[Go. iddja and OE ēode ‘went’ continue a pre-Germanic perfect to the root ∗ey ‘go’, whose earliest shape was sg. ∗eóye (§6), pl. ∗eiyt (§16), and which became PGmc. ∗eō (§14), ∗ijjun (§17). In the singular ∗eó- did not contract (§7–13); this rule partly accounts for OHG ier ‘plowed’ (§11), and permits us to explain Gmc. ēt ‘ate’ as a replacement of ∗eat from ∗eóde (§§12–3, §21). The development of ∗-óye to ∗-ō agrees with that of ∗-āye to ∗-õ in presents of the second weak class (§14). The -jj- of ∗ijjun is regular from ∗-iy- (§17). Go. iddja, iddjedun has been remodeled from ∗i-a, ∗iddj-un (§19), and OE ēode, ēodon contains the suffix of the weak preterit added to the singular, PGmc. ∗eō, WGmc. ∗eu (§20).]

[This paper deals with the origin of the Greek thematic nasal presents kámnō ‘toil, weary’ and támnō ‘cut’ (Att. témnō). These are explained as -ne/o-presents formed to the thematic aorists ékamon, étamon (Att. étemon). The standard explanation of kámnö and támnō is that these presents are thematicizations of -nā-presents. This view is shown to lack substantiation.]

In his valuable pioneering study The Phonemes of Gothic, Lg. 24.76–86 (1948), William Moulton suggests that Gothic /w/ has two allophones: [] and [w]. The first of these is spelled with u, e.g. auk, þiuþ; the second with w, e.g. wigs, gaidw, or with ƕ (interpreted as /hw/), e.g. ƕas, or with q (interpreted as /kw/), e.g. qam. He regards the letter u in other occurrences as (1) designating a short syllabic /u/, (2) designating a long syllabic /u:/, and (3) supplying the second half of the compound symbol au—a means of writing additional short and long syllabic phonemes. He assumes that the letter w also has an alternative reference, a short syllabic found only in foreign words, e.g. Lwstrws.

The University of Alberta, in cooperation with the Canadian Linguistic Association, will conduct the fourth consecutive Summer School of Linguistics from 3 July to 11 August 1961. Nine courses will be offered, all carrying regular university credit: General Linguistics, General Phonetics, Contrastive Linguistics (French and English), Eskimo Language and Culture (Intensive), Linguistic Geography and Lexicography, Culture and Language, Teaching English as a Second Language, Modern English Grammar, History of the English Language.