronounce. “O” is the
most commonly used combining vowel.

4.117
Spell Check—clues and special notes on troublesome
In the spelling of the combining form for abdomen, the “e” changes to
SPELL
CHECK
“i”—abdomin/o. spelling
EXAMPLE: The abdominal incision was made in the RLQ of the abdomen.

4.118
Take a Closer Look—analyzes similar terms
Abdomin/al is an adjective that means
TAKE A * .
CLOSER LOOK
NOTE: For descriptive reference the abdomen may be divided into four quadrants
including the right upper quadrant (RUQ), the left upper quadrant (LUQ), the right
pertaining to the lower quadrant (RLQ), and the left lower quadrant (LLQ).
abdomen
38892_01_unit01_p001-031.indd 2 9/16/09 8:47:44 PM

38892_04_unit04_p114-159.indd 139
5.151
9/16/09 8:37:42 PM
Word Origins—encourages memory retention
WORD drom/o comes from the Greek word for run. A hippodrome was an open air stadium
ORIGINS built for racing horses or chariots in ancient Greece. Drom/o/mania is an insane through fascinating references using Greek and Roman
impulse to wander or roam. You usually use drom with the prefixes syn- and pro-.
mythology, legends, and etymology

4.21 Dictionary Exercise—provides learners with practice

Find the word myeloblast in your dictionary. Write the meaning here.
DICTIONARY * using a medical dictionary
EXERCISE

bone marrow germ cell The combining form of myel is / .

myel/o

St r u c t u r e s o f t h e h e a d Crani/o (skull)
FULL-COLOR ART
Delmar/Cengage Learning
Cranial cavity
Encephal/o (brain)
Even more full-color illustrations and photos are included
Cephal/o (head)
in this edition. Art and photos are placed near their
reference—not in a separate color section. A complete
list of all art is on pages xv–xvi.

PR O FESSIO N A L PROFESSIONAL PROFILES

PR O FIL E Vignettes and photos describing the function and
Doctor of Osteopathy (DO): Osteopathic phy- credentials of many allied health professions are placed
sicians are fully licensed to practice medicine,
performing the same duties as a medical doctor throughout the text. These profiles give information
(MD, allopathic doctor). Because of the original
philosophy of osteopathic medicine, founded about various professions and possible career paths as
by Dr. Andrew Still in 1874, they identify the
musculoskeletal framework as a key element to well as reinforce the importance of medical terminology
health. They also believe that the body has a
natural ability to heal itself given a favorable for all health professionals.
environment and good nutrition and so act as
teachers to help patients take a responsible
role in their own well-being and to change
unhealthy patterns. In addition, osteopathic
manipulative therapy (OMT) is incorporated in
the training and practice of osteopathic phy-
38892_04_unit04_p114-159.indd 121
sicians. Although
38892_05_unit05_p160-203.indd 190 60% practice primary care, O s t e o p a t h i c p hy s i c a n p e r f o r m i n g a n 9/16/09 8:37:06 PM
9/17/09 9:16:22 PM
e x a m Delmar/Cengage Learning
osteopathic physicians may specialize in surgery,

CASE STUDY I N V E S T I G A T I O N ( C S I ) CASE STUDY INVESTIGATION (CSI)

The Case Study Investigation (CSI) features excerpts from
Spleen
Pathology Report: Gross examination of a spleen actual medical records and a vocabulary challenge that
An entire spleen, weighing 127 grams and measuring 13.0 × 4.1 × 9.2 cm. The encourages you to apply what you’ve learned in the
external surface is smooth, leathery, homogeneous, and dark purplish-brown.
There are no defects in the capsule. The blood vessels of the hilum of the spleen are
chapter through analyzing medical terms from the case
patent, with no thrombi or other abnormalities. The hilar soft tissues contain a study, breaking down terms into their respective word
single, ovoid, 1.2-cm lymph node with a dark grey cut surface and no focal lesions.
Source: By Edward O. Uthman, MD. ([email protected]). Diplomate, American Board
parts, defining word parts, and defining abbreviations.
of Pathology.

38892_00_frontmatter_pi-xxviii.indd xviii 9/25/09 8:21:33 PM

ABOUT THIS PROGRAMMED SYSTEM xix

Abbreviation Meaning ABBREVIATIONS

AAD American Academy of Dermatology Abbreviations are covered many ways. Several frames
ALL acute lymphocytic leukemia work abbreviations, a list of abbreviations and meanings
ARDMS American Registry for Diagnostic Medical Sonography
ARRT American Registry of Radiologic Technologists is included in each unit, and activities specifically
ASRT American Society of Radiologic Technologists identify and test abbreviations. Appendix B includes a
CABG coronary artery bypass graft
CAT Scan computed axial tomography
comprehensive list of abbreviations.
CBC complete blood count
CCU cardiac care unit (critical care unit)
CE cardiac enlargement (cardiomegaly)
CT Computed Tomography
cTnI and cTnT Troponin I and Troponin T (serum cardiac proteins
indicating myocardial injury)
Diff differential white blood cell count
DMS diagnostic medical sonography

To complete your study of this unit, work the Review Activities on the
AUDIO CDS
following pages. Also, listen to the Audio CD that accompanies Medical After completing each unit, you may want to listen to
Terminology: A Programmed Systems Approach, 10th edition, and practice
your pronunciation. the Audio CDs that accompany the text. You can use
the Audio CDs to listen to each term and repeat the
term aloud for pronunciation practice. You may also
38892_01_unit01_p001-031.indd 23
write the term and its definition to check spelling and
9/16/09 8:48:27 PM

meaning comprehension.

GLOSSARY GLOSSARY
blastocyte immature cell etiology the study of the origin of the Unit end glossaries summarize terms and definitions in
cause of disease
cardialgia heart pain
gastralgia stomach pain
a frame-type format for easy study and review.
cardiologist physician specialist in heart
disease gastrectomy excision of the stomach

cardiomegaly enlarged heart gastric pertaining to the stomach (adj.)

cyanoderma blueness of the skin gastroduodenostomy making a new opening

between the stomach and
cyanosis condition of blueness duodenum
cytologist a technologist who studies gastromegaly enlarged stomach
cellular disease
gastrostomy making a new opening in the
cytology the science of studying cells stomach
cytometer instrument used to count cells histoblast immature tissue cells
cytometry process of using a cytometer histology the science of studying tissues
dermatology the science of studying the skin hypodermic pertaining to below the dermis

REVIEW ACTIVITIES REVIEW ACTIVITIES

SELECT AND CONSTRUCT

Select the correct word parts (some may be used more than once) from the following list and construct medical Activities include a variety of exercises to reinforce
terms that represent the given meaning.
-ac acro -al -algia -blast cardi(o) terms learned within the frames. Also included are case
chlor cyano cyt(e)(o) derm(a)o dermato duodeno
echo ectomy electro -emia -er erythro study excerpts from actual medical records featuring
_p032-072.indd 63 gastr/o(ia) -gram -graph -graphy -ia -ic 9/14/09 3:24:39 PM
-itis leuko -logy mania megal(o)(y) melano medical terms in context along with questions to test
osis -ostomy paralysis -pathy penia radio
sono thrombo tom(e)(o) -tomy um xantho and reinforce spelling and definitions. Crossword puzzles
1. excision of the stomach
provide definition to term review in an easy, fun format.
2. make a new opening (connection) between the stomach and the duodenum

3. blueness of the skin

4. disease condition of the skin

5. red blood cell

6. embryonic dark pigmented cell

38892_02_unit02_p032-072.indd 71 9/14/09 3:24:41 PM

38892_00_frontmatter_pi-xxviii.indd xix 9/25/09 8:21:47 PM

HOW TO USE
STUDYWARE™
to Accompany Medical Terminology:
A Programmed Systems Approach, Tenth Edition

MINIMUM SYSTEM REQUIREMENTS

Operating systems: Windows XP w/SP 3, Windows Vista w/ SP 1
Processor: Minimum required by Operating System
Memory: Minimum required by Operating System
Hard Drive Space: 200 MB
Screen resolution: 1024 × 768 pixels
CD-ROM drive
Sound card and listening device required for audio features
Flash Player 10. The Adobe Flash Player is free, and can be
downloaded from http://www.adobe.com/products/flashplayer/.
Adobe Reader

SETUP INSTRUCTIONS
1. Insert disc into CD-ROM drive. The StudyWARE™ installation program should start
automatically. If it does not, go to step 2.
2. From My Computer, double-click the icon for the CD drive.
3. Double-click the setup.exe file to start the program.

TECHNICAL SUPPORT
Telephone: 1-800-648-7450
Monday–Friday
8:30 A.M.–6:30 P.M. EST
E-mail: [email protected]
StudyWARE™ is a trademark used herein under license.
Microsoft® and Windows® are registered trademarks of the Microsoft Corporation.
Pentium® is a registered trademark of the Intel Corporation.

GETTING STARTED
The StudyWARE™ software helps you learn terms and concepts in Medical Terminology:
A Programmed Systems Approach, Tenth Edition. As you study each chapter in the text,
be sure to explore the activities in the corresponding chapter in the software. Use
StudyWARE™ as your own private tutor to help you learn the material in your Medical
Terminology: A Programmed Systems Approach, Tenth Edition textbook.
Getting started is easy. Install the software by inserting the CD-ROM into your
computer’s CD-ROM drive and following the on-screen instructions. When you
open the software, enter your first and last name so the software can store your quiz
results. Then choose a chapter from the menu to take a quiz or explore one of the
activities.

xxi

38892_00_frontmatter_pi-xxviii.indd xxi 9/25/09 8:21:50 PM

xxii HOW TO USE STUDYWARE™

MENUS
You can access the menus from wherever you are in
the program. The menus include Quizzes and other
Activities.

Quizzes. Quizzes include multiple choice and

fill-in questions. You can take the quizzes in
both practice mode and quiz mode. Use practice
mode to improve your mastery of the material.
You have multiple tries to get the answers
correct. Instant feedback tells you whether
you’re right or wrong and helps you learn quickly
by explaining why an answer was correct or
incorrect. Use quiz mode when you are ready to
test yourself and keep a record of your scores.
In quiz mode, you have one try to get the
answers right, but you can take each quiz as
many times as you want.

Scores. You can view your last scores for each quiz
and print your results to hand in to your instructor.

38892_00_frontmatter_pi-xxviii.indd xxii 9/25/09 8:21:55 PM

HOW TO USE STUDYWARE™ xxiii

Activities. Activities include image labeling,

hangman, concentration, crossword puzzle, spelling
bee, and championship. Have fun while increasing
your knowledge!

Animations. Animations expand your learning by

helping you visualize concepts related to anatomy and
physiology.

38892_00_frontmatter_pi-xxviii.indd xxiii 9/25/09 8:22:14 PM

SECTION A
How to Work the Program—
Directions for Use of
Programmed Learning

ANSWER COLUMN

A.1
Directions: Tear off the bookmark from the back cover and use it to cover the
answer column.
A frame is a piece of information, plus a blank (_______________) in which you
frame write. All this material following the number A.1 is a _______________.
Now go on to Frame A.2 Check your answer by sliding down your bookmark.

A.2
By checking your answer immediately, you know if you are correct. This
immediate knowledge helps you to learn only what is (choose one)
correct _______________ (correct/incorrect).
Now go on to Frame A.3 Check your answer by sliding down your bookmark.

A.3
Programmed learning is a way of learning that gives you immediate feedback and
allows you to work at your own speed. When you work a series of frames and are
program certain that you know the terms, you are learning using a ____________________.
Check your answer by sliding down your bookmark.

A.4
check Always _______________ your answers immediately. _______________ your
Write answers in the blank or on a separate paper.
The first time you read the frames you may want to just think of the answer.
Then read the frames a second time and write the answer on the blank provided
or on a separate sheet of paper and check your answer again.

xxv

38892_00_frontmatter_pi-xxviii.indd xxv 9/25/09 8:22:36 PM

xxvi
xxvi INDEX
SECTION A

ANSWER COLUMN

A.5
When you write a new word and check your answer, you will usually find the
INFORMATION pronunciation given. Pronounce the word aloud and listen to what you are saying.
FRAME Practice proper pronunciation by listening to the Audio CDs prepared to accompany
Medical Terminology: A Programmed Systems Approach, Tenth Edition. Pronouncing
words correctly assists in spelling correctly, speaking medical phrases correctly, and
understanding medical terms when you hear them pronounced (as in dictation).

A.6
pró nun sē ā, shun The front inside cover presents a pronunciation key to vowel and consonant
sounds and the phonetic system used in this text. The syllable with the major
accent is highlighted in bold print.

A.7
aloud Practice saying each new medical word _______________ several times.
Practicing pronunciation helps you to focus on each syllable so you do not miss
any part of the word as you read. Pronunciation will also help you see each letter
of the word and improve your spelling.

A.8
When you see a blank space (_______________) your answer will need only one
medical word. In the sentence, “This is a program in _______________ terminology,” you
one know to use _______________ word.

A.9
A single blank (_______________) contains a clue. It is proportional to the length
of the word needed. A short blank (_______) means one short word.
long A long blank (_______________________) means one _______________ word.

A.10
When you see an asterisk and a blank (*_______________), your answer will
require more than one word. In the sentence, “This is a programmed course in
medical terminology *______________________________________________________________ ,”
more than one word your answer requires *_____________________________________________.

A.11
When you see (*_______________) there is no clue to the length of the words.
The important thing to remember is that an asterisk and a blank means
more than one word *__________________________________________________.

A.12
Use the pronunciation key on the inside front cover to aid in proper practice
aloud when saying words _______________.

A.13
spelling Saying each term aloud will also improve your _______________.

38892_00_frontmatter_pi-xxviii.indd xxvi 9/25/09 8:22:38 PM

HOW TO WORK THE PROGRAM xxvii

ANSWER COLUMN

A.14
anything from interesting When you see a double asterisk and a blank (**___________________),
to dull (if you did not use your own words. In the sentence, “I think a programmed course in
answer this one, medical terminology will be **___________________,” you are expected to
it doesn’t matter) **___________________.
use your own words

A.15
When working a program, never look ahead. The information presented in the
frames is in a special order, so do not skip around and
never look ahead *______________________________.

A.16
Now summarize what you have learned so far.
one A single blank means _______________ word.
length A single blank gives a clue about the _______________ of the word.
more than one A single asterisk means *___________________ word.
use your own A double asterisk means *___________________ words.
aloud Practice saying each term _______________.
never look ahead The frames are in a special order so *___________________.

A.17
Saying, listening, seeing, writing, and thinking will do much for your learning. On
the following drawing, find the parts of the brain used when saying, listening,
seeing, writing, and thinking.
1. thinking area
2. hearing area
3. saying area
4. seeing area
5. writing area

A.18
If you have five parts of the brain working for you at the same time, you will learn
INFORMATION much faster. This is efficient learning. It makes sense to say a word, listen to it, look
FRAME at it, write it, and think about it in one operation.

A.19
This programmed learning, word-building system encourages you to read (look
and understand) about medical terms, say them aloud correctly, listen to them on
Audio CD, write the terms as answers in the blanks and review activities, and think
about the terms as you use them to complete statements. Doing this uses at least
five _______________ areas of your brain and helps you learn more efficiently.

See how efficiently you You are now ready to move on to an introduction of the word-building system
are learning! and learning your first medical terms.

38892_00_frontmatter_pi-xxviii.indd xxvii 9/25/09 8:22:38 PM

UNIT 1
The Word-Building System—
Introduction to Word Parts
Including Word Roots,
Suffixes, Prefixes, Parts of
Speech, and Plural Formation

ANSWER COLUMN
1.1
Welcome to your study of medical terminology using both this unique method of
programmed learning and the word-building system. By combining programmed
learning and the word-building system, you will soon be learning hundreds, even
medical thousands, of terms.

1.2
It would be impossible to simply memorize thousands of medical terms and
remember them for very long. The word-building system teaches word parts
including word roots, combining forms, prefixes, and suffixes as well as rules
about grammar usage and spelling. In a short time you will be easily using the
word-building system * .

1.3
All words are built using word roots. Word roots come from their language of
origin. In English medical terminology most word roots originate from Greek
and Latin. Greek and Roman physicians studied anatomy and were responsible
for naming body structures and identifying early diseases. This formed the basis
for the development of western medical language. Medical terms are built
word roots using * .

1.4
The word root is the foundation of a word. Trans/port, ex/port, im/port, and
word root sup/port have port as their * .

1.5

word root Suf/fix, pre/fix, af/fix, and fix/ation have fix as their * .

38892_01_unit01_p001-031.indd 1 10/10/09 7:23:27 AM

2 UNIT 1

ANSWER COLUMN

1.6
The word root for stomach in gastr/itis, gastr/ectomy, and gastr/ic is
gastr .

NOTE: Notice that when a combining form is presented by itself it is printed in

bold text.

EXAMPLE: gastr/o is the combining form meaning stomach.

1.7

word root The foundation of the word is the * .

NOTE: A slash mark (diagonal) “/” is used to divide words into their word parts.

EXAMPLE:

gastr/ o/ duoden/ -ostomy

word root combining vowel word root suffix

1.8
A combining form is a word root plus a vowel. In the word therm/o/meter,
combining form therm/o is the * .

WORD
BUILDING MICR + O = MICR/O
■■■■■ word root vowel combining form

1.9
Adding a vowel (a, e, i, o, u, or y) to a word root to create a combining form
INFORMATION allows two or more word roots to be joined to form a compound word. It also
FRAME allows a word root to be joined with a suffix (ending of a word) to form a word.
In addition, the vowel assists by making the term easier to pronounce. “O” is the
most commonly used combining vowel.

1.10
In the word cyt/o/meter (instrument used to measure [count] cells), the
vowel or letter o * allows cyt to be joined to meter.

1.11
In the words micr/o/scope, micr/o/film, and micr/o/be, micr/o is a
combining form * and micr is a * .
word root

38892_01_unit01_p001-031.indd 2 10/10/09 7:23:57 AM

THE WORD-BUILDING SYSTEM—INTRODUCTION TO WORD PARTS 3

ANSWER COLUMN

1.12
COMBINING FORM RULE: Use a combining form when adding a word root to
SPELL another word root or suffix that begins with a consonant (for example b, d,
CHECK m, p, s, t, v). When building a word from “acr” and the suffix “-megaly”, use the
combining form “acr/o” to form the correctly spelled term “acromegaly”. Try
this for yourself.
Build words from the following parts:
gastr and duoden and –scopy
gastr/o/duoden/o/scopy / / / /
gas’ trō doo’ ō den os’ ko pē

micr and -scope

micr/o/scope / /
mī‘ krō skōp

WORD
BUILDING GASTR/O + DUODEN/O + SCOPY = GASTRODUODENOSCOPY
■■■■■ combining form combining form suffix compound word

Compound microscope
Delmar/Cengage Learning
Oculars
(Eyepieces)
Binocular
observation
tube

Turrat
Arm

Objectives
Stage Clips
Stage

In-base
illuminator
Coarse/ with filters
Fine Focus
Adjustment

Base

38892_01_unit01_p001-031.indd 3 10/10/09 7:23:58 AM

4 UNIT 1

ANSWER COLUMN

1.13

would You (choose one) (would/would not) use a combining

neur/o/spasm form to join the word roots neur and spasm to form
/ / .

1.14
WORD ROOT RULE: Use a word root when joining a word root to another
SPELL word root or suffix that begins with a vowel (a, e, i, o, u, y). When building a
CHECK word using “aden” and “-itis” use the word root “aden” to create aden/itis.
Aden(o)itis is an incorrect spelling. Try this for yourself.
Build a word using:
lymph and –oma (lymphatic tumor)
lymph/oma /
limf ō‘ mә
ot and –algia (ear pain)
ot/algia /
ō tal‘ gē ә
Good job.

WORD
BUILDING DERMAT + ITIS = DERMATITIS
■■■■■ word root suffix word

1.15

would not You (choose one) (would/would not) use a

combining form to join the words “lymph” and “adenopathy” to form
lymph/aden/o/pathy / / / .
limf ad en op‘ ә thē

1.16
Combining forms are never used as a suffix. They require an ending to complete a
SPELL word. There are many exceptions to the rules about combining form usage stated
CHECK above. Always consult your medical dictionary for correct spelling of new terms.
That way you will know if the new word you created is actually a medical word.

1.17
Compound words can be formed when two or more word roots are used to
build the word. Even in ordinary English, two or more word roots are used to form
compound words * (for example, shorthand or download).

38892_01_unit01_p001-031.indd 4 10/10/09 7:24:02 AM

THE WORD-BUILDING SYSTEM—INTRODUCTION TO WORD PARTS 5

ANSWER COLUMN

1.18
Sometimes word roots are whole words. Two or more words combined form a
compound word compound word. Chickenpox is a * .

WORD
BUILDING CHICKEN + POX = CHICKENPOX
■■■■■ word root word root compound word
(word) (word)

1.19
Form a compound word using the word roots under and age.
underage

1.20
Form a compound word from the words “brain” and “stem.”
brainstem .

1.21
Because they are formed by joining two or more word roots, therm/o/
meter, cyt/o/meter, micr/o/scope, and micr/o/surgery are all
compound words * .

1.22
Compound words can also be formed from a combining form and a whole word.
Thermometer is a compound word built from a combining form and a word. In
combining form the word therm/o/meter, therm/o is the * ,
whole word (suffix) meter is the * .

1.23
Micr/o means small.
Build a compound word using the combining form micr/o plus
-scope
micr/o/scope micr/o/ (instrument used to see small things);
mī‘ krō skōp
-surgery
micr/o/surgery micr/o/ (surgery using a microscope);
mī krō ser‘ jer ē
-meter
micr/o/meter micr/o (device used to measure small things).
mī kro’ me ter
Remember to practice pronouncing the terms aloud as well.

38892_01_unit01_p001-031.indd 5 10/10/09 7:24:03 AM

6 UNIT 1

CASE STUDY I N V E S T I G A T I O N ( C S I )
Shingles. Varicella zoster virus (VZV). Herpes zoster.
Postherpetic neuralgia.
Mrs. S, a 75-year-old female, presented with a her-
petic blister-like rash on the face and back. She
stated that the rash areas burned and were very
painful. The shooting pain followed nerve lines and
postherpetic neuralgia was suspected. The pain
was level 8 “very painful and difficult to tolerate.”
Mrs. S has a history of childhood chickenpox and
had not received a herpes zoster immunization
(Zostervax). She was diagnosed with breast cancer
two months ago and recently completed radiation
Herpes zoster Courtesy of Robert A.
therapy and chemotherapy treatments. The blis- Silverman, MD, Pediatric Dermatology,
ters were examined and a viral culture ordered. The Georgetown University
culture results confirmed that varicella zoster virus
(VZV) was responsible for the lesions and the patient
had shingles. An anti-viral medication and cream were
prescribed along with an analgesic medication. Mrs. S
experienced remission and recurrence of symptoms for
about four months before finally being rash- and pain-
free.

CSI Vocabulary Challenge

From what you have learned about the word building
system and with assistance from your medical diction-
ary, answer questions about the following terms taken
from the case. Va r i c e l l a — c h i c ke n p ox
1. A herpetic lesion is a herpes viral blister. In the Courtesy of Robert A. Silverman, MD,
Pediatric Dermatology, Georgetown
term post/herpet/ic post- is a University
(word part) indicating pertaining to after the
development of herpetic lesions.
2. Chickenpox is a word for the disease also known as
Varicella.
3. Zostervax is a type of that may help prevent those
with a history of childhood chickenpox from developing shingles
after age 60.
4. The combining form chem/o was used to build the term chem/o/therapy
because the word therapy begins with a .
5. Indicate the part of speech of the term analgesic as used in this case study.

6. Write the term that means: condition of nerve pain.

7. The adjective viral means pertaining to a .

38892_01_unit01_p001-031.indd 6 10/10/09 7:24:03 AM

THE WORD-BUILDING SYSTEM—INTRODUCTION TO WORD PARTS 7

ANSWER COLUMN

1.24
Hydr/o means water.
Build a compound word using the combining form hydr/o plus
-phobia
hydr/o/phobia hydr/o/ (fear of water);
hī drō fō‘ bē ә
-cele
hydr/o/cele hydr/o/ (water a saclike cavity);
hī‘ drō sēl
-therapy
hydr/o/therapy hydr/o/ (treatment using water).
hī drō thair‘ ә pē

1.25
-ic is an adjective suffix. In medical terminology, compound words are usually
built from a combining form, a word root, and a suffix. In the word micr/o/scop/ic,
micr/o is the combining form;
scop is the word root;
suffix -ic is the .

1.26
In medical terminology, compound words are usually built in the following
order: combining form + word root + suffix. The word part coming first
combining form is usually a * . The word part that comes last
suffix is the .

NOTE: The suffixes are highlighted in [pink] print throughout this textbook for
easy identification.

1.27
In the word therm/o/metr/ic,
therm/o is the combining form;
word root metr is the * ;
suffix -ic is the .

1.28
Build a word from the combining form radi/o and the suffix
radi/o/grapher -grapher. / /
rā dē og‘ raf er

1.29
Build a word from the combining form acr/o; the word root dermat; and the
acr/o/dermat/itis suffix -itis. / / /
a‘ krō der‘ ma ti‘ tis

38892_01_unit01_p001-031.indd 7 10/10/09 7:24:06 AM

8 UNIT 1

ANSWER COLUMN

1.30
When a definition is stated, the suffix is usually described first, for example:
SPELL (1) Definition: pertaining to electricity
CHECK suffix (–ic), word root (electr) = electr/ic
(2) Definition: inflammation of the bladder
suffix (-itis), word root (cyst) = cyst/itis

1.31
The ending that follows a word root or combining form is called a suffix. You can
change the meaning of a word by putting another part after it. This other part is
suffix called a (highlighted in pink).

1.32
The suffix -er means one who or one which. The word root port (to carry) is
changed by putting -er after it. In the word port/er (one who carries), -er is a
suffix .

1.33

one who A medical practition/er is * practices medicine.

1.34
In the word inject/able, -able changes the meaning of inject.
suffix -able is a .

WORD
BUILDING ANEM + IA = ANEMIA
■■■■■ word root suffix noun

ANEM + IC = ANEMIC
word root suffix adjective

1.35
Let’s review some basic grammar. Suffixes may change the part of speech
INFORMATION of a word. A noun is a word that names or labels a person, place, or thing. In
FRAME medical terms a person’s name may become the name a of a disease and would
be a proper noun. Here are some examples of proper noun diagnoses: Down
syndrome; West Nile virus. Names of diseases that are not capitalized, such as
appendicitis or carcinoma, are common nouns. In medical terminology nouns are
also labels or names for body parts, instruments, and medical procedures.

38892_01_unit01_p001-031.indd 8 10/10/09 7:24:06 AM

THE WORD-BUILDING SYSTEM—INTRODUCTION TO WORD PARTS 9

ANSWER COLUMN

1.36
Adjectives describe or modify the meaning of a noun. In the phrase “small cell,”
INFORMATION small is an adjective describing the size of the cell (noun). In a medical phrase an
FRAME adjective may describe size, amount, shape, color, level of severity, and quality.
In the following phrases the adjectives are underlined:
chronic cough
reddened skin
duodenal ulcer
triple bypass

1.37
A noun may become an adjective by changing the suffix. Each noun form has a
SPELL specific adjectival form that comes from the language of origin of the word. You
CHECK cannot just switch adjective suffixes to make any noun an adjective. Study the
following table showing nouns and their suffixes and how they are changed into
adjectives.

Noun Suffix Adjective Suffix

cyanosis -osis cyanotic -otic
anemia -ia anemic -ic
mucus -us mucous -ous
ilium -um iliac -ac
condyle -e condylar -ar
carpus -us carpal -al
emesis -sis emetic -tic

1.38
In the words cyan/osis, anem/ia, and ili/um, the noun suffixes
-osis are ,
-ia ,
-um and .

1.39
By now you may be curious about the meanings of several of these medical
DICTIONARY terms. Look up the following words in your medical dictionary, then write the
EXERCISE meaning below.
Word Meaning
cyanosis
condyle
anemia
emetic
Good work.

38892_01_unit01_p001-031.indd 9 10/10/09 7:24:07 AM

10 UNIT 1

ANSWER COLUMN

1.40
List the suffixes that make the following nouns adjectives.

Adjective Nouns
-ac ili/ac ilium
-otic cyan/otic cyanosis
-ic anem/ic anemia
-al duoden/al duodenum
-ous vomit/ous vomit
-ar condyl/ar condyle
-iac man/iac mania
-itic arthr/itic arthritis
-tic eme/tic emesis

Read and study this table. Then move on to the next frame.

Noun Suffixes Examples

-ism—condition, state, or theory hyperthyroidism
-tion—condition contraction, relaxation
-ist—specialist psychiatrist
-er—one who radiographer
-ity—quality sensitivity

Adjectival Suffixes Examples

-ous—possessing, having, full of nervous, mucous
-able injectable
-ible }
—ability
edible

1.41

condition or state Hyper/thyroid/ism is a of too much secretion by the thyroid gland.

1.42
Darwin/ism presents a theory of evolution. Mendel/ism presents a
theory of heredity.

1.43

condition Contrac/tion is a of muscle shortening. Relax/a/tion is the

condition of diminished tension.

1.44

nouns Contrac/tion and relax/a/tion are (choose one)

(nouns/adjectives) because they name a condition.

38892_01_unit01_p001-031.indd 10 10/10/09 7:24:07 AM

THE WORD-BUILDING SYSTEM—INTRODUCTION TO WORD PARTS 11

ANSWER COLUMN

1.45

a specialist A psychiatr/ist is * who practices psychiatry.

one who A medical practition/er is * practices medicine.

1.46

noun The word practitioner is a (choose one) (noun/adjective).

1.47

quality -ity indicates a quality. Conductiv/ity expresses the

of conducting nerve and muscle impulses. Sensitiv/ity expresses the
quality of nervous tissue excitability related to receiving stimuli.

1.48

noun Irritabil/ity is a (choose one) (noun/adjective).

1.49
Mucus, a noun, is a watery secretion. Muc/ous, an adjective, refers to the nature
having a material of * secreted by
(substance) the mucous membrane.

having, possessing Ser/ous refers to the nature of material lining

closed body cavities such as the abdomen.

1.50

having, possessing Nerv/ous refers to too much stress, or

nerve having a type of tissue made of cells.

1.51

adjectives Words ending in -ous are (choose one) (nouns/adjectives).

1.52
-ible and -able indicate ability. To say a food is digestible is to say it has the
ability to be digested. To say a fracture is reducible is to say that it
ability has the to be reduced.

STUDY WARETM C O N N E C T I O N

After completing this unit, you can play a hangman or other interactive game on your
StudyWARE™ CD-ROM that will help you learn the content in this chapter.

38892_01_unit01_p001-031.indd 11 10/10/09 7:24:07 AM

12 UNIT 1

ANSWER COLUMN

1.53

ability To say that lungs are inflatable is to say that they have the
to inflate.

1.54

adjectives Words ending in -ible or -able are (choose one)

(nouns/adjectives).

1.55
Verbs are words that represent action or a state of being.
INFORMATION
EXAMPLE: incise, ambulate, love.
FRAME
Verbs also have “tense,” which tells you when the action is happening: past,
present or future.

1.56
The suffixes -ed or -ing added to the verb vomit alter the tense of this word
(when the action takes place). Create the past tense by adding -ed to
vomited vomit: , and the present participle by adding -ing to
vomiting vomit: .

1.57
Use the suffixes -ed and -ing with the word inject.
injected past tense;
injecting present participle.

Injectable forms
o f m e d i c a t i o n:
(A) a m p u l e,
(B) c a r t r i d g e,
(C ) m u l t i d o s e v i a l
Delmar/Cengage Learning

(B)
(A) (C)

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THE WORD-BUILDING SYSTEM—INTRODUCTION TO WORD PARTS 13

ANSWER COLUMN

1.58
Helping verbs are also used to indicate the tense of a verb. The helping verbs and
INFORMATION verbs are identified in the following phrases below.
FRAME Future tense:
The nurse will (helping verb) inject (verb) the medication.
Present tense:
Dr. Jones is (helping verb) performing (verb) the biopsy today.
Past tense:
Sam was (helping verb) transferred (verb) from the ER to CCU.

1.59
Since most medical terms in English come from Greek or Latin words, the rules for
WORD forming plurals from singular nouns also often come from the Greek and Latin
ORIGINS languages. We typically use “s” and “es” added to a singular noun to make it plural
(e.g., chair [chairs], box [boxes]). Study the table indicating the proper plural
ending associated with each singular noun ending.

Singular Suffixes Plural Suffixes

Greek
-on -a
-ma -mata
-sis -es
-nx -ges
Latin
-a -ae
-us -i
-um -a
-is -es
-ex -ices
-ix -ices
-ax -aces

1.60
Now see if you are able to recognize the suffix patterns and write them in the
blanks provided. Check your answers. Then look up each word in the medical
dictionary.
Greek Singular Noun Greek Plural Form
spermatozoon spermatozoa
ganglion ganglia
-on, -a suffix suffix

carcinoma carcinomata
lipoma lipomata
-ma, -mata suffix suffix
(continued)

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14 UNIT 1

ANSWER COLUMN
crisis crises
prognosis prognoses
-is, -es suffix suffix

larynx (laryng/o) larynges

pharynx (pharyng/o) pharynges
-nx, -ges suffix suffix

1.61
Use what you just learned about Greek to form the plurals for the following terms.
protozoa prō tō zō‘ ә protozoan (protozoon)
sarcomata sär kō‘ ma tә sarcoma
diagnoses dī ә g nō‘ sēs diagnosis
phalanges fә lan‘ jēz phalanx (phalang/o)
Great! Now go on to the Latin forms.

Acrosomal (head) cap

Sperm
Acrosome

Head
Polar body

Condensed
nucleus Zona
pellucida
Neck
Cell
membrane
Mitochondria Cytoplasm

Nucleus
Middle piece
Nucleolus

Corona radiata made

up of epithelial cells
Ovum (1/125 of an inch in diameter)
Flagellum

Principal piece
End-piece

S p e r m a n d ov u m (N o t e : A c t u a l s i z e c o m p a r i s o n o f s p e r m e n t e r i n g o v u m) Delmar/Cengage Learning

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THE WORD-BUILDING SYSTEM—INTRODUCTION TO WORD PARTS 15

ANSWER COLUMN

1.62
Latin Singular Noun Latin Plural Form
vertebra vertebrae
conjunctiva (kon junk‘ tiv ә ) conjunctivae (kon junk‘ ti vē)
-a, -ae suffix suffix

bacillus (ba sil‘ us) bacilli (ba sil‘ ī)

bronchus (bron‘ kus) bronchi (bron kī)
-us, -i suffix suffix

testis (test‘ is) testes (test‘ ēz)

-is, -es suffix suffix

ilium (il‘ ē um) ilia (il‘ ē ә )

bacterium (bak tear‘ ē um) bacteria (bak tear‘ ē ә )
-um, -a suffix suffix

cortex (kor‘ tex) cortices (kor‘ ti sēz)

-ex, -ices suffix suffix

appendix (a pen‘ dix) appendices (a pen‘ di sēz)

-ix, -ices suffix suffix

thorax (thor‘ aks) thoraces (thor‘ ә sēz)

-ax, -aces suffix suffix

1.63
Use what you just learned about Latin to form the plurals for the following terms.
cocci kok‘ sī coccus
calcanea kal kā‘ nē ә calcaneum
vertices ver‘ ti sēz vertex (vertic/o)
cervices ser‘ vi sēz cervix (cervic/o)
thoraces thôr‘ ә sēz thorax (thorac/o)
Great work! As you continue through the text, you may wish to refer back to this
section to review the rules for plural formation. Plural forms will be included with
many of the frames as you learn the singular noun form. When in doubt, consult
your dictionary.

1.64
A prefix is a word part that goes in front of a word root. You can change the
meaning of the word by putting another word part in front of it. This other part is
prefix a .
NOTE: Notice in this book the prefixes are highlighted in blue and are followed by
a hyphen. (continued)

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16 UNIT 1

ANSWER COLUMN

Prefix Word New Word

extension extension
express express
displease displease
disease disease
post- after postherpetic

1.65
The prefix ex- means either from or out from. The word press means to squeeze
or push on. Placing ex- in front of press changes its meaning to “squeeze out.” In
prefix the word ex/press, ex- is a .

1.66
In the word dis/ease, dis- changes the meaning of ease. dis- is a
prefix .

1.67

im- In the words im/plant, sup/plant, and trans/plant, the prefixes are ,
sup-, trans- , and .

1.68
Before learning more, review what you have learned. The foundation of a word is a
word root * .

1.69
The word part that is placed in front of a word root to change its meaning is a
prefix . In a later unit, you will learn many prefixes.

1.70

suffix The word part that follows a word root is a .

1.71

adjective A suffix may change a noun to an or change the tense

verb of a .
Good!

1.72
When a vowel is added to a word root, the word part that results is a
combining form * .

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THE WORD-BUILDING SYSTEM—INTRODUCTION TO WORD PARTS 17

ANSWER COLUMN

1.73
When two or more word roots are used to form a word, the word formed is called
compound word a* .

PRONUNCIATION NOTE

1.74
Pronunciation symbols, descriptions, and rules are described on the inside front
cover. They will also appear through the text below new terms and at other
appropriate times. Refer to this Pronunciation Key or your medical dictionary
when in doubt about how to say a word. Also, listen to the Audio CD that
accompanies Medical Terminology: A Programmed Systems Approach, 10th edition.

Notice the diagrammed sentence below, which illustrates the use

of adjectives, nouns, and verbs.
adj noun verb adj noun adj noun
The medical assistant charted the patient’s history of duodenal ulcer.

subject predicate

Notice the diagrammed words below indicating their word parts.

dysmenorrhea acrodermatitis

dys- men o -rrhea acr o dermat -itis

prefix word root suffix word root word root suffix

combining form combining form

(vowel) (vowel)

1.75
How do you know what to put where? The following material will assist you with
INFORMATION word building. This is a system that you may have already figured out. If not, study
FRAME these rules.

RULE I: Most of the time the definitions indicate the last part of the word first. The
descriptive phrases usually start with the suffix and then indicate the body part.

EXAMPLES
1. Inflammation (1) of the bladder (2)
inflammation / itis
(of the) bladder cyst/
cyst/itis
(2) (1) (continued)

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18 UNIT 1

ANSWER COLUMN
2. One who specializes (1) in skin disorders (2)
one who specializes (studies) / /logist
(in) skin (disorders) dermat/o/
dermat/o/ logist
(2) (1)
3. Pertaining to the abdomen (1) and bladder (2)
pertaining to / / /ic
(the) abdomen abdomin/o / /
(and) bladder / /cyst/
abdomin /o / cyst / ic
(2) (1)
RULE II: Where body systems are involved, words are usually built in the order
that organs are studied in the system.

EXAMPLES
1. Inflammation of the stomach and small intestine
inflammation / /itis
(of the) stomach gastr /o / /
(and) small intestine / /enter/
gastr /o / enter / itis
2. Removal of the uterus, fallopian tubes, and ovaries
removal of / / / /ectomy
(the) uterus hyster/o / / / /
fallopian tubes / /salping/o/ /
(and) ovaries / / / /-oophor/
hyster/o/salping/o/-oophor/ectomy

RULE III: The body part usually comes first and the condition or procedure is the
ending.

EXAMPLES
1. dermat/o/mycosis
(skin) (fungal condition)
2. cyst/o/scopy
(bladder) (process of examining the urinary bladder with a scope)

1.76
In this learning program, the word root is followed by a slash and a vowel to make
word root a combining form. In acr/o, acr is the * ;
vowel o is the ;
combining form and acr/o is the * .

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THE WORD-BUILDING SYSTEM—INTRODUCTION TO WORD PARTS 19

ANSWER COLUMN

1.77
acr/o is used to build words that refer to the extremities. To refer to extremities,
acr/o or acr physicians use these word parts .

1.78
acr/o is found in words concerning the extremities, which in the human body are the
acr/o arms and legs. To build words about the arms use / .

NOTE: Think of an acrobat.

1.79

acr/o To build words about the legs, use / .

1.80
acr/o any place in a word should make you think of the extremities. When you
extremities read a word containing acr or acr/o, you think of .

1.81

extremities In the word acr/o/paralysis (acroparalysis), acr/o refers to .

1.82

word root In megal/o (enlarged, large), megal is the * ;

vowel o is the ; and megal/o is the * .
combining form

1.83
-megaly is used as a suffix for enlarged. The words acr/o/megaly (acromegaly),
acr/o/cyan/osis (acrocyanosis), and acr/o/dermat/itis (acrodermatitis) refer to
extremities the .

1.84
A word containing megal/o or -megaly will mean something is
enlarged .

1.85
Acr/o/megaly means enlargement of the extremities. The word that
means a person has either enlarged arms and legs or hands and feet
acr/o/megaly is / / .
ak rō meg‘ ә Iē

1.86
ē Acr/o/megal/ic gigantism is a specific disorder of the body. The signs are
enlargement of the bones of the hands and feet as well as some of the bones of
acromegaly the head. The term describing these signs is .
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

38892_01_unit01_p001-031.indd 19 10/10/09 7:24:11 AM

20 UNIT 1

ANSWER COLUMN
Ac r o m e g a l y Delmar/
Cengage Learning

Normal proportion Acromegaly

STUDY WARETM C O N N E C T I O N

When you complete this unit, remember to go to your StudyWARE™ CD-ROM and take a practice
quiz.

1.87
-y is a suffix meaning the process or condition that makes a word a noun.
noun Acromegaly is a .

1.88
dermat/o refers to the skin. When you see dermat or dermat/o, think
skin immediately of .

1.89
-logy and -logist are suffixes.
-logos is Greek for study
-logy—noun, study of
-logist—noun, one who studies
A dermat/o/logist (dermatologist) is a specialist studying diseases of
skin the . The study of skin is
dermat/o/logy / / .
dûr mә tol‘ ō gē

1.90
Acr/o/dermat/itis (acrodermatitis) is a word that means inflammation of the skin
of the extremities. A person with inflamed hands has
acr/o/dermat/itis / / / .
ak‘ rō dûr mә tī‘ tis

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THE WORD-BUILDING SYSTEM—INTRODUCTION TO WORD PARTS 21

P R O FESSIO NA L P ROF I LE
A dermatologist is a physician specialist in the study of skin, hair, and nail disorders. Dermatologists pro-
vide diagnoses and treatments for skin cancer, infections, contact dermatitis, allergies, lesion removal,
burns, injuries, and cosmetic procedures. They are part of a team including other physicians and surgeons,
physician assistants (PA), nurse practitioners, and medical aestheticians who perform skin treatments and
promote healthy skin.

ANSWER COLUMN

1.91
Remembering the word acrodermatitis, which means inflammation of the skin of
inflammation the extremities, draw a conclusion. -itis is a suffix that means .

1.92
Paralysis is a word that means loss of movement. Form a compound word
acr/o/paralysis meaning paralysis of the extremities: / / .
ak‘ rō pә ral‘ ә sis

1.93

word root In dermat/o, dermat (skin) is the * ;

vowel o is the ;
combining form and dermat/o is the * .

Contact dermatitis—
poison ivy Photo by Timothy J.
Dennerll, RT(R), Ph.D.

38892_01_unit01_p001-031.indd 21 10/10/09 7:24:12 AM

22 UNIT 1

ANSWER COLUMN
SURFACE LESIONS

A. B.

Papule Macule
Solid, elevated lesion less Localized changes in skin
than 0.5 cm in diameter color of less than 1 cm
Example in diameter
Warts, elevated nevi Example
Freckle

C. D.

Wheal Crust
Localized edema in the Dried serum, blood, or pus
epidermis causing irregular on the surface of the skin
elevation that may be red Example
or pale Impetigo
Example
Insect bite or a hive

FLUID FILLED
E. F.

Boil (Furuncle) Bullae

Skin infection originating Same as a vesicle only
in gland or hair follicle greater than 0.5 cm
Example Example
Furunculosis Contact dermatitis, large
second-degree burns,
bulbous impetigo, pemphigus

G. H.
Pustule
Vesicles or bullae that Cyst
become filled with pus, Encapsulated fluid-filled or
usually described as less a semi-solid mass in the
than 0.5 cm in diameter subcutaneous tissue or
Example dermis
Acne, impetigo, furuncles, Example
carbuncles, folliculitis Sebaceous cyst, epidermoid
cyst

L e s i o n s Delmar/Cengage Learning

1.94
Analyze the word dermat/itis. -itis means inflammation; dermat means of
skin the .

1.95
Dermat/osis means any skin condition. This word denotes an abnormal
skin condition. The suffix that means condition, status, or process is
-osis .

38892_01_unit01_p001-031.indd 22 10/10/09 7:24:28 AM

THE WORD-BUILDING SYSTEM—INTRODUCTION TO WORD PARTS 23

ANSWER COLUMN

CASE STUDY I N V E S T I G A T I O N ( C S I )
Dermatitis
A 45-year-old white male presents with hand dermatitis exacerbated by use of
hand soap. Physical examination revealed erythema and scaling on both hands.
Fissures and hypopigmentation was seen on the fingers. Allergy tests including
a scratch test for scented soaps revealing a ++ reaction at 48 hours indicating the
dermatitis resulted from an allergy to perfume scents in the soap. The patient
was advised to use unscented soaps and hand moisturizers and avoid other
scented products on his skin.

CSI Vocabulary Challenge

Use a medical dictionary to help you analyze the terms listed from the case study.
Divide the term into word parts by drawing in the slashes. Then, write the defini-
tion in the space provided.
dermatitis
exacerbated
erythema
fissures
hypopigmentation
allergy

1.96
Signs of inflammation include redness, swelling, pain, and heat. Acrodermatitis
could result from stepping in a patch of poison ivy. A person with red, inflamed
acrodermatitis skin on his or her feet has .

1.97
Dermat/itis means inflammation of the skin. There are many causes of
inflammation, including infection, allergic reaction, and trauma. The suffix that
-itis means inflammation is .

1.98
Bacterial, fungal, or parasitic infections may cause red, inflamed skin
dermat/itis called / .
dûr mә tī‘ tis

To complete your study of this unit, work the Review Activities on the
following pages. Also, listen to the Audio CD that accompanies Medical
Terminology: A Programmed Systems Approach, 10th edition, and practice
your pronunciation.

38892_01_unit01_p001-031.indd 23 10/10/09 7:24:29 AM

24 UNIT 1

ANSWER COLUMN

STUDY WARETM C O N N E C T I O N

To help you learn the content in this chapter, take a practice quiz or play an interactive game on
your StudyWARE™ CD-ROM.

Take five minutes and study the abbreviations listed below that were presented
in Unit 1.

Abbreviation Meaning
adj adjective
ccu critical care unit
ER emergency room
Gr Greek
HSV-1, HSV-I herpes simplex virus 1
HSV-2, HSV-II herpes simplex virus 2
L Latin
n noun
PA Physician Assistant
pl plural
s singular
v verb
VAR varicella zoster vaccine (chickenpox vaccine)
VZV varicella zoster virus

REVIEW ACTIVITIES
CIRCLE AND CORRECT

Circle the correct answer for each question. Then check your answers in Appendix E.
1. The base of the word is the 5. When joining two word roots together you may
a. prefix b. combining form need to use a(n)
c. ending d. word root a. combining form b. consonant
c. adjective d. prefix
2. A comes in front of a word root to
change its meaning. 6. Which word part would indicate inflammation when
a. prefix b. combining form building a word meaning inflammation of the
c. suffix d. pronoun stomach?
a. prefix b. word root
3. A suffix may change the
c. compound word d. suffix
a. part of speech b. meaning
c. plural/singular form d. all of these 7. When building words about conditions of
body parts, the word root for the body part
4. If two or more word roots are combined
usually comes
to build a word, this is a a. first b. last
word. c. the suffix comes first d. the condition
a. combining form b. complex comes first
c. compound d. plural

38892_01_unit01_p001-031.indd 24 10/10/09 7:24:31 AM

THE WORD-BUILDING SYSTEM—INTRODUCTION TO WORD PARTS 25

REVIEW ACTIVITIES
8. –y is a suffix that usually makes a word a(n) 13. –ism is a suffix that indicates
. a. condition or theory b. inflammation
a. adjective b. verb c. adjective d. lack of
c. noun d. plural 14. –ed and –ing are usually suffixes used to make a
9. When building words with a suffix that begins with a word a(n)
vowel, for example, -itis, you would a. noun b. adjective
a. put the suffix first b. use a combining c. verb d. plural
c. use a word root form in front 15. The suffix indicating a condition is
in front d. all of these a. –tic b. –itis
10. The correct plural form for thorax is c. –tion d. –er
a. thoraces b. thoraxes 16. The suffix indicating being full (i.e., full of a
c. thora d. thoranges substance) is
11. The part of speech that indicates action or state a. –ist b. –ous
of being is a(n) c. –er d. –tion
a. noun b. adjective
c. verb d. plural
12. –ity is a suffix that indicates
a. a condition b. quantity
c. lack of d. quality

SELECT AND CONSTRUCT

Select the correct word parts (some may be used more than once) from the following list and construct medical
terms that represent the given meaning.
acr/o an- cyt/o dermat/o duoden/o -emia
-er gastr/o -graph hydr/o -ic -itis
-megal/y -meter micr/o -phobia radi/o -scope
-scopy surgery therm/o -emic

1. enlargement of the extremities

2. instrument used to look at small things

3. pertaining to lack of blood

4. one who makes x-ray images

5. inflammation of the skin on the extremities

6. fear of water

7. instrument used to measure heat

8. surgery using a microscope

9. looking into the stomach and duodenum with a scope

10. instrument used to measure (count) cells

38892_01_unit01_p001-031.indd 25 10/10/09 7:24:31 AM

Another Random Scribd Document
with Unrelated Content
black horse. The officer was fleeing westward, across the prairie.
Would Henry catch him and kill him? Were all the Mexicans to be
killed?
Ernest sickened and tried to turn away from the sights. At that
moment he heard a heavy panting, and a rustling in the long grass.
Down he instantly sank; his eyes fell at last on his little rifle, and
reaching out he grabbed it.
The rustling and the panting rapidly came nearer—and a black
head and swarthy face appeared, over the grass tops; a running
figure in a blue cotton uniform was breaking a way. It was a Mexican
soldier, his bared hair dank with perspiration and dark face staring,
affrighted.
Ernest silently crouched low, waiting; and as the figure was about
to pass, up he sprang, and over his levelled rifle bade, as sternly as
he could: “Halt!”
The soldier stopped in his tracks—saw the rifle muzzle, his mouth,
open with exhaustion, quivering convulsively—and down he dropped
on his knees.
“Me no Alamo! Me no Alamo!” he chattered, holding out his empty
hands with piteous entreaty.
He was perspiring so with his agony of fear, he was such a cheaply
clad, miserable refugee, that Ernest was almost ashamed to threaten
him. Still, he must not be let go, to fight again, maybe, against
Texas independence.
“I won’t hurt you,” said Ernest gruffly. “Get up.” And he repeated,
in Spanish: “Get up. Turn around.”
With shaking knees and heaving chest the soldier slowly obeyed,
his hands still over his head. Now what was to be done with him?
March him to the camp? But Duke was yet to be caught, and as like
as not the prairie grass was full of these fugitives, some with their
guns.
Then, while the soldier stood, trembling and babbling, to his relief
Ernest saw Jim coming at a gallop.
XXI
THE NAPOLEON OF THE WEST SURRENDERS

“Why didn’t you catch your horse and come on?” demanded Jim,
hot and jubilant. “What you got there? Another hombre [man]? Are
you hurt? Seen any more Mexicans in the grass? Gosh, didn’t we-all
whip ’em? That wasn’t a battle; it was a massacre. Wait a minute.
Keep your bead on that fellow till I catch your pony.”
“But they were killing them! Our soldiers were killing them!” cried
Ernest, half in a sob, his cheek still against his rifle stock, the rifle
bead wavering against the miserable Mexican’s twitching shoulders.
Jim sobered as he rode for Duke.
“I know. It was awful. The general or anybody couldn’t hold the
men in at all. They were crazy mad. They remembered Travis and
Fannin. So did the Mexicans. That yelling scared ’em worse than the
guns did. When our men tore into ’em they fell down on their knees
and said ‘Me no Alamo! Me no Goliad!’ but that didn’t make much
difference, at first. Our men didn’t wait to argue. There was too
much to do. But they’ve about quit, now. That swamp’s just choked
with Mexicans and horses, where they tried to cross. Here’s your
pony,” and having easily caught Duke he led him back. “Take your
rope and put it on your hombre, while I cover him, and we’ll take
him in between us. We can’t stay out here. They’re done fighting,
and you’ve struck one blow for liberty, anyhow, even if you missed
the big scrimmage.”
That was so. And Ernest felt satisfied to have captured an enemy
soldier instead of having tried to kill one. He unfastened the hair
picket-rope from Duke’s saddle, and approached his prisoner.
“Put down your arms,” he ordered, gruffly. “I am going to tie you.”
The man obeyed; he started nervously as the noose slipped over
his arms and around his cold wet waist. Ernest drew the noose tight
and keeping the rope taut, mounted Duke. “March!” he commanded.
With the soldier trotting at the fore, between them, the two boys
jogged for the battle-field.
Yes, the fighting was about over with. Riders on their own or on
Mexican horses were ranging the prairie, heading off fugitives and
turning them back. In the timber and at the swamp a few rifles were
occasionally cracking. On a timber island in the swamp, a
considerable body of Mexican infantry, some 300 or 400, had rallied
together, and were cowering, under their officers, as if not knowing
exactly what to do. Behind the breastworks General Houston could
be seen riding slowly about, gesticulating and bidding the Texans to
cease shooting, and indicating where prisoners should be taken. A
guard was stationed over the late camp, and the baggage piled
there.
“The whole Mexican army were having their siesta [mid-day rest]
after dinner,” explained Jim. “Officers were asleep, cavalry horses
were being watered bareback, muskets were stacked, and all the
soldiers were either lying down or playing cards. They never knew
we were coming till we were clear out on the prairie, and the
Sherman men were flanking ’em in that timber, on their right. We
didn’t do at all what they expected us to do. I reckon General
Houston knew what he was about, even when he let Cos come in.
He says he waited to make one bite of the cherry! We licked ’em in
fifteen minutes! They didn’t have time to reload after that first
volley!”
“Did the cavalry do much, Jim?”
“Naw, except to chase around. We were sent out to make a feint
and draw attention while the infantry came on. But their dragoons
didn’t stand. I popped once or twice, but don’t think I hit anything.
I’m no good shooting at a man’s back. So I corralled a few ‘Me no
Alamo’s and turned ’em in. All Texans looked alike to those
Mexicans. Then I came out after you. I sure would admire to have
captured Santa Anna, though.”
“Isn’t he there?”
“Uh, uh; not, the last time I heard. He and Cos are gone—
vamoosed—skadoodled. The fellows are looking for ’em, over toward
Vince’s Bayou.”
When they arrived (Ernest with his soldier prisoner in leash), the
field behind the breastworks was a scene of wild confusion; of
huddling Mexican soldiers and of cheering, grimy Texans almost
beside themselves with joy. The breastworks, of baggage and
branches, were battered and crimson, and the ground far and near,
and the swamp, were not pleasing to look upon. The general had
fallen from his horse—no, his horse had sunk under him, lifeless
from several bullets received in the charge; and he himself was
being supported by Colonel Hockley, his boot bloody. He was
wounded in the ankle—ankle shattered, they said—by the volley
from the breastworks.
Colonel Wharton and other officers were hurrying about, restoring
order among the elated Texans. The prisoners were rapidly being
herded together where the Mexican camp had been, near the timber.
Sion and Leo were swaggering around, wearing Mexican sabers and
grenadier shakoes or tall caps. They seemed to be as crazed as the
others. But their sabers and shakoes were wrested from them, and
they were put at work helping collect the plunder and pile it up. Jim
and Ernest, having delivered the prisoner, were added to the guard
over the camp, a more agreeable task than searching the battle-
field.
The principal body of Mexicans had now surrendered to Colonel
Rusk. The sun set. General Houston was on another horse, and
shouting the order for the men to fall in. But they were still shaking
hands and capering and cheering. Three times he shouted, as he
rode among them; nobody paid attention, though companies did
begin to form. So he gave up, starting out, with Colonel Hockley and
another aide or two, for the camp at Buffalo Bayou.
“Men, I can gain victories with you, but confound your manners!”
he rumbled, as he rode away.
However, this set the pace, and the men prepared to follow him.
Colonel Rusk was conducting his captives slowly across the prairie.
Through the twilight most of the horsemen who had pursued the
Mexican remnants clear to Vince’s Bayou had come in again, some
with prisoners. Henry Karnes reported that the officer whom he had
chased, on the black horse, had leaped, horse and all, into the
bayou at Vince’s Bridge, and had escaped. He might have been
Santa Anna, and he might not. At any rate, Santa Anna and General
Cos both were gone.
It had been a great victory. As General Houston had promised,
less than a dozen “of my brave men” was the price; for only eight
Texans were killed, and twenty-three wounded. But 630 Mexican
dead were counted, on the ground, and more may have been lost in
the grass and timber, and swallowed by the swamp. There were 208
wounded, and several hundred prisoners; a large quantity of
muskets and pistols and sabers, 300 mules, 100 horses, tents,
bedding, ammunition, food, clothing, the twelve-pound cannon,
General Santa Anna’s silver-mounted saddle, his military chest
containing $12,000; and other money besides. Leo picked up a belt,
full of dollars, that had dropped from a soldier, and he added it to
the common fund, for nobody was yet permitted to keep anything.
The Mexican officer who had stood by the cannon so long, and
then had walked away so defiantly, was General Castrillon, a brave
man. Not a Texan but was sorry that he was counted among the
630.
Now the Texan army, save for a guard left at the Mexican camp,
took their prisoners and set out for their own camp in the live-oaks
of Buffalo Bayou. The general had ridden weakly, with shattered
ankle dangling, and the advance overtook him. There was no order
about this return, and men, passing the general, slapped him on well
leg or wounded leg, it didn’t matter to them which, asking:
“Do you like our work to-day, general?”
The general needs must wince at the slaps, but he answered
good-naturedly:
“Boys, you have covered yourselves with glory, and I decree to
you the spoils of victory. I wish none of them. Valor shall be
rewarded. I only claim a share in the honors of your triumph.”
Then on reaching camp he fainted. Colonel Hockley caught him
from his horse just in time, and laid him under the big live-oak that
had been his headquarters before. His boot was cut from his swollen
foot, and Dr. N. B. Labadie, the surgeon, dressed the wound, which
looked to be a pretty bad one. A heavy musket ball had passed clear
through, just above the ankle joint.
This was a night of celebration. The Mexican troops who had
surrendered in a body were brought in by Colonel Rusk. There were
400 of them, in command of General Juan N. Almonte. This made
over 700 prisoners! Now very few of the Santa Anna column were
unaccounted for. By the close of the next day only forty, of the 1300,
were known to have escaped.
General Almonte was familiar, by name or person, to many in the
Texan army. He had once taken a census of Texas, for the Mexican
government. Ernest had seen him at Gonzales. He seemed to be
light-hearted, for a prisoner, talked in good English with officers and
men, and accepted his fortune of war.
“Nobody but Americans would have thought of attacking in the
afternoon, during the siesta period,” he declared, laughing.
“Especially after we received reinforcements. Had you come
yesterday, or in the morning, we would have been ready for you.”
After supper the camp fires were heaped high with wood and by
their flames the army held a regular carnival. The whiskered men
donned the captured pistols and knives and uniforms, and put gold
epaulets on the very mules; they danced and pranced, shouted
“Independence!” sang “Will You Come to the Bower?” and “Texas
Shall be Free,” and pestered the Mexican officers by capering up to
them and demanding, in their faces: “Santa Anna? Santa Anna? You
Santa Anna?” until the officers grew so tired of it that they tore off
their shoulder-straps, to avoid the tormentors.
Several hundred candles from the Mexican supplies were
distributed and lighted; torch-light processions were formed, and
parades given, while the whoops and songs shook the mosses
hanging from the oaks.
Even Dick Carroll (who was unharmed, Ernest soon had learned)
cut up as roundly as the others.
“We told ’em about the general, didn’t we!” he hailed, as arm in
arm with a squad of cronies he pranced by.
“We sure did,” responded Ernest, who, with Jim and Leo and Sion,
was waving his candle and prancing also.
“Biggest general that ever lived,” voiced Jim.
“And some smart man,” added Sion. “The top of the heap. It took
nerve to manage this army but he had it.”
“Reckon we’ll make him president, now,” quoth Leo. “President of
the Republic of Texas. He wouldn’t let the men shoot those ravens;
did you hear? The ravens were flying over the battle-field, and he
said not to hurt ’em. They were his bird and their heads were
pointing westward. Maybe he’ll be president of Mexico, too, if we go
on and take it.”
“The Raven’s his Indian name,” reminded Ernest, staunchly. “Of
course he wouldn’t want one killed.”
“Well, General Sam Houston, hero of San Jacinto, is good enough
name for me,” proclaimed Sion. “And any man who wears that name
can take me through the mud wherever he pleases, after this.”
Yes, in the frolicking camp among the illuminated live-oaks the
men were cheering for Sam Houston as much as they were for
“Texas” and “Independence.” They seemed to forget they had
complained of him and nagged him and called him a coward and
threatened to leave him. They remembered only that he had struck
at the right moment and had led them to a glorious victory.
There was not much sleep for anybody in camp this night—and
particularly for the general, who tossed on his blanket, suffering
from his wounded ankle.
But Santa Anna was one of the first thoughts in the morning. To
make the victory complete he must be seized, at all hazards. Squads
were dispatched to search the grass and timber for him—and for
General Cos, also. And even before announcing his victory to the
government, the general sent out couriers to gladden the refugees
with the great news.
With several men of the Captain Moseley Baker company Sion
rode gaily forth on a captured Mexican horse.
“General Sam says if we find a Mexican hombre on all fours in the
grass, dressed worse than a private, to be sure and fetch him in,” he
called, as he passed.
“That boy certainly has luck. He’s liable to capture Santa Anna all
by himself,” complained Jim. He and Ernest were ordered on guard
detail over prisoners, Leo having been sent to help bury the bodies
on the battle-field.
The morning wore away. By noon most of the searching squads
had returned. A few more prisoners were brought in, but none was
General Santa Anna.
Then about three o’clock, while the camp was taking its siesta,
and Ernest and Jim, off duty with Leo, were idly watching him plait a
rope from white and black horsehair that he had collected, Leo
suddenly pointed.
“There come Sion and the Baker squad. With another prisoner—
isn’t it? One horse is carrying double.”
“Or else somebody’s been hurt, or lost his mount,” added Jim.
“I know Sion’s long pea-shooter, anyhow,” said Leo.
Yes, Sion it was; and Jim Sylvester and Joel Robinson, also of the
Captain Baker command. Jim had a man behind his saddle. Sion was
guarding on one side, and Joel at the rear on the other.
A prisoner that was, then: a little man, with black side-whiskers, in
private’s uniform of enamel leather flat cap, blue striped cotton
blouse, dirty white cotton pants, and heavy coarse socks. He looked
well frightened.
“Shucks! No Santa Anna, again,” deplored Leo.
“Sion’ll have some big story,” chuckled Ernest.
But as the three horsemen reached the guard line before the
camp, a stir sounded from amidst those 700 prisoners herded by the
picket ropes stretched among the oaks, and an awed murmur and
clapping of hands spread.
“El general! (the general!)”
“El presidente! (the president!)”
“Santa Anna!”
“That’s he!” the men exclaimed, springing to their feet.
The captors heard the explosive words. Jim Sylvester, halted by
the officer of the day, Colonel Forbes, waved his hand triumphantly;
the little man with the side-whiskers and the shabby clothes visibly
paled and shrank. Sion spurred eagerly to his chums.
“That’s he!” asserted Sion, excited. “Hear what those other
hombres say? Watch them salute him! We didn’t know, but we
suspected something. He’s got on pointed shoes, high-class, and
under his coat’s a mighty fine white shirt with gold studs in it!”
“Where’d you find him, Sion?”
“Off yonder about ten miles, across Vince’s Bayou. Jim and Joel
and I were scouting along, and Jim started to stalk a deer in a
bunch; but something scared ’em all off, and when we rode over to
see the why, this Señor Whiskers was lying there in the brush, trying
to hide under a blanket. He said he was only a private soldier, and
we began to walk him to camp, but he petered out, so Joel took him
up for a piece, and then Jim took him. The rest of the fellows are
still looking for Santa Anna.”
“The general told you you’d find him on all fours, dressed
common.”
“Come on. He’s going to talk with General Houston. Let’s hear,”
urged Leo. Off from his horse tumbled Sion, and away they trudged.
Colonel Forbes was conducting the captive to General Houston’s
oak tree headquarters. Already a curious, vengeful crowd were
gathering there, and through the camp was swelling an angry cry of
“Shoot him!” “Hang him!” “Remember the Alamo!” No wonder that
the little man’s knees trembled as he walked. How could he, who
had hoisted the red no-quarter flag, and had ordered more than 400
Texas soldiers shot down when defenseless, expect anything but
speedy death?
General Houston evidently had been asleep, at last, but was
awakened by Colonel Hockley. He turned, raising himself on one
elbow, as General Santa Anna arrived with Colonel Forbes. He
surveyed Santa Anna silently.
Halted, at the general’s couch in the centre of a rapidly increasing
throng, General Santa Anna bowed, with his right hand on his heart
(Mexican fashion), and said, in quavering Spanish:
“I am General Antonio Lopez de Santa Anna, president of the
Mexican republic, and I claim to be your prisoner of war.”
“Sit down, sir,” answered General Houston, motioning to an
ammunition box. “Summon General Almonte,” he bade, to Colonel
Hockley. “I need an interpreter.”
Santa Anna started to seat himself, with an appealing glance
around the scowling circle—but instead took an impulsive step aside,
and smiled invitingly. Colonel Rusk had just pressed through, with
young de Zavala, son of Don Lorenzo de Zavala, the Texas vice-
president.
“Ah, amigo mio, amigo mio! [my friend, my friend!]” exclaimed
Santa Anna. “The son of my early friend!” And put his arms about
young de Zavala’s shoulders.
But that did not work; for young de Zavala released himself, and
looked the general in the face without a smile.
“It has been so, señor,” he replied, clearly.
General Santa Anna sat down on the box, as if much disappointed.
He held his hands against his sides, and groaned for sympathy. But
he did not get much.
“A little late, wasn’t he!” whispered Leo, to Ernest. “After he’d put
a price on de Zavala’s head and driven him and his family out of
Mexico!”
Colonel Hockley returned with General Almonte. The crowd parted
for their passage through. General Almonte saluted, and he and
General Santa Anna embraced one another, by the shoulders. The
presence of a friend appeared to encourage Santa Anna. He braced
up, smiled upon General Houston, and began to talk.
“That man may consider himself born to no common destiny, who
has conquered the Napoleon of the West,” he complimented—
General Almonte translating into English. “And it now remains for
him to be generous to the vanquished.”
“Will you listen to that!” gasped Sion. “‘Napoleon of the West’!
Now he asks us to be ‘generous’ to him, because he’s only murdered
a few hundred of us!”
“You should have remembered that at the Alamo, sir,” was
responding General Houston.
“I was justified there by the customs of war, general,” answered
Santa Anna. “Those men had refused to surrender, and when the
place was taken by storm the customs of war authorized that they
be killed.”
“So you killed ’em!” rose the indignant growl from the crowd.
“Bah! You’re wuss’n a savage Injun!”
“That is not the custom among civilized nations, sir,” accused
General Houston. “It is not the custom of humanity.”
“I was acting under the orders of my government,” retorted Santa
Anna. “I have orders in my possession commanding me so to act.”
“Why,” roared the general, beginning to grow angry, himself, “you
are the government, yourself. You are dictator, and a dictator has no
superior officers!”
“WHY,” ROARED THE GENERAL, “YOU ARE THE GOVERNMENT,
YOURSELF, YOU ARE DICTATOR”
That was a corker, and a hum of approval permeated the
spectators and listeners. Santa Anna heard, and paled.
“But I have orders, general,” he argued, “commanding me to
exterminate every man found in arms in the province of Texas; to
treat them as pirates. They have no government and no recognized
flag.”
This was almost an insult. The crowd uttered a furious shout, and
lifting himself further on his elbow General Houston shook his finger
at the cowering Santa Anna. He looked like a lion. His eyes glaring,
his brow wet with sudden perspiration, he tried to control himself.
“Sir, the Texans flatter themselves that they have a government,
and they probably will be able to support a flag. Now if you feel
excused for your conduct at San Antonio, what do you say about
your massacre of Colonel Fannin’s command, at Goliad? They had
surrendered, on terms offered by your general. And then they were
shot, unarmed! Helpless!”
“Remember the Alamo! Remember Goliad!” shouted the crowd,
surging and threatening.
Santa Anna fairly quailed. He laid his hand on his heart, again,
and declared that General Urrea had not told him that the Fannin
men had surrendered. He said that General Urrea should be
punished. And all that. He seemed about to faint, and asked for
medicine.
General Almonte here struck in, on his own account.
“By the way, why did you delay so, in your attack on us
yesterday?” he queried. “You knew that we would be reinforced. We
expected your attack before the reinforcements came, and we were
all ready for you.”
“I knew that, sir,” replied General Houston. “That was just the
reason I did not fight! And besides, I wished to settle the matter for
all time. There was no use in making two bites at one cherry.”
“You were a long time getting at it. Only good luck saved you,”
asserted General Almonte, rather uncivilly.
This made the general angry again.
“As for you, sir,” he returned, “you came far to give us a great deal
of trouble, and caused the sacrifice of the lives of a great many
brave men.”
General Almonte only laughed.
“What of six or eight hundred men!” he answered. “You lost only
half a dozen, yourself.”
“Sir,” rebuked General Houston, “we evidently estimate the lives of
men somewhat higher than you do.” He struggled to sit up. “You talk
about reinforcements! It matters not how many reinforcements you
might have, sir; you never can conquer freemen.” With that he
painfully extracted from his trousers pocket an old half-gnawed ear
of dried corn. “There, sir! Do you ever expect to conquer men who
fight for freedom, when their general himself marches four days with
one ear of corn for his rations?”
That capped the climax. From the crowd around rang a
tremendous cheer, and a score of hands were extended.
“That’s right, general! Give us that ear, and we’ll divide it up and
plant it. Houston corn! Houston corn! Hurrah! We’ll call it ‘Houston
corn’!”
This pleased the general. A tender smile overspread his haggard
face. He passed forward the ear.
“Very well,” he said. “Take it, if you want it, and divide it up kernel
by kernel, and every man plant his kernel at home. You have won
independence; now see if you can’t be as good farmers as you were
soldiers. But don’t call it ‘Houston corn’; call it ‘San Jacinto corn,’ so
that it will remind you of your own bravery.”
This appeared to impress General Santa Anna, who had recovered
when Dr. Labadie had given him some medicine. He remarked
afterward to General Almonte that now he understood American
spirit; he saw by the ear of corn that Americans never could be
conquered. They could fight too well on too little!
XXII
PRESIDENT HOUSTON RESIGNS HIS SWORD

General Santa Anna presently spoke again. He said that he was

ready to discuss upon what terms he should be released. General
Houston replied that only the government of the Republic of Texas
could decide these matters.
“Where is the government, general?” inquired Santa Anna.
“The members, sir, will be sent for, by the messenger who will
announce to them the triumph of the Texas arms,” reproved General
Houston. “Meantime I require of you that you immediately dispatch
an order to your second in command, General Filisola, that he and
General Gaona shall upon receipt of it retire with all their troops to
Bexar. General Urrea also shall retire with his command to
Guadalupe Victoria, and prisoners are to be released.”
This was delivered in such a tone that Santa Anna accepted the
pen proffered to him, and on a pad of paper inscribed the orders.
Deaf Smith and Henry Karnes were sent with them to General
Filisola, back on the Brazos. Santa Anna appeared anxious to do
anything to save his own life.
Pretty well exhausted by the interview, General Houston directed
that Santa Anna be placed in the tent which belonged to him, and
closely guarded. Scarcely was he being led away, followed by black
looks while the crowd slowly dispersed, when another scene
occurred.
A loud voice, rising above the shouts and the laughter of the camp
guard, echoed among the trees; and a large red-haired woman, in
flapping sun-bonnet, with bare feet striding under the torn hem of
her calico dress, came pushing and shoving her way, straight for the
general’s oak.
“I want Gin’ral Houston!” she proclaimed. “Where’s the gin’ral?
Show him to me, wance.”
“That ees the Señora Peggy McCormick,” whispered young de
Zavala, who had joined the four boys. “She leeve here on Peggy
Bay.”
Ernest leaped in front of her.
“You can’t see the general,” he informed. “He’s been wounded.”
“Aw, out of the way wid ye,” ordered Peggy McCormick; and
Ernest received a vigorous push that sent him whirling. “I’ve no time
for boys. ’Tis the gin’ral I want.”
The men were whooping and laughing. They must have pointed
out to her the general’s tree, for she quickly arrived there.
“Be you the gin’ral?” she demanded.
“Madam, I am General Sam Houston,” he answered, very gallantly.
“You will pardon my not rising. What can I do for you?”
“Take your men off me league,” stormed the red-haired woman.
“Are you the owner of this land hereabouts, lady?” queried the
general.
“I am. I own it all—three square miles. Take your men off me
league, or I’ll have the law on yez. Yez had no permission of mine to
fight your battle on my league.”
“But, lady——” attempted the polite general.
Peggy would not listen.
“Take your men off me league immejiately, I say.”
“But, lady,” persisted the general, “to remove my army at this
moment is impossible. We will try to do your property no damage.”
“Yez have already fought wan battle here and trampled down my
grass and broke my trees,” stormed Peggy. “Take your men off me
league.”
“Madam,” assured the general, with never a smile, “your wishes
will be obeyed at the earliest possible moment. Colonel Forbes,” he
directed, “will you see that this lady is furnished a proper escort to
her habitation.”
Muttering indignantly, and still insisting that the Texas army be
“taken off her league,” Peggy was conducted away by a file of
soldiers.
“She came out with a broomstick, during the battle,” giggled Sion,
“and she started in to whale both armies, for ‘fighting on me
league’!”
The laughter at the courageous Peggy McCormick soon died.
General Santa Anna had not been forgotten. Most of the army were
hot with the determination that he should be executed. There were
men who threatened that if General Houston did not order him shot,
they themselves would shoot him at their first chance. He was kept
under close guard, at his large tent near the general’s headquarters
tree.
“The Texas government will make the biggest kind of a mistake if
it decides to execute Santa Anna,” asserted Dick Carroll. “And
General Houston knows it. Not but what Santa Anna ought to pay
with his life, if that’s ever proper punishment; but as long as we hold
him, the Mexican people will agree to ’most anything we ask. If we
kill him, that’s the end. There’ll be another dictator, and more war,
for Mexico’ll have nothing to lose and everything to gain. Besides,
then they’ll go ahead with more massacres. Now we have our
chance to keep the balance of power; and we can show to the world
that we can take prisoners, and not murder ’em the way the
Mexicans do.”
A number of the other cooler heads agreed with Dick. To Ernest
his words sounded very sensible.
Captain Robert Calder and a small party were sent by the general
to bear the news of the victory and the capture of Santa Anna to
President Burnet and cabinet, at Galveston Island. They left by skiff,
to descend the bayou and the bay.
Jim laughed.
“I know why the captain’s so willing to row a boat,” he said. “He’s
got a girl down on the island, and he’s honing to see her.”
Leo also set out on a borrowed horse. The refugees who had fled
east were already returning; they could be seen collecting at
Lynchburg and crossing the San Jacinto by Lynch’s ferry. Leo had
learned that his mother and family were among them; so no wonder
that away he went, in haste.
The army stayed in camp on the bayou. At night the wolves could
be heard howling on the battle-field. More prisoners were brought in
by the ranging scouts, who smoked them out by setting fire to the
prairie. On April 24, the second day after the capture of Santa Anna,
General Cos was found wandering in the bottoms along the Brazos
River. When he was turned over to the guard at the camp, he sank
down, paralyzed with fear, and covered himself head and all with a
blanket—which trembled so, that, as Sion declared, “the leaves of
the trees rustled”!
The refugees visited the battle-field and the camp, and there were
cheers renewed and many reunions. Leo brought his sister in to see
Santa Anna. He introduced the three boys to her. All the refugees of
the Runaway Scrape were on their way home again, and the ferry at
Lynchburg was busy day and night.
Although General Houston was unable to move, he took good care
that nobody harmed Santa Anna—or General Cos, either, who had
broken his word of honor, given at Bejar last December, that he
would not again oppose the cause of liberty in Texas.
May 1 President Burnet and some of the cabinet arrived at camp,
on the steamboat Yellowstone. The Yellowstone showed that she,
too, had been in the war. Her single smokestack was riddled with
bullet-holes, and her wood-work was gashed and splintered. After
she had ferried the army across the Brazos at Groce’s, she had taken
a load of refugees down the Brazos to the gulf. The Mexicans had
bombarded her from the banks, and had tried to catch her by
casting reatas [ropes] at her; but she got through, and here she
was, again.
The first thing done was to distribute the spoils of battle so that
the soldiers might be paid a little money. The captured property was
sold, here and there, for $18,184.87. Three thousand dollars of this
was voted to the Texas navy. The handsome saddle of Santa Anna
was presented to General Houston by unanimous voice. So was
General Almonte’s superb black horse—the prize of Henry Karnes.
The general at first refused to accept the horse, and insisted that it
be sold along with the other property; but the army sent it back to
him.
From the fund raised, every soldier received $7.50.
“Shucks!” exclaimed Jim to Ernest. “Did we lie out in the mud a
month and a half for this?”
“Well, we helped make Texas free,” reminded Ernest.
“That’s right,” Jim agreed. “I reckon I’d do the same over again,
for no money at all.”
The cabinet discussed a long time with General Houston what
should be done with Santa Anna. The general still insisted that his
life be spared; most of the army and the majority of the cabinet
insisted that he be executed. However, finally the general won, and
the cabinet decided to spare his life and compel him to sign a treaty
guaranteeing to recognize the independent Republic of Texas.
Colonel Rusk, the secretary of war, already had drawn up an outline
of the proposed treaty, in accordance with the general’s suggestions.
The cabinet made ready to return to Galveston Island, taking
Santa Anna and other captured officers with them; and the wound
of General Houston was so serious, by this time, that he was
ordered by the surgeons to go also.
So on May 5 the army were paraded for him. He could not be
present, but the adjutant read his farewell orders.

Head Quarters, San Jacinto, May 5th, 1836.

Comrades: Circumstances connected with the battle
of the 21st [of April] render our separation for the
present unavoidable. I need not express to you the
many painful sensations which that necessity inflicts
upon me. I am solaced, however, by the hope that we
shall soon be reunited in the great cause of Liberty.
Brigadier-General Rusk is appointed to command the
army for the present. I confide in his valor, his
patriotism, his wisdom. His conduct in the battle of San
Jacinto was sufficient to ensure your confidence and
regard.
The enemy, though retreating, are still within the
limits of Texas; their situation being known to you, you
cannot be taken by surprise. Discipline and
subordination will render you invincible. Your valor and
heroism have proved you unrivalled. Let not contempt
for the enemy throw you off your guard. Vigilance is
the first duty of a soldier, and glory the proudest
reward of his toils.
You have patiently endured privations, hardships,
and difficulties, unappalled; you have encountered
odds of two to one of the enemy against you, and
borne yourselves, in the onset and conflict of battle, in
a manner unknown in the annals of modern warfare.
While an enemy to your independence remains in
Texas, the work is incomplete; but when liberty is
firmly established by your patience and your valor, it
will be fame enough to say, “I was a member of the
army of San Jacinto.”
In taking leave of my brave comrades in arms, I
cannot suppress the expression of that pride which I
so justly feel in having had the honor to command
them in person, nor will I withhold the tribute of my
warmest admiration and gratitude for the promptness
with which my orders were executed, and union
maintained through the army. At parting, my heart
embraces you with gratitude and affection.
Sam Houston, Commander-in-Chief.

The order was read amidst perfect silence, while the army leaned
on their muskets and rifles, at parade rest, and the cavalry sat their
horses at ease. When the adjutant concluded, the timber and prairie
rang with cheers for Sam Houston. Through all their impatience on
the march and in camp, the army had learned to love him, and his
noble praise struck to their hearts. Ernest found himself rather
weepy; but when he saw that Jim and some of the men were wet
eyed, he was not ashamed.
The general was immediately transferred by steamboat, with the
cabinet and the Mexican officers, to Galveston Island; a great crowd
of soldiers and other people gathered at the landing to see them off.
From Galveston Island the general was taken on a steamboat to
New Orleans, for surgical treatment. His ankle had not improved,
and he was in poor shape. The treaty as he had suggested was
signed by Santa Anna, May 14, at Velasco on the gulf coast.
As president of Mexico, Santa Anna promised not to oppose the
independence of Texas; hostilities were to cease; all Mexican troops
were to be removed from Texas soil; any supplies taken were to be
paid for, and property already taken or destroyed was to be paid for,
also; prisoners were to be exchanged, man for man; and Santa Anna
himself was to be sent to Vera Cruz, of Mexico, at the proper time.
It was rumored that there was another, and secret treaty, by
which Santa Anna agreed to have the independence of Texas
acknowledged, formally, by the Mexican cabinet, and the limits of
the Republic of Texas recognized as extending to the Rio Grande
River.
Colonel Rusk had been appointed as temporary commander-in-
chief, while General Houston was laid up because of his wound, and
Colonel Mirabeau Buonaparte Lamar, the cavalry commander, was
appointed the secretary of war. The army left San Jacinto and the
oak timber, and marched westward to follow on the heels of General
Filisola and see that the Mexican troops really retired from Texas.
It proved to be a troubled summer. Many of the volunteers went
home, on discharge or on furlough. Leo and Sion and Jim dropped
out; and with Dick, Ernest finally rode into Gonzales again, where
the people already were rebuilding their houses.
A large number of volunteers from the United States joined the
army. The news of the victory of San Jacinto had aroused much new
enthusiasm. The main portion of the army stayed at Victoria, about
sixty miles south of Gonzales, on the Guadalupe. The army kept
increasing, by enlistments and by reinforcements from the United
States; for it was reported that Mexico was to attempt a fresh
invasion, from Matamoros on the east coast. This, however, fell
through.
Meanwhile, General Rusk was having hard work to control his
men. He seemed not to have the influence that Sam Houston had
had—although he was a brave and popular leader. The government
attempted to send Santa Anna to Vera Cruz, and some United States
volunteers at Velasco insisted that he be landed again, and tried for
his life. President Burnet was powerless, for fear that he would lose
his whole army, and Santa Anna was again confined on shore.
But General Houston, though still weak from his wound, had
returned slowly to San Augustine near Nacogdoches. He heard of
the threats regarding Santa Anna, and sent a message to General
Rusk, protesting the proposed trial.
He said that to deliver Santa Anna over for trial and execution
would be the act of savages; it would also endanger the lives of all
Americans in Mexico, and would blacken Texas in the eyes of the
United States, for Texas would stand convicted of having broken the
terms of the treaty.
There was then much talk of annexation to the United States.
Delegates had been sent to Washington, to ask the United States to
intercede between Texas and Mexico in behalf of a settlement of all
disputes. The delegates were to ask, also, that Texas be admitted
into the Union.
The enraged army listened to the appeal of their general, and
instead of being tried for his life, Santa Anna, who had been
dreadfully frightened again, was removed inland to Columbia, the
new capital, down on the lower Brazos.
However, President Burnet was so disliked by the army, because of
the failure to pay them, and because of his endeavor to uphold the
treaty and release Santa Anna, that he was directed by petition to
call an election for permanent president of the Republic of Texas.
Therefore he set the date of September 1.
All these matters came to the ears of Dick and Ernest, who were
at home in Gonzales, cultivating their corn. Ernest had planted his
kernel of “San Jacinto” corn, and it had sprouted. He spent more
time on this than he did on the whole forty acres!
It did seem as though General Houston ought to be made
president; but Stephen Austin, the Father of Texas, was being
mentioned. He, too, certainly deserved honors. At any rate, the
Texas soldiers were strong for their general. They would accept no
other leader; not they! While the general was still invalided, the
Texas government decided that by his absence he had forfeited his
command, and Colonel Mirabeau Lamar, the brilliant cavalryman,
now secretary of war, was appointed new commander-in-chief. When
he arrived at the army headquarters, to assume the command, the
army protested.
At the parade there were a few cries of “Lamar!” and “Rusk!” (who
wished to retire), and a thunderous shout of “Houston! Sam
Houston!” So the matter was put to vote. It resulted: Sam Houston,
over 1500; Mirabeau Lamar, only 179! There could be no mistake as
to how the soldiers felt.
For the election of president of the Republic of Texas two
candidates entered, at first: dear Stephen Austin, and Ex-Governor
Henry Smith of the dispute with the council in the preceding winter.
Word came that General Houston declined to run; but great mass-
meetings at Nacogdoches, and San Augustine, and Columbia, and
other towns, insisted that he run.
He received 4374 votes; Henry Smith, 745; and Stephen Austin,
587. Colonel Lamar, now a general, was elected vice-president. The
Texas people also voted almost unanimously for annexation to the
United States. The United States congress had decided to recognize
Texan independence. And things looked bright.
When he heard the news, Dick Carroll swung his hat.
“I was sure of it!” he cried, to Ernest. “Four years ago didn’t Sam
Houston say, on setting out for Texas: ‘I shall yet be president of a
great republic’? And he said, too: ‘I shall bring that nation to the
United States’! That will come. He’s trying for it—he and Andy
Jackson; and ’cording to the votes, the people are with him. We’ll go
down to Columbia and see him inaugurated, if we have to walk!”
President Burnet and Vice-president Lorenzo de Zavala decided to
resign. Therefore the inauguration was unexpectedly set for an early
date—October 22, a year from that October of 1835 when the first
victory of the war was won, under Jim Bowie and Colonel Fannin, at
Concepcion on the way to Bejar. Poor Bowie and Fannin were gone,
and so was many another brave Texan soldier; but Texas was free
and Sam Houston was president.
The Texas Congress was in session at Columbia. An enormous
crowd hastily gathered for the inauguration. All the notables were
there: Stephen Austin, and Ex-Governor Smith, and Dr. Branch T.
Archer, and the two Whartons, and Captain Moseley Baker, and
Colonel Sidney Sherman, and Henry Karnes, and Deaf Smith—in
fact, every San Jacinto soldier, especially, who could possibly get
there. Yes, Jim, and Sion, and Leo, to form with Ernest a squad of
cheering, happy veterans.
“Have you seen the general, yet?” demanded Sion.
“No. Where is he?” answered Ernest.
“He’s been ’round here a couple of weeks and more. About the
first thing he did was to drop down and call on Santa Anna, at the
Phelps ranch, below. They say Santa Anna simply fell on his neck
and bawled; and the general patted him on the back and said:
‘There, there!’ and promised to do what he could for him.”
“I don’t know,” spoke Jim, thoughtfully, “but seems to me we
might as well let Santa Anna go. We’ve held him prisoner all these
months, and part of the time he’s been in irons and afraid of
assassination besides.”
“Well, Mexico kept Stephen Austin shut up for near two years,”
retorted Sion. “About killed him, too.”
“That ought not to be the American and Texas way, though,”
voiced Leo, agreeing with Jim. “Nobody hates Santa Anna worse
than I do; but we made a treaty, promising to release him, and
we’ve never done it. The general says that after the battle of San
Jacinto we started in to be merciful; and now it’s got down to the
question of whether we’ll be just. Santa Anna’s nothing to us; he’s
only one man; the United States is siding with us and we can take
care of ourselves. President Andy Jackson himself is watching, and
he and Sam Houston stand right together on what is what. Didn’t
Jackson write to Santa Anna, telling him to depend on Houston to
see him through safely according to the treaty, and saying: ‘Let
those who clamor for blood, clamor on. The world will take care of
Houston’s fame!’”
“That Santa Anna’s a murderer, just the same,” argued Sion, the
stubborn. “He murdered our men at the Alamo and at Goliad. And
his word’s no good. The Mexican government claims that whatever
he signs as a prisoner doesn’t count.”
“Stephen Austin and General Jackson and Sam Houston say he
ought to be released, though. Texas promised that,” insisted Leo.
“All right, release him, then,” consented Sion. “I think he ought to
be taken over to Goliad and killed on the spot where Fannin’s men
were killed; but let him go. He won’t amount to much in Mexico,
anyway, and he’ll stir up trouble enough there to keep ’em all busy
at home.”
“How’s the general looking?” invited Ernest, changing the subject.
“Powerful thin and peaked,” responded Leo. “I reckon he near
died. They took twenty pieces of bone out of his ankle, down at New
Orleans, before they could start the wound to healing.”
General Houston was sworn into office at four o’clock that
afternoon of October 22, and immediately delivered his inauguration
address. The senators and representatives of the Republic of Texas
sat before him. On the platform were the cabinet officers and the
Speaker of the House, and several distinguished guests. The crowd
of other citizens and soldiers reached into the street.
When he arose and advanced with a slight limp, a rousing round
of cheers and yells and hand-clapping hailed him. He wore a suit of
black broadcloth, with his sword belted about his waist. He was
indeed thin, his face was seamed by suffering, but his great blue
eyes flashed, and his voice pealed strong and vibrant as of yore.
The address was rendered without notes, for he had been given
only a few hours’ notice of when it would be expected. Meantime he
had been kept busy greeting friends and comrades. Nevertheless, a
wonderful address it was. How the words rang through the hall! He
spoke of the position now occupied by Texas before the eyes of the
world; of the fight for liberty, and of the necessity of being still
vigilant against Mexico. He said that the Indians should be treated
justly, and their friendship gained. And he thanked the people of the
United States for the aid they had sent, in men and money and
guns, and hoped that Texas would soon be welcomed into the Union
of American freemen.
A thousand considerations press upon me; each
claims my attention [he said]. But the shortness of the
notice of this emergency [by which he meant his
address] will not enable me to do justice to those
subjects, and will necessarily induce their
postponement for the present.

Here the general hesitated.

“Pshaw! He’s taking off his sword!” whispered Sion. And so he
was. He was fumbling at the buckle of the belt, in front, until he had
unclasped it.

It now, sir [he continued to the Speaker of the

House], becomes my painful duty to make a
presentation of this sword—this emblem of my past
office.

The general choked. His voice failed. He held the scabbard in one
hand and drew the sword from it, with the other. He gazed upon the
blade, and his eyes filled. Throughout the hall sounded a deep sigh
of suspense and sympathy. Suddenly the general slipped the sword
back into the scabbard, and with both hands extended the hilt to the
Speaker.

Here, sir. I have worn it with some humble

pretensions in defense of my country—and should the
danger of my country again call for my services, I
expect to resume it, and respond to that call, if
needful, with my blood and my life.

He turned away and limped to his seat. The air rocked with the
shouts for President Sam Houston, the Hero of San Jacinto. The four
boys looked upon one another with glistening eyes.
“Jiminy! Wasn’t that great!” stammered Ernest.
The others nodded. They were too full for utterance.
Thus Sam Houston was installed, by the wish of his people, to
guide Texas through its first years of independence. He at once
appointed Stephen Austin his Secretary of State, and Henry Smith
his Secretary of the Treasury. Then, against the wish of the Senate,
he released Santa Anna and sent him to confer with President
Jackson of the United States regarding methods by which Mexico
could be induced to recognize the Texas Republic. From Washington
Santa Anna went home to Mexico, to scheme again—but not for
Texas. His scheming was for himself.
This fall died Lorenzo de Zavala the Mexican, loyal Texas patriot.
This winter died Stephen Austin. Thus was President Houston
deprived of two good councillors. On Buffalo Bayou and the prairie
battle-field of San Jacinto rose the new town of Houston, and thither
the capital of Texas was removed. Thither, also, removed Sam
Houston.
He served Texas three times as president, and again as Senator to
Washington; and every hour of his Texas life he served as guide and
adviser, his face always set firmly for a future and not merely for the
present. Whether the people liked what he did, he cared not, as long
as he thought that he was right.
Each time, under Houston rule, the Republic of Texas prospered;
but until formally annexed by the United States in 1845 it had a hard
road to travel. Mexico constantly threatened it; and the two attempts
that it made to invade Mexico resulted in horrid failures. Jim Hill’s
youngest brother, John, enlisted in one of these, and was captured.
As for Ernest, he was granted land as a soldier of San Jacinto, and
the day came at last when he could send for his mother. He built her
a house with a court, too, like the court into which he and Jim had
peeped, from the roof of the de la Garza house in Bejar. Here she
grandly sat, among the flowers—and occasionally fed sugar, as a
special treat, to lazy Duke, the graying old war-horse, while he and
Ernest, and Jim and Leo and Sion, and Dick, on their visits,
exchanged stories of the stirring days of ’35 and ’36; of the heroic
Travis, Fannin, Jim Bowie, Bonham, Captain Dickinson, and all; and
of “the general”—always their general—patient, energetic, far-seeing
General Sam Houston.

Transcriber’s Notes:
Except for the frontispiece, illustrations have been moved to
follow the text that they illustrate, so the page number of the
illustration may not match the page number in the Illustrations.
Punctuation and spelling inaccuracies were silently corrected.
Archaic and variable spelling has been preserved.
Variations in hyphenation and compound words have been
preserved.
*** END OF THE PROJECT GUTENBERG EBOOK WITH SAM
HOUSTON IN TEXAS ***

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