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Anatomy & Physiology
Prior to being introduced to terms
­associated with an organ system, the
anatomy and physiology of that body
system is ­described in concise and easy
to ­understand language. Information
coverage begins with the overall function
and the organs that comprise the system.
Then each organ is addressed with its
structure and how it contributes to the
function of that system. Having a grasp of
this basic level of information before being
introduced to terms associated with each
system makes it easier for students to
understand the pathologic, diagnostic,
and therapeutic terms.
Key Terms
Every subsection starts with a list of key
terms that will be covered in that section.
This sets the stage for comprehension and
mastery.
EXPANDED! Pronunciations
Every chapter includes sound-it-out
pronunciations to help students say
medical terms accurately.
Color-Coded Word Parts
Red combining forms, blue suffixes, and
gold prefixes allow for quick recognition
throughout the book.
Informative and Interesting ­Sidebars
• The popular Med Term Tip feature offers tidbits of noteworthy information about medical terms that engage
learners.
• Word Watch points out words that have a similar sound or similar spelling, and also alerts students about
­abbreviations that have more than one meaning.
• What’s In A Name? reinforces the breakdown of terms into word parts.
230 Chapter 7
What’s In A Name?
Look for these word parts:
hal/o = to breathe
ox/i = oxygen
-al = pertaining to
di- = two
ex- = outward
in- = inward
Word Watch
The terms inhalation and
inspiration (in- = inward +
spir/o = breathing) can be used
interchangeably. Similarly, the
terms exhalation and expiration
(ex- = outward + spir/o =
breathing) are interchangeable.
What’s In A Name?
Look for these word parts:
muc/o = mucus
-ous = pertaining to
Med Term Tip
Anyone who has experienced a
nosebleed, or epistaxis, is aware
of the plentiful supply of blood
vessels in the nose.
M07_FREM1202_07_SE_C07.indd 230
vii
Anatomy and Physiology
of the Respiratory System
bronchial tubes (BRONG-kee-al) lungs
carbon dioxide nasal cavity (NAY-zal)
exhalation (eks-hah-LAY-shun) oxygen (OK-sih-jen)
external respiration pharynx (FAIR-inks)
inhalation (in-hah-LAY-shun) trachea (TRAY-kee-ah)
internal respiration
larynx (LAIR-inks)
ventilation
The organs of the respiratory system include the nasal cavity, pharynx, larynx,
trachea, bronchial tubes, and lungs. These organs function together to perform
the mechanical and, for the most part, unconscious mechanism of respiration.
The cells of the body require the continuous delivery of oxygen and removal
of carbon dioxide. The respiratory system works in conjunction with the car-
diovascular system to deliver oxygen to all the cells of the body. The process of
respiration must be continuous; interruption for even a few minutes can result
in brain damage and/or death.
The process of respiration can be subdivided into three distinct parts: ventilation,
external respiration, and internal respiration. Ventilation is the flow of air between the
outside environment and the lungs. Inhalation is the flow of air into the lungs, and
exhalation is the flow of air out of the lungs. Inhalation brings fresh oxygen (O2) into
the air sacs, while exhalation removes carbon dioxide (CO2) from the body.
External respiration refers to the exchange of oxygen and carbon dioxide
that takes place in the lungs. These gases diffuse in opposite directions between
the air sacs of the lungs and the bloodstream. Oxygen enters the bloodstream
from the air sacs to be delivered throughout the body. Carbon dioxide leaves the
bloodstream and enters the air sacs to be exhaled from the body.
Internal respiration is the process of oxygen and carbon dioxide exchange at
the cellular level when oxygen leaves the bloodstream and is delivered to the
tissues. Oxygen is needed for the body cells’ metabolism, all the physical and
chemical changes within the body that are necessary for life. The by-product
of metabolism is the formation of a waste product, carbon dioxide. The carbon
dioxide enters the bloodstream from the tissues and is transported back to the
lungs for disposal.
Nasal Cavity
cilia (SIL-ee-ah) nasal septum
mucus (MYOO-kus) palate (PAL-et)
mucous membrane
nares (NAIR-eez)
paranasal sinuses (pair-ah-NAY-zal)
The process of ventilation begins with the nasal cavity. Air enters through two
external openings in the nose called the nares. The nasal cavity is divided down
the middle by the nasal septum, a cartilaginous plate. The palate in the roof of
the mouth separates the nasal cavity above from the mouth below. The walls
of the nasal cavity and the nasal septum are made up of flexible cartilage cov-
ered with mucous membrane (see Figure 7-1 ■). In fact, much of the respiratory
tract is covered with mucous membrane, which secretes a sticky fluid, mucus,
to help cleanse the air by trapping dust and bacteria. Since this membrane is
also wet, it moisturizes inhaled air as it passes by the surface of the cavity. Very
small hairs or cilia line the opening to the nose (as well as much of the airways)
9/15/17 5:57 PM
viii

Medically Accurate Illustrations

Concepts come to life with vibrant, clear, and scientifically precise images.

Paranasal sinuses

Nasal cavity

Nasopharynx

Nares Hard palate

Soft palate

Oropharynx
Tonsil
Tongue Pharynx

Laryngopharynx

Mandible Epiglottis

Hyoid bone Larynx

Vocal cords
Thyroid cartilage

Esophagus

Thyroid gland Trachea

Anterior Fovea
chamber centralis
Superior vena cava Iris surrounded
Upper lid
Lens by macula lutea
Aorta Conjunctiva

Pulmonary trunk Vitreous body

Left atrium Pupil
Aortic valve
Cornea
Right atrium
Mitral valve Suspensory
Aqueous
Pulmonary valve humor ligament Optic nerve
Left ventricle
Posterior Ciliary Central retinal
Tricuspid valve
chamber body artery and vein

Right ventricle Endocardium Lower lid

Myocardium

Pericardium
Inferior vena cava
Retina Choroid Sclera
 ix

Terminology Tables
Terms are categorized and presented in a clear, logical, color-coded format that eases the learning process.
The ­major categories include Pathology, Adjective Forms, Diagnostic Procedures, Therapeutic Procedures,
­Pharmacology, and Abbreviations. Each major category table is further subdivided into smaller subsections of
related terms, thereby making learning easier. Also, the three-column format of the tables allows for the term (with
­pronunciation and/or abbreviation), word parts (if appropriate), and definitions to be displayed. The Pharmacology
table also includes drug name examples in a fourth column.
Special Senses: The Eye and Ear 479

Terminology
Word Parts Used to Build Eye Terms
The following lists contain the combining forms, suffixes, and prefixes used to build terms in the remaining sections of
this chapter.
80 Chapter 3

Combining Forms Abbreviations

aden/o gland emmetr/o correct, proper opt/o eye, vision # number ī̇ī̇ two
ambly/o dull, dim esthesi/o sensation, feeling optic/o eye, vision BCC basal cell carcinoma ī̇ī̇ī̇ three
angi/o vessel glauc/o gray papill/o optic disk bid two times a day MM malignant melanoma
bi/o life ir/o iris phac/o lens BX, bx biopsy oint ointment
blast/o immature irid/o iris phot/o light C&S culture and sensitivity qid four times a day
blephar/o eyelid kerat/o cornea pneum/o air decub decubitus ulcer SCC squamous cell carcinoma
chromat/o color lacrim/o tears presby/o old age Derm, derm dermatology SG skin graft
conjunctiv/o conjunctiva macul/o macula lutea pupill/o pupil FS frozen section SLE systemic lupus erythematosus
corne/o cornea mi/o lessening retin/o retina I&D incision and drainage STSG split-thickness skin graft
cry/o cold myc/o fungus scler/o sclera ī̇ one Subc, Subq subcutaneous
cycl/o ciliary body mydr/i widening stigmat/o point ID intradermal tid three times a day
cyst/o sac nyctal/o night ton/o tone Word Watch UV ultraviolet
dacry/o tears ocul/o eye uve/o choroid Be careful when using the abbreviation ID meaning intradermal x times
and I&D meaning incision and drainage.
dipl/o double ophthalm/o eye xer/o dry

Suffixes
112 Chapter 4
-al pertaining to -logy study of -pexy surgical fixation
PRACTICE AS YOU GO
-algia pain -malacia abnormal softening -phobia fear
Pathology (continued)
-ar pertaining to -meter instrument to measure -plasty surgical repair E. Give the abbreviation for each term.
Term Word Parts Definition
-ary pertaining to -metrist specialist in measuring -plegia paralysis
-atic pertaining to -metry process of -ptosis drooping 1. frozen section ____________________________________________________________________
-ectomy surgical removal measuring -rrhagia abnormal flow 2. incision and drainage ____________________________________________________________________
-edema swelling -oma tumor; mass condition
-opia vision condition -scope instrument for viewing 3. intradermal ____________________________________________________________________
-graphy process of recording
-ia condition -opsia vision condition -scopy process of visually 4. subcutaneous ____________________________________________________________________
-osis abnormal condition examining
-ic pertaining to 5. ultraviolet ____________________________________________________________________
-otomy cutting into -tic pertaining to
-ician specialist
-pathy disease -tropia turned condition 6. biopsy ____________________________________________________________________
-ism state of
-itis inflammation 7. culture and sensitivity ____________________________________________________________________
8. basal cell carcinoma ____________________________________________________________________
Prefixes 9. decubitus ulcer ____________________________________________________________________
a- without exo- outward intra- within
10. dermatology ____________________________________________________________________
an- without extra- outside of micro- small
anti- against hemi- half mono- one
de- without hyper- excessive myo- to shut
eso- inward
254 Chapter 7

Pharmacology ■ Figure 4-19 Abnormal Kyphosis Lordosis Scoliosis

spinal curvatures: kyphosis, (excessive posterior thoracic (excessive anterior lumbar (lateral curvature)
Vocabulary
M13_FREM1202_07_SE_C13.indd 479 9/21/17 7:31 PM
lordosis, and scoliosis. curvature - hunchback) curvature - swayback)
Term Word Parts Definition
lordosis lord/o = bent backward Abnormal increase in forward
cumulative action Action that occurs in body when drug is allowed to accumulate (lor-DOH-sis) -osis = abnormal condition curvature of lumbar spine; also known
or stay in body as swayback
prophylaxis pro- = before Prevention of disease; for example, antibiotic can be used to scoliosis scoli/o = crooked Abnormal lateral curvature of
(proh-fih-LAK-sis) -phylaxis = prevent occurrence of bacterial infection (skoh-lee-OH-sis) -osis = abnormal condition spine; see again Figure 4-19 for illus-
protection M03_FREM1202_07_SE_C03.indd 80 tration of abnormal spine curvatures 9/21/17 7:00 PM

spina bifida spin/o = spine Congenital anomaly occurring

Drugs (SPY-nah / BIF-ih-dah) bi- = two when vertebra fails to fully form
Classification Word Parts Action Examples around spinal cord; see also
Figure 12-12C
antibiotic anti- = against Kills bacteria causing respira- ampicillin; amoxicillin,
spinal stenosis spin/o = spine Narrowing of spinal canal causing
(an-tih-bye-AW-tik) bi/o = life tory infections Amoxil; ciprofloxacin, Cipro
(steh-NOH-sis) -al = pertaining to pressure on cord and nerves
-tic = pertaining to
Word Watch
Med Term Tip Watch how the term stenosis is used in this condition. It most often appears as the suffix -stenosis.
There are three accepted pronunciations for the prefix anti-, “an-tih,” “an-tee,” and However, in this case, it is used as a freestanding word.
“an-tye.”
spondylolisthesis spondyl/o = vertebra Forward sliding of lumbar vertebra
(spon-dih-loh-liss-THEE-sis) -listhesis = slipping over vertebra below it
antihistamine anti- = against Blocks effects of histamine fexofenadine, Allegra;
(an-tih-HIST-ah-meen) released by body during allergy loratadine, Claritin; spondylosis spondyl/o = vertebra Specifically refers to ankylosing of
attack diphenhydramine, Benadryl (spon-dih-LOH-sis) -osis = abnormal condition spine, but commonly used in refer-
ence to any degenerative condition of
antitussive anti- = without Relieves urge to cough hydrocodon, Hycodan; vertebral column
(an-tih-TUSS-iv) tuss/o = cough dextromethorphan, Vicks
Formula 44
bronchodilator bronch/o Relaxes muscle spasms in albuterol, Proventil, Ventolin;
(BRONG-koh-dye-lay-ter) = bronchus bronchial tubes; used to treat salmeterol, Serevent
asthma
corticosteroids cortic/o = outer Reduces inflammation and fluticasone, Flonase; M04_FREM1202_07_SE_C04.indd 112 10/12/17 3:48 PM
(kor-tih-koh-STAIR-oydz) layer, cortex swelling in respiratory tract mometasone, Nasonex;
triamcinolone, Azmacort
decongestant de- = without Reduces stuffiness and oxymetazoline, Afrin, Dristan,
(dee-kon-JES-tant) congestion throughout Sinex; pseudoephedrine,
respiratory system Drixoral, Sudafed
expectorant Improves ability to cough up guaifenesin, Robitussin,
(ek-SPEK-toh-rent) mucus from respiratory tract Mucinex
mucolytic muc/o = mucus Liquefies mucus so it is easier N-acetyl-cysteine, Mucomyst
(myoo-koh-LIT-ik) -lytic = destruction to cough and clear from
respiratory tract
 x

Blood and the Lymphatic and Immune Systems 197 480 Chapter 13

Therapeutic Procedures Adjective Forms of Anatomical Terms

Term Word Parts Definition Term Word Parts Definition
Medical Procedures conjunctival conjunctiv/o = conjunctiva Pertaining to conjunctiva
(kon-junk-TYE-val) -al = pertaining to
autologous transfusion auto- = self Procedure for collecting and storing patient’s own blood sev-
(aw-TALL-oh-gus / eral weeks prior to actual need; can then be used to replace corneal corne/o = cornea Pertaining to cornea
trans-FYOO-zhun) blood lost during surgical procedure (KOR-nee-al) -al = pertaining to

blood transfusion trans- = across Artificial transfer of blood into bloodstream Word Watch
(trans-FYOO-zhun) fus/o = pouring Be careful using the combining forms core/o meaning pupil and corne/o
Med Term Tip meaning cornea.
-ion = action
Before a patient receives a blood transfusion, the laboratory performs a type and
cross-match. This test first double-checks the blood type of both the donor’s and extraocular extra- = outside of Pertaining to being outside the
recipient’s blood. Then a cross-match is performed. This process mixes together (eks-trah-OK-yoo-lar) ocul/o = eye eyeball; for example, the extra-
small samples of both bloods and observes the mixture for adverse reactions. -ar = pertaining to ocular eye muscles
intraocular intra- = within Pertaining to within eye
bone marrow transplant Patient receives red bone marrow from donor after patient’s (in-trah-OK-yoo-lar) ocul/o = eye
(BMT) own bone marrow has been destroyed by radiation or -ar = pertaining to
chemotherapy
iridal irid/o = iris Pertaining to iris
homologous transfusion homo- = same Replacement of blood by transfusion of blood received from (IR-id-al) -al = pertaining to
(hoh-MALL-oh-gus / another person
trans-FYOO-zhun) lacrimal lacrim/o = tears Pertaining to tears
(LAK-rim-al) -al = pertaining to
packed red cells Transfusion in which most of plasma, leukocytes, and plate-
lets have been removed, leaving only erythrocytes macular macul/o = macula lutea Pertaining to macula lutea
(MAK-yoo-lar) -ar = pertaining to
plasmapheresis -apheresis = removal, Method of removing plasma from body without depleting
(plaz-mah-fah-REE-sis) carry away formed elements; whole blood is removed and cells and ocular ocul/o = eye Pertaining to eye
plasma are separated; cells are returned to patient along with (OK-yoo-lar) -ar = pertaining to
donor plasma transfusion ophthalmic ophthalm/o = eye Pertaining to eye
whole blood Reproductive
Transfusion of a mixture of both plasma System elements
and formed 365 (off-THAL-mik) -ic = pertaining to
optic opt/o = eye, vision Pertaining to eye or vision
Diagnostic Procedures (continued) (OP-tik) -ic = pertaining to
optical optic/o = eye, vision Pertaining to eye or vision
Term Word Parts Definition (OP-tih-kal) -al = pertaining to
Pap (Papanicolaou) smear Test for early detection of cancer of the cervix pupillary pupill/o = pupil Pertaining to pupil
Pharmacology
(pap-ah-NIK-oh-lao) named after developer of test, George Papani-
(PYOO-pih-lair-ee) -ary = pertaining to
colaou, a Greek physician; a scraping of cells is
Vocabulary removed from the cervix for examination under retinal retin/o = retina Pertaining to retina
microscope (RET-ih-nal) -al = pertaining to
Term Word Parts Definition
pregnancy test Chemical test that can determine pregnancy scleral scler/o = sclera Pertaining to sclera
additive
(PREG-nan-see) Sum of actionduring
of twofirst
(orfew
more) drugs
weeks; cangiven; in this case,
be performed in total (SKLAIR-al) -al = pertaining to
strength of medications
physician’s is equal
office to sum
or with of strength
home-testing kitof each uveal (YOO-vee-al) uve/o = choroid Pertaining to choroid layer of
individual drug
vaginal smear wet mount vagin/o = vagina Microscopic examination of cells obtained -al = pertaining to eye
contraindication
(VAJ-in-al) contra-
-al = = against to Condition in which
pertaining particular
by swabbing drugwall;
vaginal should
usednot
to be used
diagnose
(kon-trah-in-dih-KAY-shun) candidiasis
drug interaction
Diagnostic Imaging Occurs when effect of one drug is altered because it was
364 Chapter 10
hysterosalpingography (HSG) hyster/o = uterus taken at the same Taking time as another
of X-ray drug radiopaque mate-
after injecting PRACTICE AS YOU GO
(hiss-ter-oh-sal-pin-GOG-rah- salping/o = uterineGiving
potentiation tube patientrial into uterus
a second and
drug touterine
boost tubes
(potentiate) effect of
Pathology (continued) -graphy = process another
fee)
(poh-ten-shee-AY-shun) of recording
drug; total strength of drugs is greater than sum of B. Give the adjective form for each term
mammogram mamm/o = breast strength of individual drugs
X-ray record of the breast
Term
(MAM-oh-gram) Word= record
-gram Parts Definition 1. The pupil
Drugs
mammography
salpingocyesis mamm/o = breast
salping/o = uterine tube X-ray to diagnosethat
Pregnancy breast disease,
occurs especially
in the uterine tube instead of
Classification Word Parts= =process Action 2. The eye or vision or
(mam-OG-rah-fee)
(sal-ping-goh-sigh-EE-sis) -graphy
-cyesis of recording
pregnancy breast
in the uterus Examples
cancer
pelvic ultrasonography
anticoagulant abortion anti-pelv/o = pelvis
= against Prevents bloodUse
clotofformation;
high-frequencyheparin,
sound waves to pro-
HepLock; warfarin, 3. The retina
spontaneous
(PEL-vik / ul-trah-son-OG- -ic = pertaining
Unplanned loss of a pregnancy due to death
370of Chapter 10
(an-tye-koh-AG-yoo-lant) coagul/o = clottingto commonly referredduce to
image or photograph
as blood of an organ, such as
Coumadin
rah-fee) ultra- = beyond thinner embryo
uterus, or or
ovaries, fetus
fetusbefore time it is viable, commonly
Med Term Tip son/o = sound referred to as miscarriage
The term abortion (AB) has different meanings
-graphyfor = process
medical of recording
professionals and
Abbreviations
the general population.
Endoscopic Procedures The general population equates the term abortion spe- AB abortion HPV human papillomavirus
cifically with the planned termination of a pregnancy. However, to the medical
colposcope colp/o = vagina Instrument used to view inside the vagina AI artificial insemination HRT hormone replacement therapy
community, abortion is a broader medical term meaning that a pregnancy has
UPDATED! Practice As You Go
(KOL-poh-skohp) a fetus is viable, meaning -scope = instrument for viewing
M06_FREM1202_07_SE_C06.indd 197 M13_FREM1202_07_SE_C13.indd
9/21/17 7:06 PM 480 9/21/17 7:31 PM
ended before before it can live on its own. BSE breast self-examination HSG hysterosalpingography
colposcopy colp/o = vagina Examination of vagina using instrument called
(kol-POS-koh-pee) -scopy = process of viewing colposcope CS, C-section cesarean section IUD intrauterine device
stillbirth Birth in of
which
a blindapouch-like
viable-aged
area fetus dies shortly
An assortment ofculd/o
culdoscopy
(kul-DOS-koh-pee) exercises
-scopy
= cul-de-sac
is peppered throughout the chapters to
= process of viewing assess students’ understanding
chorionic villus sampling
cervix
Examination
before
pelvic
IVF
cavityorlocated of the material
in vitro fertilization
at the posterior
LBW
of the female
time of delivery
to the uterus, by
low birth weight
CVS
Cx
introducing endoscope through wall of the vagina
discussed.
laparoscope
(LAP-ah-roh-skohp)
lapar/o = abdomen
-scope = instrument for viewing
Instrument used to view inside abdomen D&C dilation and curettage LH luteinizing hormone
EDD estimated date of delivery LMP last menstrual period
laparoscopy lapar/o = abdomen Examination of peritoneal cavity using an instru- EMB endometrial biopsy NB newborn
PRACTICE AS
(lap-ar-OSS-koh-pee) YOU-scopy
GO = process of viewing ment called a laparoscope; instrument is passed
through small incision made by surgeon into ERT estrogen replacement therapy OB obstetrics
D. Terminology Matching abdominopelvic cavity FEKG fetal electrocardiogram OCPs oral contraceptive pills

Match each term to its definition. FHR fetal heart rate Pap Papanicolaou test
FHT fetal heart tone PI, para I first delivery
1. _______________ hemolytic disease of the newborn a. seizures and coma during pregnancy
FSH follicle-stimulating hormone PID pelvic inflammatory disease
2. _______________ dysmenorrhea b. erythroblastosis fetalis FTND full-term normal delivery PIH pregnancy-induced hypertension
■■Figure 10-17 Illustration GI, grav I first pregnancy PMS premenstrual syndrome
3. _______________
depicting a laparoscopic exam- breech presentation c. detached placenta
ination of the uterus, ovaries, and GYN, gyn gynecology TAH-BSO total abdominal hysterectomy–bilateral
4. tubes.
uterine (Medical Art Inc/Shutterstock)
_______________ abruptio placentae d. yeast infection salpingo-oophorectomy
HCG, hCG human chorionic gonadotropin TSS toxic shock syndrome
5. _______________ eclampsia e. abnormal discharge from breast
HDN hemolytic disease of the newborn UC uterine contractions
6. _______________ pyosalpinx f. newborn
7. _______________ fibroid
M10_FREM1202_07_SE_C10.indd 365 g. buttocks first to appear in9/21/17
birth canal
7:42 PM

8. _______________ candidiasis h. painful menstruation

PRACTICE AS YOU GO
9. _______________ lactorrhea i. pus in the uterine tube
10. _______________ neonate j. benign tumor
F. What’s the Abbreviation?

1. first pregnancy

2. artificial insemination
Diagnostic Procedures 3. uterine contractions
Term Word Parts Definition 4. full-term normal delivery
Clinical Laboratory Tests
5. intrauterine device
human papillomavirus Examination of sample of cervical tissue,
(HPV) DNA test obtained by swabbing or scraping cervix, to6. dilation and curettage
(pap-ih-LOH-mah-vigh-russ) determine infection by virus responsible for
cervical cancer 7. hormone replacement therapy

8. gynecology

9. abortion

M10_FREM1202_07_SE_C10.indd 364
10. oral contraceptive pills
27/09/2017 17:48

M10_FREM1202_07_SE_C10.indd 370 8/30/17 12:50 PM

 xi

Chapter Review Musculoskeletal System 137

Real-World Applications—Three critical thinking activities allow students Case Study

Below is a case study presentation of a patient with a condition discussed in this chapter. Read the case study and

to apply their medical knowledge to true-to-life scenarios:

answer the questions below. Some questions will ask for information not included within this chapter. Use your text, a
Reproductive System 383 medical dictionary, or any other reference material you choose to answer these questions.

Chapter Review Mary Pearl, age 60, has come into the physician’s office complaining of swelling, stiffness,
and arthralgia, especially in her elbows, wrists, and hands. A bone scan revealed acute
inflammation in multiple joints with damaged articular cartilage, and an erythrocyte sedi-
mentation rate blood test indicated a significant level of acute inflammation in the body. A
diagnosis of acute episode of rheumatoid arthritis was made. The physician ordered nonste-
Real-World Applications roidal anti-inflammatory medication and physical therapy. The therapist initiated a treat-
ment program of hydrotherapy and therapeutic exercises.
Medical Record Analysis
This High-Risk Obstetrics Consultation Report contains 12 medical terms. Underline each term and write it in the list (Monkey Business Images/
Shutterstock)
below the report. Then explain each term as you would to a nonmedical person.
Questions
High-Risk Obstetrics Consultation Report
1. What pathological condition does this patient have? Look this condition up in a reference source and
Reason for High-risk pregnancy with late-term bleeding include a short description of it.
Consultation:
History of Present Patient is 23 years old. She is currently estimated to be at 175 days’ gestation. Amniocentesis at
Illness: 20 weeks shows a normally developing male fetus. She noticed a moderate degree of bleeding
this morning but denies any cramping or pelvic pain. She immediately saw her obstetrician who
referred her for high-risk evaluation.
Past Medical History: This patient is multigravida but nullipara with three early miscarriages without obvious cause.
2. What type of long-term damage may occur in a patient with rheumatoid arthritis?
Results of Physical Patient appears well nourished and abdominal girth appears consistent with length of gestation.
Examination: Pelvic ultrasound indicates placenta previa with placenta almost completely overlying cervix.
However, there is no evidence of abruptio placentae at this time. Fetal size estimate is consistent
with 25 weeks’ gestation. The fetal heartbeat is strong with a rate of 130 beats/minute.
Recommendations: Fetus appears to be developing well and in no distress at this time. The placenta appears to be
well attached on ultrasound, but the bleeding is cause for concern. With the extremely low posi-
tion of the placenta, this patient is at very high risk for abruptio placentae. She will require C-sec- 3. Describe the other major type of arthritis mentioned in this textbook.
tion at onset of labor.

Term Explanation
1. __________________________ _________________________________________________________
4. What two diagnostic procedures did the physician order? Describe them in your own words. What were
2. __________________________ _________________________________________________________ the results? (One of these procedures is described in Chapter 6 of this text.)

3. __________________________ _________________________________________________________

4. __________________________ _________________________________________________________

5. __________________________ _________________________________________________________ 5. What treatments were ordered? Explain what the physical therapy procedures involve.

6. __________________________ _________________________________________________________

7. __________________________ _________________________________________________________ Blood and the Lymphatic and Immune Systems 225

8. __________________________ _________________________________________________________ 6. This patient is experiencing an acute episode. Explain what this phrase means and contrast it with chronic.

9. __________________________ _________________________________________________________ Labeling Exercises

10. __________________________ _________________________________________________________ Image A
Write the labels for this figure on the numbered lines provided.
11. __________________________ _________________________________________________________
1. _________________________
12. __________________________ _________________________________________________________

3) Case Study
M04_FREM1202_07_SE_C04.indd 137 9/27/17 10:50 AM

4. _________________________

M10_FREM1202_07_SE_C10.indd 383 9/21/17 7:42 PM

Scenarios that use critical thinking
1) Medical Record Analysis 2. ________________________
questions to help students develop
a firmer understanding of the
3. _________________________

Exercises that challenge students

terminology in context.
Image B

to read examples of real medical Write the labels for this figure on the numbered lines provided.

records and then to apply their

medical terminology knowledge in
1. _________________________

answering related questions.

2. _________________________

3. _________________________

386 Chapter 10

Practice Exercises
4. _________________________
A. Using Abbreviations
Fill in each blank with the appropriate abbreviation.

1. A(n) ________ specializes in treating conditions of the female reproductive system and a(n) ________ specializes in

treating pregnant women.

82 Chapter 3
2. ________ always develops symptoms just prior to the menstrual period.

3. ________ is also called erythroblastosis fetalis.

Chart Note Transcription
4. A(n) ________ can be performed at an earlier stage of the pregnancy than an amniocentesis.
The chart note below contains 10 phrases that can be reworded with a medical term presented in this chapter. Each
phrase is identified with an underline. Determine the medical term and write your answers in the spaces provided. 5. When she stopped taking ________, Natasha had a(n) ________ inserted into her uterus for contraception.

6. Some cases of cervical cancer are caused by a(n) ________ infection.

Pearson General Hospital Consultation Report Additionally, Labeling Exercises

M06_FREM1202_07_SE_C06.indd 225 10/12/17 4:43 PM 7. ________ were formerly referred to as VD.

8. The ________ is an important screening tool for prostate cancer.

provide a visual challenge to

Task Edit View Time Scale Options Help Download Archive Date: 17 May 2017 9. A(n) ________ is performed when the prostate gland is blocking urine flow from the bladder.

10. ________ is associated with prolonged wearing of a super-absorbent tampon.

reinforce students’ grasp of

B. Define the Term
Current Complaint: A 64-year-old female with an open sore 1 on her right leg is seen by the specialist in treating
1. spermatogenesis ________________________________________________________________
diseases of the skin. 2
Past History: Patient states she first noticed an area of pain, severe itching, 3 and redness of the skin 2. hydrocele ________________________________________________________________
4 just below her right knee about six weeks ago. One week later, raised spots containing
pus 5 appeared. Patient states the raised spots containing pus ruptured and the open sore
appeared. anatomy and physiology concepts. 3. transurethral resection of the prostate (TURP) ________________________________________________________________

4. sterility ________________________________________________________________
Signs and Patient has a deep open sore 5 × 3 cm. It is 4 cm distal to the knee on the lateral aspect of
5. orchiectomy ________________________________________________________________
Symptoms: the right leg. It appears to extend into the deeper skin layer, 6 and the edges show signs of
tissue death. 7 The open sore has a small amount of drainage but there is no odor. A sample 6. vasectomy ________________________________________________________________
of the drainage that was grown in the lab to identify the microorganism and determine the
best antibiotic 8 of the drainage revealed Staphylococcus bacteria in the open sore. 7. castration ________________________________________________________________
Diagnosis: Inflammation of connective tissue in the skin 9 8. gestation ________________________________________________________________
Treatment: Removal of damaged tissue 10 of the open sore followed by application of an antibiotic
cream. Patient was instructed to return to the skin disease specialist’s office in two weeks, or 9. meconium ________________________________________________________________
sooner if the open sore does not heal or if it begins draining pus. 10. nulligravida ________________________________________________________________

11. dystocia ________________________________________________________________

1. _________________________________________________________________________________
12. metrorrhea ________________________________________________________________
2. _________________________________________________________________________________ 13. fibroid tumor ________________________________________________________________
14. fibrocystic disease ________________________________________________________________
3. _________________________________________________________________________________
15. placenta previa ________________________________________________________________
4. _________________________________________________________________________________
C. Word Building Practice
5. _________________________________________________________________________________
The combining form colp/o refers to the vagina. Use it to write a term that means:
6. _________________________________________________________________________________ 1. visual examination of the vagina

2. instrument used to examine the vagina

7. _________________________________________________________________________________
The combining form cervic/o refers to the cervix. Use it to write a term that means:
8. _________________________________________________________________________________ 3. removal of the cervix

9. _________________________________________________________________________________

10. _________________________________________________________________________________

Practice Exercises—A wide array

M10_FREM1202_07_SE_C10.indd 386 10/12/17 3:43 PM

of updated workbook exercises at

the end of each chapter serve as a
fun and challenging study review. A
2) Chart Note Transcription
M03_FREM1202_07_SE_C03.indd 82 9/21/17 7:00 PM

larger variety of question types leads

Slice-of-real-life exercise that asks to a more engaging assessment of
students to replace lay terms in student understanding of concepts
a medical chart with the proper like spelling, adjective formation,
­medical term. and anatomy and physiology.
 MyLab Medical Terminology™

What is MyLab Medical Terminology?

MyLab Medical Terminology is a comprehensive online
program that gives you, the student, the opportunity to test
your understanding of information, concepts and medical
language to see how well you know the material. From the
test results, MyLab Medical Terminology builds a self-paced,
personalized study plan unique to your needs. Remediation
in the form of etext pages, illustrations, exercises, audio
segments, and video clips is provided for those areas in
which you may need additional instruction, review, or rein-
forcement. You can then work through the program until your
study plan is complete and you have mastered the content.
MyLab Medical Terminology is available as a standalone
program or with an embedded etext.
MyLab Medical Terminology is organized to follow the
chapters and learning outcomes in Medical Terminology:
A Living Language. With MyLab Medical Terminology, you
can track your own progress through your entire med term
course.

How do Students Benefit?

Here’s how MyLab Medical Terminology helps you.
• Keep up with information presented in the text and
lectures.
• Save time by focusing study and review just the content
you need.
• Increase understanding of difficult concepts with study
material for different learning styles.
• Remediate in areas in which you need additional review.

Key Features of MyLab Medical Terminology

Pre-Tests and Post-Tests. Using questions aligned to the learn-
ing outcomes in Medical Terminology: A Living Language,
multiple tests measure your understanding of topics.
Personalized Study Material. Based on the topic pre-
test results, you receive a personalized study plan, high-
lighting areas where you may need improvement. It includes
these study tools
• Links to specific pages in the etext
• Images for review
• Interactive exercises
• Animations and video clips
• Audio glossary
• Access to full Personalized Study Material

How do Instructors Benefit?

• Save time by providing students with a comprehensive, media-rich study program.
• Track student understanding of course content in the program gradebook.
• Monitor student activity with viewable student assignments.

xii
Preface

Since the first edition of Medical Terminology: A Living Language was published it has been noted for its “clean”
and logical format that promotes learning. In this revised edition, we have built upon this strength by enhancing many
features to make this text an ideal choice for semester- or quarter-length courses.

Features of this Edition

This new seventh edition contains features that facilitate student mastery, while maintaining the best aspects of pre-
vious editions. Each chapter is arranged in a similar format and the content is organized with an emphasis on main-
taining consistency and accuracy.
We have revised Medical Terminology: A Living Language so that it provides for an even more valuable teaching
and learning experience. Here are the enhancements we have made:
• Based on market feedback, we have taken the content that appeared in the special topics chapter in previous
editions, and have now broken it up and interspersed this material throughout the book to better correspond
with the body systems organization of the text. We hope this change will make incorporating this information
easier into your course.
• All of the phonetic pronunciations have been reviewed and revised as needed to ensure consistency and
to provide the most commonly used pronunciation.
• The beginning of the Terminology section in each chapter includes an even more comprehensive list of all
combining forms, suffixes, and prefixes used to build terms in the remaining sections of the chapter.
• For this seventh edition, every term presented in the book has been evaluated for its currency and addi-
tional terms have been added throughout to reflect the newest technologies and procedures.
• Practice As You Go, our popular “speed bump” feature scattered throughout the chapters, has been expanded
to appear more frequently throughout each chapter to allow the reader to get a quick check on their grasp of
the content presented by using a combination of short-answer exercises. Answers are provided at the back
of the book.
• End-of-Chapter Practice Exercises have been revamped to better emphasize terminology usage rather than
simple recall of word parts. In addition to the rewriting of many standard question types, new exercises have
been added to the end of each chapter to provide students an engaging opportunity to assess their skills in:
• spelling
• building medical terms
• using abbreviations
• defining medical terms
• understanding true-to-life scenarios
• labeling drawings of human anatomy

Organization of the Book

Introductory Chapters
Chapter 1 contains information necessary for an understanding of how medical terms are formed. This includes
learning about word roots, combining forms, prefixes, and suffixes, and general rules for building medical terms.
Readers will learn about terminology for medical records, the different healthcare settings, and about P
­ harmacology
and the elements of a prescription. Chapter 2 presents terminology relating to the body organization, including

xiii
xiv   Preface 

organs and body systems. Here readers will first encounter word-building tables, a feature found in each remaining
chapter that lists medical terms and their respective word parts. Chapter 2 also includes a discussion about the
routes used to introduce drugs into the body.

Body Systems Chapters

Chapters 3–13 are organized by body system. Each chapter begins with the System At a Glance feature, which lists
combining forms, prefixes, and/or suffixes with their meanings and is followed by a System Illustrated overview of the
organs in the system. The anatomy and physiology section is divided into the various components of the system, and
each subsection begins with a list of key medical terms accompanied by a phonetic pronunciation guide. Key terms are
boldfaced the first time they appear in the narrative for easy recognition. The Terminology section of each chapter begins
with a list of all word parts used within the chapter. For ease of learning, the medical terms are divided into five separate
sections: adjective forms of anatomical terms, pathology, diagnostic procedures, therapeutic procedures, and pharma-
cology. The word parts used to build terms are highlighted within each table. An abbreviations section then follows to
complete each chapter.

Appendices
The appendices contain helpful reference lists of word parts and definitions provided in the text. This information is
intended for quick access and includes three appendices: Word Parts Arranged Alphabetically and Defined, Word
Parts Arranged Alphabetically by Definition, and Abbreviations.

Answer Keys
A comprehensive listing of answers is provided in the back of the book for all of the Practice As You Go exercises, as
well as the Chapter Review section’s Real-World Applications activities, Practice Exercises, and Labeling Exercises.
Students should use these answer keys to check their answers as they complete each chapter to better assess any
areas that may need additional study.

Glossary/Index
Lastly, all of the key terms in the book appear again in the combination glossary/index at the end of the text. In addition
to providing a page reference for each entry, complete definitions of key terms are also presented for quick access.
About the Authors

Bonnie F. Fremgen
Bonnie F. Fremgen, PhD, is a former Associate Dean of the Allied Health Program at Robert
Morris College and was vice president of a hospital in suburban Chicago. She was also
director of continuing education at three Chicago area hospitals. She has taught medical
law and ethics courses as well as clinical and administrative topics. In addition, Dr. Fremgen
has served as an advisor for students’ career planning. She has broad interests and expe-
riences in the healthcare field, including hospitals, nursing homes, and physicians’ offices
as well as responsibility for departments of social services, home health care, discharge
planning, quality assurance, and hospital-wide education. She currently has two patents on
a unique circulation-assisting wheelchair.
Dr. Fremgen holds a nursing degree as well as a master’s in healthcare administration. She
received her PhD from the College of Education at the University of Illinois. Dr. Fremgen has
performed postdoctoral studies in Medical Law at Loyola University Law School in Chicago.
She has authored five textbooks with Pearson. Dr. Fremgen has also taught ethics at the Uni-
versity of Notre Dame, South Bend, Indiana; University of Detroit, Detroit, Michigan; and Saint
Xavier University, Chicago, Illinois.

Suzanne S. Frucht
Suzanne S. Frucht is an Associate Professor Emeritus of Anatomy and Physiology at Northwest
Missouri State University (NWMSU). She holds baccalaureate degrees in biological sciences
and physical therapy from Indiana University, an MS in biological sciences at NWMSU, and a
PhD in molecular biology and biochemistry from the University of Missouri–Kansas City.
For 14 years Dr. Frucht worked full time as a physical therapist in various healthcare settings,
including acute care hospitals, extended care facilities, and home health. Based on her educa-
tional and clinical experience she was invited to teach medical terminology part time in 1988
and became a full-time faculty member three years later as she discovered her love for the
challenge of teaching. Dr. Frucht has taught a variety of courses including medical terminology,
human anatomy, human physiology, and animal anatomy and physiology. She received the
Governor’s Award for Excellence in Teaching in 2003. After retiring from teaching in 2008, she
continues to be active in student learning through teaching medical terminology as an online
course and writing medical terminology texts and anatomy and physiology laboratory manuals.

About the Illustrators

Marcelo Oliver is president and founder of Body Scientific International LLC. He holds
an MFA degree in Medical and Biological Illustration from the University of Michigan. For
the past 15 years, his passion has been to condense complex anatomical information
into visual education tools for students, patients, and medical professionals. For seven
years Oliver worked as a medical illustrator and creative director developing anatomical
charts used for student and patient education. In the years that followed, he created
educational and marketing tools for medical device companies prior to founding Body
Scientific International, LLC.
Body Scientific’s lead artists in this publication were medical illustrators Liana Bauman
and Katie Burgess. Both hold a Master of Science degree in Biomedical Visualization from
the University of Illinois at Chicago. Their contribution to the publication was key in the
creation and editing of artwork throughout.
xv
 Our Development Team
We would like to express deep gratitude to the over 120 colleagues from schools across the country who have pro-
vided us with many hours of their time over the years to help us tailor this book to suit the dynamic needs of instruc-
tors and students. These individuals have reviewed manuscript chapters and illustrations for content, accuracy, level,
and utility. We sincerely thank them and feel that Medical Terminology: A Living Language has benefited immea-
surably from their efforts, insights, encouragement, and selfless willingness to share their expertise as educators.
Reviewers of the Seventh Edition
Pamela A. Dobbins, MS
Shelton State Community
College
Natural Sciences-Biology
Tuscaloosa, Alabama
Pamela J. Edwards, MA,
CCMA, CBCS, NRCMA
Lone Star College System
Business and Social Sciences
Division
Conroe, Texas
Reviewers of Earlier Editions
Yvonne Alles, MBA, RMT
Davenport University
Grand Rapids, Michigan
Rachael C. Alstatter, Program
Director
Southern Ohio College
Fairfield, Ohio
Steve Arinder, BS, MPH
Meridian Community College
Meridian, Mississippi
K. William Avery, BSMT, JD, PhD
City College
Gainesville, Florida
Beverly A. Baker, DA, CST
Western Iowa Technical
­Community College
Sioux City, Iowa
Michael Battaglia, MS
Greenville Technical College
Taylors, South Carolina
Nancy Ridinger Bean, Health
Assistant Instructor
Wythe County Vocational School
Wytheville, Virginia
Deborah J. Bedford, CMA, AAS
North Seattle Community
College
Seattle, Washington
Barbara J Behrens, PTA, MS
Mercer County Community
College
Trenton, New Jersey
xvi
Gerry Gordon, BA, CPC, CPB
Daytona College
Medical Billing and Coding,
Adjunct Faculty
Ormond Beach, Florida
Marleshia D. Hall, PhD
Shelton State Community
College
Department of Natural
Sciences
Tuscaloosa, Alabama
Pam Besser, PhD
Jefferson Community and
­Technical College
Louisville, Kentucky
Norma J. Bird, MEd, BS, CMA
Idaho State University College
of Technology
Pocatello, Idaho
Trina Blaschko, RHIT
Chippewa Valley Technical
College
Eau Claire, Wisconsin
Richard T. Boan, PhD
Midlands Technical College
Columbia, South Carolina
Susan W. Boggs, RN, BSN,
CNOR
Piedmont Technical College
Greenwood, South Carolina
Bradley S. Bowden, PhD
Alfred University
Alfred, New York
Jeannie Bower, BS, NRCAMA
Central Penn College
Summerdale, Pennsylvania
Joan Walker Brittingham
Sussex Tech Adult Division
Georgetown, Delaware
Phyills J. Broughton,
Curriculum Coordinator
Pitt Community College
Greenville, North Carolina
Timothy J. Jones, BA, MA
Oklahoma City Community
College
Health Professions
Oklahoma City, Oklahoma
Tammie Petersen RNC-OB, BSN
Austin Community College
Health Sciences
Austin, Texas
Barbara Bussard, Instructor
Southwestern Michigan College
Dowagiac, Michigan
Toni Cade, MBA, RHIA, CCS
University of Louisiana at
Lafayette
Lafayette, Louisiana
Nicole Claussen, MS, CST, FAST
Rolla Technical Institute
Rolla, Missouri
Gloria H. Coats, RN, MSN
Modesto Junior College
Modesto, California
Linda A. Costarella, ND
Lake Washington Institute of
Technology
Kirkland, Washington
Lyndal M. Curry, MA, RP
University of South Alabama
Mobile, Alabama
Nancy Dancs, PT
Waukesha County Technical
College
Pewaukee, Wisconsin
Theresa H. deBeche, RN, MN,
CNS
Louisiana State University at
Eunice
Eunice, Louisiana
Bonnie Deister, MS, BSN, CMA-C
Broome Community College
Binghamton, New York
Amy Bolinger Snow, MS
Greenville Technical College
Biological Sciences
Department
Greenville, South Carolina
Antoinette Deshaies, RN,
BSPA
Glendale Community College
Glendale, Arizona
Pamela Dobbins, MS, BS, AAS
Shelton State Community
College
Tuscaloosa, Alabama
Carole DuBose, LPN, CST
Choffin School of Surgical
Technology
Youngstown, Ohio
Carol Eckert, RN, MSN
Southwestern Illinois College
Belleville, Illinois
Pamela Edwards, MA,
NRCMA
Lone Star College System
The Woodlands, Texas
Jamie Erskine, PhD, RD
University of Northern Colorado
Greeley, Colorado
Robert Fanger, MS
Del Mar College
Corpus Christi, Texas
Mildred K. Fuller, PhD, MT
(ASCP), CLS(NCA)
Norfolk State University
Norfolk, Virginia
Deborah Galanski-Maciak
Davenport University
Grand Rapids, Michigan

Debra Getting, Practical
Nursing Instructor
Northwest Iowa Community
College
Sheldon, Iowa
Ann Queen Giles, MHS, CMA
Western Piedmont Community
College
Morganton, North Carolina
Brenda L. Gleason, MSN
Iowa Central Community
College
Fort Dodge, Iowa
Steven B. Goldschmidt, DC,
CCFC
North Hennepin Community
College
Brooklyn Park, Minnesota
Linda S. Gott, RN, MS
Pensacola High School
Pensacola, Florida
Martha Grove, Staff Educator
Mercy Regional Health System
Cincinnati, Ohio
Kathryn Gruber
Globe College
Oakdale, Minnesota
Karen R. Hardney, MSEd
Chicago State University
Chicago, Illinois
Mary Hartman, MS, OTR/L
Genesee Community College
Batavia, New York
Joyce B. Harvey, PhD, RHIA
Norfolk State University
Norfolk, Virginia
Beulah A. Hofmann, RN, BSN,
MSN, CMA
Ivy Tech Community College of
Indiana
Greencastle, Indiana
Kimberley Hontz, RN
Antonelli Medical and
Professional Institute
Pottstown, Pennsylvania
Dolly Horton, CMA (AAMA), EdD
Asheville Buncombe Technical
Community College
Asheville, North Carolina
Pamela S. Huber, MS, MT
(ASCP)
Erie Community College
Williamsville, New York
Eva I. Irwin
Ivy Tech State College
Indianapolis, Indiana
Susan Jackson, EdS
Valdosta Technical College
Valdosta, Georgia
Mark Jaffe, DPM, MHSA
Nova Southeastern University
Ft. Lauderdale, Florida
Carol Lee Jarrell, MLT, AHI
Brown Mackie College
Merrillville, Indiana
Holly Jodon, MPAS, PA-C
Gannon University
Erie, Pennsylvania
Virginia J. Johnson, CMA
Lakeland Academy
Minneapolis, Minnesota
Marcie C. Jones, BS, CMA
Gwinnett Technical Institute
Lawrenceville, Georgia
Robin Jones, RHIA
Meridian Community College
Meridian, Mississippi
Rebecca Keith, PT, MSHS
Arkansas State University
Jonesboro, Arkansas
Gertrude A. Kenny, BSN, RN,
CMA
Baker College of Muskegon
Muskegon, Michigan
Dianne K. Kuiti, RN
Duluth Business University
Duluth, Minnesota
Andrew La Marca, EMT-P
Mobile Life Support Services
Middletown, New York
Francesca L. Langlow, BS
Delgado Community College
New Orleans, Louisiana
Julie A. Leu, CPC
Creighton University
Omaha, Nebraska
Norma Longoria, BS, COI
South Texas Community
College
McAllen, Texas
Jeanne W. Lovelock, RN, MSN
Piedmont Virginia Community
College
Charlottesville, Virginia
Jan Martin, RT(R)
Ogeechee Tech College
Statesboro, Georgia
Leslie M. Mazzola, MA
Cuyahoga Community College
Parma, Ohio
Michelle C. McCranie, CPhT
Ogeechee Technical College
Statesboro, Georgia
Lola McGourty, MSN, RN
Bossier Parish Community
College
Bossier City, Louisiana
Patricia Moody, RN
Athens Technical College
Athens, Georgia
Bridgit R. Moore, EdD, MT
(ASCP), CPC
McLennan Community
College
Waco, Texas
Christine J. Moore, MEd
Armstrong Atlantic State
­University
Savannah, Georgia
Catherine Moran, PhD
Breyer State University
Birmingham, Alabama
Connie Morgan
Ivy Tech State College
Kokomo, Indiana
Katrina B. Myricks
Holmes Community College
Ridgeland, Mississippi
Pam Ncu, CMA
International Business College
Fort Wayne, Indiana
Judy Ortiz MHS, MS, PA-C
Pacific University
Hillsboro, Oregon
Tina M. Peer, BSN, RN
College of Southern Idaho
Twin Falls, ID
Dave Peruski, RN, MSA,
MSN
Delta College
University Center, Michigan
Lisa J. Pierce, MSA, RRT
Augusta Technical College
Augusta, Georgia
Sister Marguerite Polcyn, OSF,
PhD
Lourdes College
Sylvania, Ohio
Vicki Prater, CMA, RMA,
RAHA
Concorde Career Institute
San Bernardino, California
Carolyn Ragsdale CST, BS
Parkland College
Champaign, Illinois
xvii
LuAnn Reicks, RNC, BS, MSN
Iowa Central Community
College
Fort Dodge, Iowa
Linda Reigel
Glenville State College
Glenville, West Virginia
Shiela Rojas, MBA
Santa Barbara Business College
Santa Barbara, California
Ellen Rosen, RN, MN
Glendale Community College
Glendale, California
Georgette Rosenfeld, PhD,
RRT, RN
Indian River State College
Fort Pierce, Florida
Brian L. Rutledge, MHSA
Hinds Community College
Jackson, Mississippi
Sue Shibley, MEd, CMT,
CCS-P, CPC
North Idaho College
Coeur d’Alene, Idaho
Misty Shuler, RHIA
Asheville Buncombe Technical
Community College
Asheville, North Carolina
Patricia A. Slachta, PhD, RN,
ACNS-BC, CWOCN
Technical College of the
Lowcountry
Beaufort, South Carolina
Donna J. Slovensky, PhD,
RHIA, FAHIMA
University of Alabama at
­Birmingham
Birmingham, Alabama
Connie Smith, RPh
University of Louisiana at
Monroe School of Pharmacy
Monroe, Louisiana
Karen Snipe, CPhT, ASBA,
MAEd
Trident Technical College
Charleston, South Carolina
Janet Stehling, RHIA
McLennan College
Lorena, Texas
Karen Stenback, MFA, CHHC
Antelope Valley College
Lancaster, California
Donna Stern
University of California San
Diego
La Jolla, California
xviii    
Jodi Taylor, AAS, LPN, RMA
Terra State Community College
Fremont, Ohio
Annmary Thomas, MEd,
­NREMT-P
Community College of
­Philadelphia
Philadelphia, Pennsylvania
Lenette Thompson, CST, AS
Piedmont Technical College
Greenwood, South Carolina
Scott Throneberry, BS, NREMTP
Calhoun Community College
Decatur, Alabama
Maureen Tubbiola, MS, PhD
St. Cloud State University
St. Cloud, Minnesota
Marilyn Turner, RN, CMA Linda Walter, RN, MSN Lynn C. Wimett, RN, ANP,
Ogeechee Technical College Northwestern Michigan EdD
Statesboro, Georgia College Regis University
Traverse City, Michigan Denver, Colorado
Marianne Van Deursen, MS,
Ed, CMA (AAMA), MLT Jean Watson, PhD Kathy Zaiken, PharmD
Warren County Community Clark College Massachusetts College of
College Vancouver, Washington Pharmacy and Health Sciences
Washington, New Jersey Boston, Massachusetts
Twila Weiszbrod, MPA
Joan Ann Verderame, RN, MA College of the Sequoias Judith Zappala, MT, ASCP,
Bergen Community College Visalia, California MBA
Paramus, New Jersey Middlesex Community College
Sara J. Wellman, RHIT Lowell, Massachusetts
Twila Wallace, MEd Indiana University Northwest
Central Community College Gary, Indiana Carole A. Zeglin, MSEd, BS,
Columbus, Nebraska MT, RMA (AMT)
Leesa Whicker, BA, CMA Westmoreland County
Kathy Wallington Central Piedmont Community ­Community College
Phillips Junior College College Youngwood, Pennsylvania
Campbell, California Charlotte, NC
A Commitment to Accuracy

As a student embarking on a career in healthcare you probably already know how critically important it is to be pre-
cise in your work. Patients and coworkers will be counting on you to avoid errors on a daily basis. Likewise, we owe
it to you—the reader—to ensure accuracy in this book. We have gone to great lengths to verify that the information
provided in Medical Terminology: A Living Language is complete and correct. To this end, here are the steps we
have taken:
1. Editorial Review—We have assembled a large team of developmental consultants (listed on the preceding
pages) to critique every word and every image in this book. Multiple content experts have read each chapter for
accuracy.
2. Medical Illustrations—A team of medically trained illustrators was hired to prepare many of the pieces of art
that grace the pages of this book. These illustrators have a higher level of scientific education than the artists for
most textbooks, and they worked directly with the authors and members of our development team to make sure
that their work was clear, correct, and consistent with what is described in the text.
3. Accurate Ancillaries—Realizing that the teaching and learning ancillaries are often as vital to instruction as the
book itself, we took extra steps to ensure accuracy and consistency within these components. We assigned
some members of our development team to specifically focus on critiquing every bit of content that comprises
the instructional ancillary resources to confirm accuracy.
While our intent and actions have been directed at creating an error-free text, we have established a process for
correcting any mistakes that may have slipped past our editors. Pearson takes this issue seriously and therefore
welcomes any and all feedback that you can provide along the lines of helping us enhance the accuracy of this text.
If you identify any errors that need to be corrected in a subsequent printing, please notify us. Thank you for helping
Pearson to reach its goal of providing the most accurate medical terminology textbooks available. Any corrections
can be sent to us through your institution’s ­Pearson representative or please mail them to:
Pearson Health Science Editorial
Medical Terminology Corrections
211 River Street
4th Floor
Hoboken, NJ 07030

xix
 Contents

Welcome! v Levels of Body ­Organization 28

A Guide to What Makes This Book Special vi Cells 28
MyLab Medical Terminology xii Tissues 28
Preface xiii
Organs and Systems 31
About the Authors xv
About the Illustrators xv Body 36
Our Development Team xvi Body Planes 37
A Commitment to Accuracy xix Body Regions 38
Body Cavities 40
1 Introduction to Medical Directional Terms 42
Routes and Methods of Drug
­Terminology 1 Administration 45
Learning Objectives 1 Abbreviations 48
Medical ­Terminology at a Glance 2 Chapter Review 49
Building Medical Terms From Word Practice Exercises 49
Parts 3 Labeling Exercises 52
Word Roots 3
Combining Vowel/Form 3
Prefixes 5
3 Integumentary
Suffixes 7
System 55
Word Building 11
Learning Objectives 55
Interpreting Medical Terms 11
Integumentary ­System
Pronunciation 11 at a Glance 56
Spelling 11 Integumentary System Illustrated 57
Singular and Plural Endings 12 Anatomy and Physiology of the Integumentary
Abbreviations 13 System 58
The Medical Record 13 The Skin 58
Healthcare Settings 15 Accessory Organs 60
Confidentiality 16 Terminology 63
Pharmacology 16 Word Parts Used to Build Integumentary
Drug Names 16 System Terms 63
Legal Classification of Drugs 17 Adjective Forms of Anatomical
How to Read a Prescription 18 Terms 64
Chapter Review 20 Pathology 65
Practice Exercises 20 Diagnostic Procedures 77
Therapeutic Procedures 77
2 Body ­Organization 25 Pharmacology 79
Abbreviations 80
Learning Objectives 25 Chapter Review 81
Body Organization at a Real-World Applications 81
Glance 26 Practice Exercises 84
Body Organization Labeling Exercises 87
Illustrated 27

xx
 Contents   xxi

4 Musculoskeletal System 89
Cardiovascular System Illustrated 147
Anatomy and ­Physiology of the Cardiovascular
System 148
Learning Objectives 89
Heart 149
SECTION I: SKELETAL ­SYSTEM Blood Vessels 155
AT A GLANCE 90 Terminology 159
Skeletal System ­Illustrated 91 Word Parts Used to Build Cardiovascular ­System
Anatomy and Physiology of the Skeletal Terms 159
­System 92 Adjective Forms of Anatomical Terms 160
Bones 92 Pathology 162
Skeleton 95 Diagnostic Procedures 168
Joints 101 Therapeutic Procedures 170
Terminology 103 Pharmacology 173
Word Parts Used to Build Skeletal System Abbreviations 174
Terms 103 Chapter Review 176
Adjective Forms of Anatomical Terms 104
Real-World Applications 176
Pathology 106
Practice Exercises 179
Diagnostic Procedures 114
Labeling Exercises 183
Therapeutic Procedures 116
Pharmacology 118
Abbreviations 119
SECTION II: MUSCULAR SYSTEM 6 Blood and the
AT A GLANCE 120 Lymphatic and
Muscular System Illustrated 121 Immune Systems 185
Anatomy and Physiology of the Muscular
­System 122 Learning Objectives 185
Types of Muscles 122
Naming Skeletal Muscles 124 SECTION I: BLOOD AT A GLANCE 186
Skeletal Muscle Actions 124
Blood Illustrated 187
Terminology 128
Anatomy and Physiology of Blood 188
Word Parts Used to Build Muscular System
Terms 128 Plasma 188
Adjective Forms of Anatomical Terms 128 Erythrocytes 188
Pathology 129 Leukocytes 189
Diagnostic Procedures 131 Platelets 189
Therapeutic Procedures 132 Blood Typing 190
Pharmacology 133 Terminology 191
Abbreviations 134 Word Parts Used to Build Blood Terms 191
Chapter Review 135 Adjective Forms of Anatomical Terms 192
Real-World Applications 135 Pathology 193
Practice Exercises 138 Diagnostic Procedures 196
Labeling Exercises 143 Therapeutic Procedures 197

5
Pharmacology 197
Cardiovascular Abbreviations 198
System 145
SECTION II: THE LYMPHATIC AND IMMUNE
Learning Objectives 145 SYSTEMS AT A GLANCE 200
­Cardiovascular ­System at a
The Lymphatic and Immune Systems
Glance 146
­Illustrated 201
xxii   Contents

Anatomy and Physiology of the Lymphatic and Chapter Review 257

Immune Systems 202
Lymphatic Vessels 202
Lymph Nodes 203
Tonsils 205
Spleen 205
Thymus Gland 205
Immunity 205
Terminology 208
Word Parts Used to Build Lymphatic and
­Immune System Terms 208
Adjective Form of Anatomical Terms 209
Pathology 209
Diagnostic Procedures 214
Therapeutic Procedures 214
Pharmacology 215
Abbreviations 216
Chapter Review 217
Real-World Applications 217
Practice Exercises 220
Labeling Exercises 225
7 Respiratory System
Learning Objectives 227
Respiratory ­System at a
Glance 228
Respiratory System
­Illustrated 229
Anatomy and Physiology of the
Respiratory System 230
Nasal Cavity 230
Pharynx 231
Larynx 232
Trachea 232
Bronchial Tubes 233
Lungs 234
Lung Volumes and Capacities 235
Respiratory Muscles 235
Respiratory Rate 236
Terminology 237
Word Parts Used to Build Respiratory System
Terms 237
Adjective Forms of Anatomical Terms 239
Pathology 240
Diagnostic ­Procedures 249
Therapeutic ­Procedures 251
Pharmacology 254
Abbreviations 255
Real-World Applications 257
Practice Exercises 260
Labeling Exercises 265
8 Digestive System 267
Learning Objectives 267
Digestive System at a
Glance 268
Digestive System
Illustrated 269
Anatomy and ­Physiology of the
Digestive ­System 270
Oral Cavity 270
Pharynx 274
Esophagus 274
Stomach 275
Small Intestine 275
Large Intestine 277
Accessory Organs of the Digestive System 278
227
Terminology 280
Word Parts Used to Build Digestive System
Terms 280
Adjective Forms of Anatomical Terms 282
Pathology 284
Diagnostic Procedures 292
Therapeutic Procedures 295
Pharmacology 298
Abbreviations 299
Chapter Review 301
Real-World Applications 301
Practice Exercises 304
Labeling Exercises 309
9 Urinary System 311
Learning Objectives 311
Urinary System at a
Glance 312
Urinary System ­Illustrated 313
Anatomy and Physiology of
the Urinary ­System 314
Kidneys 314
Ureters 315
Urinary Bladder 316
 Contents   xxiii

Urethra 317 Anatomy and Physiology of the Male

Role of Kidneys in Homeostasis 318 ­Reproductive System 373
Stages of Urine Production 318 External Organs of Reproduction 373
Urine 319 Internal Organs of Reproduction 374
Terminology 320 Terminology 375
Word Parts Used to Build Urinary System Word Parts Used to Build Male Reproductive
Terms 320 System Terms 375
Adjective Forms of Anatomical Terms 322 Adjective Forms of Anatomical Terms 376
Pathology 323 Pathology 377
Diagnostic Procedures 328 Diagnostic Procedures 380
Therapeutic Procedures 330 Therapeutic Procedures 380
Pharmacology 333 Pharmacology 382
Abbreviations 333 Abbreviations 382
Chapter Review 335 Chapter Review 383
Real-World Applications 335 Real-World Applications 383
Practice Exercises 338 Practice Exercises 386
Labeling Exercises 343 Labeling Exercises 391

10 Reproductive System 345 11 Endocrine System 393

Learning Objectives 345 Learning Objectives 393

Endocrine ­System at a
SECTION I: FEMALE
Glance 394
­REPRODUCTIVE ­SYSTEM AT
Endocrine System ­Illustrated 395
A GLANCE 346
Anatomy and Physiology of the
Female Reproductive System Endocrine ­System 396
Illustrated 347 Adrenal Glands 398
Anatomy and Physiology of the Ovaries 399
Female Reproductive System 348 Pancreas 399
Internal Genitalia 348 Parathyroid Glands 400
Vulva 351 Pineal Gland 400
Breast 352 Pituitary Gland 401
Pregnancy 353 Testes 403
Terminology 356 Thymus Gland 403
Word Parts Used to Build Female Reproductive Thyroid Gland 403
System Terms 356 Terminology 405
Adjective Forms of Anatomical Terms 357 Word Parts Used to Build Endocrine System
Pregnancy Terms 358 Terms 405
Pathology 359 Adjective Forms of Anatomical Terms 406
Diagnostic Procedures 364 Pathology 407
Therapeutic Procedures 367 Diagnostic Procedures 412
Pharmacology 369 Therapeutic Procedures 413
Abbreviations 370 Pharmacology 414
Abbreviations 415
SECTION II: MALE REPRODUCTIVE SYSTEM Chapter Review 416
AT A GLANCE 371 Real-World Applications 416
Male Reproductive System Illustrated 372 Practice Exercises 419
Labeling Exercises 423
xxiv   Contents

12 Nervous System and Mental The Eye Illustrated 473

Anatomy and Physiology of the Eye 474
Health 425 The Eyeball 474
Muscles of the Eye 476
Learning Objectives 425 The Eyelids 476
Conjunctiva 477
SECTION I: ­NERVOUS SYSTEM AT
Lacrimal Apparatus 477
A GLANCE 426
How Vision Works 477
Nervous System ­Illustrated 427 Terminology 479
Anatomy and ­Physiology of the Nervous Word Parts Used to Build Eye Terms 479
­System 428 Adjective Forms of Anatomical Terms 480
Nervous Tissue 428 Pathology 481
Central Nervous System 428 Diagnostic Procedures 486
Peripheral Nervous System 433 Therapeutic Procedures 488
Terminology 436 Pharmacology 490
Word Parts Used to Build Nervous System Abbreviations 491
Terms 436
Adjective Forms of Anatomical Terms 437 SECTION II: THE EAR AT A GLANCE 492
Pathology 438
The Ear Illustrated 493
Diagnostic Procedures 447
Anatomy and Physiology of the Ear 494
Therapeutic Procedures 448
External Ear 494
Pharmacology 450
Middle Ear 495
Abbreviations 451 Inner Ear 495
How Hearing Works 496
SECTION II: MENTAL HEALTH AT A
GLANCE 452 Terminology 497
Word Parts Used to Build Ear Terms 497
Mental Health Disciplines 453 Adjective Forms of Anatomical Terms 498
Psychology 453 Pathology 499
Psychiatry 453 Diagnostic Procedures 501
Pathology 453 Therapeutic Procedures 503
Therapeutic Procedures 457 Pharmacology 505
Abbreviations 458 Abbreviations 505
Chapter Review 459 Chapter Review 506
Real-World Applications 459 Real-World Applications 506
Practice Exercises 462 Practice Exercises 509
Labeling Exercises 468 Labeling Exercises 514

13 S
 pecial Senses: Appendices 515

The Eye and Appendix I: Word Parts Arranged Alphabetically

Ear 471 and Defined 515
Appendix II: Word Parts Arranged Alphabetically
Learning Objectives 471 by Definition 522
Appendix III: Abbreviations 528
SECTION I: THE EYE AT A Answer Keys 535
GLANCE 472 Glossary/Index 551
Another random document with
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earned seventy-five dollars a month, put her baby out to nurse and
returned to the White House, where we got regular reports as to the
progress of the invalid and the infant, each of whom proceeded to do
as well as could be expected.
The other servants in the White House are paid the usual wages,
from twenty-five to fifty dollars, and are no more and no less efficient
than other good houseworkers in other homes. The entire White
House staff is paid by the Government, the only private servants in
our employ being a Filipino valet who had been with Mr. Taft for a
number of years, and my personal maid.

© Harris & Ewing.

TWO CORNERS OF THE WHITE

HOUSE KITCHEN
 In fact, all White House expenses are paid by the Government
except actual table supply bills, and Mr. Taft is fond of insisting upon
his conviction that the country treats its President exceedingly well.
He was the first President to receive a salary of $75,000.00 a year,
and when the subject of his nomination was uppermost in political
discussions he did not hesitate to say that he thought this increase
from $50,000.00 was an absolute necessity. He did not expect to
spend $75,000.00 a year, but he knew by careful calculation and by a
knowledge of President Roosevelt’s expenditures that he would have
to spend at least $50,000.00 a year and he thought he had a citizen’s
right, even as President, to provide a small competence for his
family, a thing which in his twenty years of poorly paid official
service he had never had an opportunity to do. He was fifty years old
with two sons and a daughter in school and college and, as Secretary
of War at least, he had long been working for a wage which was
insufficient. But the country really is good to its President. It does
not make him rich by any means, but it enables him to banish the
wolf a fair distance from his door if he is sensible enough to assist its
generosity by the exercise of a mild form of prudence.
My first inspection of the White House on the evening of my
husband’s Inauguration was casual, but the next day I assumed the
management of the establishment in earnest and proceeded upon a
thorough investigation which resulted in some rather disquieting
revelations.
Mrs. Roosevelt, as the retiring Mistress of the White House,
naturally would make no changes or purchases which might not meet
with the approval of her successor, so I found the linen supply
depleted, the table service inadequate through breakages, and other
refurnishing necessary. There is a government appropriation to meet
the expense of such replenishments and repairs, and every
President’s wife is supposed to avail herself of any part of it she
requires to fit the mansion for her own occupancy.
Perhaps nothing in the house is so expressive of the various
personalities of its Mistresses as the dinner services which each has
contributed. For my part I was entirely satisfied with the quiet taste
displayed by Mrs. Roosevelt and contented myself with filling up the
different broken sets in her service to the number necessary for one
hundred covers.
 I always enjoyed, however, using some of the old historic plates
and platters at small luncheons and dinners. There are enough plates
left of the Lincoln set to serve a course to a party of thirty. Though I
speak of the different designs as expressive of personalities they
represent, perhaps, various periods of popular taste rather than
individual preference. Samples of all the different services, displayed
in cabinets in the long eastern corridor, are among the most
interesting exhibits in the White House.
From the day my husband became President I never knew for
certain until I entered the dining-room just how many persons there
would be at luncheon. He always did credit me with a miraculous
ability to produce food for any number of persons at a moment’s
notice and when he was Governor of the Philippines and Secretary of
War I always had to keep an emergency supply cupboard, but I did
not feel that I could carry with me into the White House the happy-
go-lucky attitude toward the formalities which I had enjoyed in those
days, so meeting his sudden demands became a slightly more serious
matter. His haphazard hospitality was of more concern to the
servants than to me, however, and I think it is only his own gift for
inspiring respectful devotion on the part of his household staff that
ever enables me to keep a cook more than a week at a time.
During our first spring in the White House Congress was in extra
session for the purpose of revising the tariff and Mr. Taft was in
constant conference with the different Senators and Representatives.
We had members of Congress at luncheon and dinner daily, and at
breakfast quite frequently.
Always, in consultation with my housekeeper and the head cook, I
made out the daily menus.
“How many for luncheon, Madame?” was the cook’s invariable
question.
“I haven’t any idea,” was my invariable reply.
If no guests had, to my knowledge, been invited I would give
instructions to have luncheon prepared for the family only,
emergency provision being a thing understood. My day’s plans would
then be sent over to Mr. Young, the Executive Social Officer, who had
his office in the Executive wing of the building, and I would go on
about my accustomed duties and pleasures knowing that no surprise
would find us quite surprised.
Along about eleven o’clock the house telephone would ring, or a
note would be sent over, and announcement would be made that Mr.
So and So would lunch with the President and Mrs. Taft. The table
would be laid while the kitchen staff stood calmly by awaiting final
orders. In another half hour might come the announcement of a
second guest, or group of guests, whereupon the amiable butler
would have to make a complete change in table arrangements. Only
about a half hour before the stated luncheon hour did the cook ever
consider it safe to begin final preparations, but too often for the
maintenance of entire smoothness in domestic routine Mr. Taft
would come across from the Executive offices anywhere from a half
hour to an hour late, bringing with him an extra guest, or even a
number of extra guests whose coming had not been announced at all.
This system, or this lack of system, obtained throughout my four
years in the White House, but I and my capable and willing staff, all
of whom were devoted to the President, eventually adjusted
ourselves to it and I began to take great delight in the informal
meeting of so many interesting and distinguished men at our open
luncheon table.
I tried to insist that the dinner hour should always be properly
respected, and it usually was. While we gave many informal, small
dinners,—nearly every night as a matter of fact,—there were crowded
into my first season from March until I became ill in May most of the
big official functions which are a part of White House life always, as
well as a number of entertainments which were a part of my own
scheme of innovations.
Our first official entertainment was the Diplomatic Tea on the 12th
of March, just eight days after the Inauguration, and before I had
time to settle myself in the midst of my own belongings which were
to fill the empty spaces left by the removal of Mrs. Roosevelt’s
personal effects. At this tea we received the entire Diplomatic Corps,
including all heads of Missions, and all Secretaries and Attachés,
with their wives.
Nothing could be more statelily important. It was the first
presentation of the Diplomatic Corps to the new President and
though, having been for several years in Washington society, we
knew many of them quite well, the method of procedure was as
formal as the State Department could make it. Explicit directions as
to the manner in which they were to present themselves were sent in
printed form to every diplomatic representative in Washington, but
while an almost oppressive dignity marked the proceedings, our wide
acquaintance made it possible for us to depart somewhat from the
rigid form decreed and to lend to the occasion an air of general
friendliness it could not otherwise have had.
It might be interesting to those not familiar with Washington life
to know just what the prescribed ceremonies are for such an event. I
confess that at first they seemed to me to be rather formidable,
accustomed as I was to the dignities of government.
The guests are not received by the President and his wife as they
arrive. They are requested to “present themselves (in uniform) at the
East entrance and to assemble in the East Room at a sufficient
interval before five o’clock to enable them by that hour to place
themselves in the order of precedence, each Chief of Mission being
immediately followed by his staff and ladies of his Embassy or
Legation.” They are met in the East Room by the Secretary of State
and other State Department officials, and by some of the aides-de-
camp on duty at the White House.
In the meantime the President and his wife take their positions in
the Blue Room and exactly at five o’clock the doors are thrown open
and announcement is made in the East Room that they are ready to
receive.
The Dean of the Diplomatic Corps then steps forward, past the
military aides stationed at the door leading into the Blue Room and
is presented by the senior military aide to the President. He in turn
presents each member of his suite, all of whom pass promptly on and
are presented by another aide to the President’s wife, the head of the
Mission being presented to her at the end of these ceremonies. Each
Ambassador or Minister, in strict order of precedence, passes by with
his staff, and they all proceed through the Red Room and into the
state Dining Room where tea and other refreshments are served.
At the conclusion of the presentations the President and his wife
usually retire and leave their guests to be entertained for a few
formal moments by whomever has been invited to preside at the tea-
table, but Mr. Taft and I followed them into the dining-room to have
tea with them. I knew this was a departure from established custom,
but it seemed a perfectly natural thing for us to do. I forgot to take
into consideration the attitude of our guests, however. Our
unaccustomed presence rather bewildered the diplomats for a
moment. There were no rules to guide them in such an emergency
and they didn’t know exactly what was expected of them. I had
finally to instruct one of the aides to announce unofficially to the
wives of some of the more important of them that nothing at all was
expected, and that they should retire without making any adieus
whenever they so desired. I was told afterward that nearly everybody
was pleased with the innovation, and in the official White House
Diary—kept for the purpose of establishing precedents, I suppose—it
was recommended that it be followed on all future occasions of a
similar nature.
At our first state dinner, given to the Vice-President and Mrs.
Sherman, there were thirty-two guests, all Cabinet Officers, Senators
and Representatives. To prove my claim to a natural tendency
toward simple and everyday methods I need only say that even as the
President’s wife it seemed strange to me to have our guests arrive
without immediate greetings from their host and hostess. Many a
time at Malacañan Palace and in other homes I have gone through
the not unusual experience of a hostess who spends the last possible
moments in putting “finishing touches” to preparations for a dinner,
then hurries off to dress in record time that she may be able to meet
her first arriving guest with an air of having been ready and waiting
for ever so long.
But at the White House the guests assemble in whatever room may
be designated and there, grouped in order of rank, await the entrance
of the President and his wife. At this first formal dinner of ours the
guests assembled in the Blue Room, the Vice-President and Mrs.
Sherman being first, of course, and nearest the door leading into the
corridor, while beyond them were the Cabinet officers, then the
Senators and Representatives in order of seniority.
Upon our appearance the band began to play “The Star Spangled
Banner”—which, let me say parenthetically, is almost as difficult a
tune to walk by as Mendelssohn’s Wedding March—and played just
enough of it to bring us to the door of the Blue Room. After we had
shaken hands with everybody the senior aide approached Mr. Taft
with Mrs. Sherman on his arm and announced that dinner was
served, whereupon Mr. Taft offered his arm to Mrs. Sherman and
started for the dining-room.

© Harris & Ewing.

THE EAST ROOM

For my first dinner I chose pink Killarney roses for table

decorations and it would be difficult to express the pleasure I felt in
having just as many of them as I needed by merely issuing
instructions to have them delivered. The White House greenhouses
and nurseries were a source of constant joy to me. I had lived so long
where plants are luxuriant and plentiful that a house without them
seemed to me to be empty of a very special charm and the head
horticulturist remarked at once that during my régime his gems of
palms and ferns and pots of brilliant foliage were to be given their
due importance among White House perquisites. I filled the windows
of the great East Room with them, banked the fireplaces with them
and used them on every possible occasion.
The state Dining Room is one of the many splendid results of the
McKim restoration and, next to the East Room, is the handsomest
room in the White House. It is not so tremendously large, its utmost
capacity being less than one hundred, but it is magnificently
proportioned and beautifully finished in walnut panelling with a
fireplace and carved mantel on one side which would do honour to
an ancient baronial hall. A few fine moose and elk heads are its only
wall decorations.
We had table-tops of all sizes and shapes, but the one we had to
use for very large dinners was in the form of a crescent which
stretched around three sides of the room. For any dinner under sixty
I was able to use a large oval top which could be extended by the
carpenters to almost any size. Indeed, I have seen it so large that it
quite filled the room leaving only enough space behind the chairs for
the waiters to squeeze their way around with considerable
discomfort. On this table I used the massive silver-gilt ornaments
which President Monroe imported from France along with his
interesting collection of French porcelains, clocks and statuettes
which still occupy many cabinets and mantels here and there in the
house.
These table ornaments remind one of the Cellini period when
silversmiths vied with each other in elaborations. Based on oblong
plate glass mirrors, each about three feet in length, they stretch down
the middle of the table, end to end, a perfect riot of festooned railing
and graceful figures upholding crystal vases. Then there are large
gilded candelabra, centre vases and fruit dishes to match. In their
way they are exceedingly handsome, and they certainly are
appropriate to the ceremony with which a state dinner at the White
House is usually conducted.
The White House silver is all very fine and there are quantities of
it. It is all marked, in accordance with the simple form introduced at
the beginning of our history, “The President’s House,” and some of it
is old enough to be guarded among our historic treasures.
When I went to live at the White House I found, much to my
surprise, that this silver had always been kept in a rather haphazard
fashion in chests, or boxes, in the storeroom. I decided to remedy
this even though in doing so I was compelled to encroach somewhat
upon the White House custodian’s already limited quarters. These
quarters are a good-sized office with the house supply rooms opening
off it, and a smaller room adjoining. They are on the ground floor
just across the wide corridor from the kitchen. At one end of the
smaller room I had built a closet with regular vault doors and
combination locks. I had the space divided into compartments, with
a special receptacle for each important article, and velvet-lined trays
in drawers for flat silver, each one of which could be slipped out
separately. This silver closet became the joy of Arthur Brooks’ life, he
being the War Department Messenger who was my right hand man
all the time my husband was Secretary of War and who was
appointed White House Custodian at our request a short time before
Mr. Taft was inaugurated.
I was “at home” informally at the White House about three
afternoons a week when my friends came to see me and when I
received many ladies who wrote and asked for an opportunity to call.
I always received in the Red Room which, with fire and candles
lighted, is pleasant enough to be almost cosy, large and imposing
though it be. I usually had twenty or more callers and I found this a
delightful way of meeting and getting close to people as I could not
hope to do at the great formal receptions.
As an example of one of these, I might cite my first afternoon
reception to the Congressional ladies for which something like four
hundred invitations were issued. I intended to carry this off without
assistance, other than that rendered by the ladies I had asked to
preside over the refreshment tables, but in the end I asked Mr. Taft
to receive with me, a task never very difficult for him. There were no
men invited, so he had the pleasure of shaking hands and exchanging
pleasantries with several hundred women, and he did it without a
single protest. I made the mistake on this occasion of receiving in the
East Room as the guests arrived, thinking that by so doing I could
make the party somewhat less formal. But I only succeeded in having
the stairway leading up from the east entrance overcrowded and in
making the affair much more formal than it would have been had I
followed the usual course of permitting the people to assemble in the
East Room and to be received in the Blue Room on their way through
to the Dining Room. It amuses me to find that Captain Butt in the
Official Diary has carefully recorded all my mistakes as well as my
successes for the supposed benefit of other Mistresses of the White
House.
I do not wish to convey an impression that life in the White House
is all a public entertainment, but there are a certain number of set
functions during every season which are as much a part of
Washington life as is a Congressional session. But even with teas,
luncheons, musicals, small dinners, garden parties and dances
coming at short intervals between the more official entertainments,
we still had many evenings when there were so few guests as to make
us feel quite like a family party. Indeed, once in a while we dined
alone.
We began immediately, as our first spring advanced, to make
almost constant use of the porches and terraces which are among the
most attractive features of the White House. The long terrace
extending from the East Room I found to be a most delightful
promenade for guests on warm spring evenings, while the
corresponding terrace leading out from the Dining Room proved
most useful for large dinner parties at times when dining indoors
would have been rather unpleasant.
With Congress in session nearly all summer Mr. Taft gave a series
of Congressional dinners and the last one he had served on this
terrace. A curious incident marked the occasion for special
remembrance. It was known that one of the Senators invited had
never crossed the White House threshold because of his unfriendly
feeling toward the administration. He paid no attention whatever to
his invitation—a formal one, of course, requiring a formal answer—
until the day before the dinner. He then called the White House on
the telephone and asked if he would be expected to wear a dress suit.
Mr. Hoover, who received the inquiry, replied that evening dress was
customary at White House dinners, whereupon the Senator
mumbled something at the other end of the line. Mr. Hoover asked
him whether or not he intended to come. He replied that he guessed
he would, and abruptly rang off.
The next evening the party waited for him for a full half hour
before they decided to sit down without him, and even then his
vacant place was kept open for him. He did not come nor did he ever
offer any kind of apology or excuse for his extraordinary conduct.
There are certain manifestations of so-called Jeffersonian simplicity
in this country of ours that I am sure Jefferson would deplore if he
lived in this day and generation.
 MRS. TAFT ON THE POTOMAC DRIVE

The north verandah of the White House is pleasant enough, but it

lacks the charm of seclusion peculiar to the south portico which runs
around the oval Blue Room and looks out upon the broad south
garden with its great fountain, and with Potomac Park, the River and
Washington’s Monument in the background. This soon became our
favourite retreat and we used to sit there in the ever lengthening
spring evenings, breathing the perfume of magnolia blossoms,
watching the play of lights on the tree-dotted lawns and on the
Monument—which is never so majestic as in the night—and realising
to the full the pleasant privilege of living in this beautiful home of
Presidents.
Mr. Taft had a Victrola in the Blue Room and he never failed, when
opportunity offered, to lay out a few favourite records for his
evening’s entertainment. Melba and Caruso, the Lucia Sextette, some
old English melodies, a few lively ragtime tunes; in those delightful
surroundings we found a Victrola concert as pleasant a diversion as
one could desire. With no applause, no fixed attention, no
conversation, no effort of any kind required, my husband found on
such quiet evenings a relaxation he was fully able to appreciate
during that first trying summer.
 That Manila could lend anything to Washington may be an idea
that would surprise some persons, but the Luneta is an institution
whose usefulness to society in the Philippine capital is not to be
overestimated. At least it was so in my day; and for a long time
before Mr. Taft became President I had looked with ambitious
designs upon the similar possibilities presented in the drives, the
river-cooled air and the green swards of Potomac Park. I determined,
if possible, to convert Potomac Park into a glorified Luneta where all
Washington could meet, either on foot or in vehicles, at five o’clock
on certain evenings, listen to band concerts and enjoy such
recreation as no other spot in Washington could possibly afford.
The Army officer in charge of Public Buildings and Grounds had a
bandstand erected in an admirable location at the end of an ellipse,
and we decided that the long drive theretofore known as “The
Speedway” should be renamed Potomac Drive. Arrangements were
made to have band concerts every Wednesday and Saturday
afternoon from five to seven o’clock.
Saturday, the 17th of April, the concert began, and at five o’clock
Mr. Taft and I, in a small landaulette motor-car, went down to the
driveway and took our places in the throng. The Park was full of
people. As many as ten thousand crowded the lawns and footways,
while the drive was completely packed with automobiles and vehicles
of every description. Everybody saw everybody that he or she knew
and there was the same exchange of friendly greetings that had
always made the Luneta such a pleasant meeting place. I felt quite
sure that the venture was going to succeed and that Potomac Drive
was going to acquire the special character I so much wished it to
have.
I also thought we might have a Japanese Cherry Blossom season in
Potomac Park. Both the soil and climate encouraged such an
ambition, so I suggested that all the blooming cherry trees obtainable
in the nurseries of this country be secured and planted. They were
able to find about one hundred only. Then the Mayor of Tokyo,
having learned of our attempt to bestow the high flattery of imitation
upon his country, offered to send us two thousand young trees. We
accepted them with grateful pleasure, but one consignment was
found to be afflicted with some contagious disease and had to be
destroyed. I watched those that were planted later with great interest
and they seem to be doing very well. I wonder if any of them will ever
attain the magnificent growth of the ancient and dearly loved cherry
trees of Japan.
One of the delights of living in the White House is in being able to
entertain one’s friends from a distance with a confidence that they
are being given a real pleasure and an experience of an unusual kind.
More often than not we had house guests, old friends from
Cincinnati, from New Haven, from the Philippines, from here, there
and everywhere; friends with whom we had been closely associated
through the years and who felt whole-hearted satisfaction in my
husband’s attainment of the Presidency.
To be stared at is not pleasant because it keeps one selfconscious
all the time, but one gets more or less used to it. And anyhow, I
enjoyed a sort of freedom which Mr. Taft did not share in any way.
While he would probably have been recognised instantly in any
crowd anywhere, I found that in most places I could wander about
unobserved like any inconspicuous citizen. It was a valued privilege.
My daughter Helen likes to tell about an experience she had one
day in Philadelphia. She was a student at Bryn Mawr College and she
went in to Philadelphia to do some shopping. Among other things
she had to get herself some shoes. At the shoe store she was waited
on by a girl who was anything but intelligently attentive. She had
tried Helen’s patience considerably by suggesting in a certain
nagging way that her superior knowledge of what was “being worn”
deserved respect, and that Helen didn’t know what she wanted
anyhow.
Helen selected some shoes and decided to have them charged to
me, and she thought what a satisfaction it was going to be to reveal
her identity to the patronising and offensive young person. The
young person produced pad and pencil to make out the check.
“Please have them charged to Mrs. William Howard Taft,” said
Helen with what I am sure was her loftiest air.
“Address?”
“Washington.”
The salesgirl held her pencil poised over the pad and with the
familiar expression of satisfaction over a sale accomplished said
pleasantly:
“D. C.?”

THE SOUTH PORTICO FROM THE END OF THE GARDEN

 CHAPTER XVIII
SOME WHITE HOUSE FORMALITIES

My very active participation in my husband’s career came to an

end when he became President. I had always had the satisfaction of
knowing almost as much as he about the politics and the intricacies
of any situation in which he found himself, and my life was filled
with interests of a most unusual kind. But in the White House I
found my own duties too engrossing to permit me to follow him long
or very far into the governmental maze which soon enveloped him.
I was permitted fully to enjoy only about the first two and a half
months of my sojourn in the White House. In May I suffered a
serious attack of illness and was practically out of society through an
entire season, having for a much longer time than that to take very
excellent care of myself. During this period my sisters, Mrs. Louis
More, Mrs. Charles Anderson, Mrs. Laughlin and Miss Maria
Herron, came from time to time to visit us and to represent me as
hostess whenever it was necessary for me to be represented.
But even in my temporary retirement, as soon as I was strong
enough to do anything at all, I always took a very lively interest in
everything that was going on in the house, and from my apartments
on the second floor directed arrangements for social activities almost
as if I had been well.
I didn’t even have the privilege of presiding at all my first year
garden parties, though this was a form of hospitality in which I was
especially interested and which, I believe, I was able to make a
notable feature of our administration. Garden parties are very
popular in the Far East and I think, perhaps, I acquired my very
strong liking for them out there, together with a few sumptuous
notions as to what a garden party should be like.
 The Emperor and Empress of Japan give two each year; one in the
spring under the cherry blossoms to celebrate the Cherry Blossom
season, and one in the autumn in the midst of chrysanthemums and
brilliant autumn foliage. These are the events of the year in Tokyo,
marking the opening and the close of the social season, and society
sometimes prepares for them weeks ahead, never knowing when the
Imperial invitations will be issued. The time depends entirely on the
blossoming of the cherry trees or the chrysanthemums in the
Imperial Gardens. When the blooms are at their best the invitations
are sent out, sometimes not more than two days in advance, and
society, in its loveliest garments, drops everything else and goes. It
would be very nice, of course, to have always some such special
reason for giving a garden party, but it is only in the “Flowery
Kingdom” that the seasons are marked by flowers.
Nothing could be finer than the south garden of the White House.
With its wide lawns, its great fountain, its shading trees, and the two
long terraces looking down upon it all, it is ideally fitted for
entertaining out of doors. And I must mention one other thing about
it which appealed to me especially, and that is the wholesomeness of
its clean American earth. This is lacking in the tropics. There one
may not sit or lie on the ground, breathing health as we do here; the
tropic soil is not wholesome. Not that one sits or lies on the ground
at garden parties, but the very feel of the earth underfoot is
delightfully different.
I determined to give my first garden party at the White House as
soon as spring was sufficiently far advanced to make it possible. I
issued invitations, 750 of them, for Friday, the 7th of May, planning
at the same time three others to complete the season, one each
Friday during the month.
In order to put possible bad weather off its guard, I made the
invitations simply for an “At Home from 5 to 7 o’clock,” because all
my life the elements have been unfriendly to me. Whenever I plan an
outdoor fête I begin to consult the weather man with the hopeful
faith of a Catherine de Medici appealing to her astrologer, but for all
my humble spirit I very frequently get a downpour, or else a long
drawn out and nerve-trying threat. Quite often the lowering clouds
have passed and my prayers for sunshine have been rewarded, but
quite often, too, I have had to move indoors with an outdoor throng
for whom no indoor diversions had been arranged.
By way of preparation for my first garden party I had a large
refreshment tent put up in the northwest corner of the garden where
it would be handy to the kitchen and serving rooms, while under the
trees here and there I had tables spread at which a corps of waiters
were to serve tea during the reception. The Marine Band I stationed
behind the iron railing just under the Green Room. For any kind of
outdoor entertainment at the White House the band had always been
placed in the middle of the lawn between the south portico and the
fountain, but I thought, and correctly, that the house wall would
serve as a sounding board and make the music audible throughout
the grounds. I arranged to receive under one of the large trees in a
beautiful vista looking south.
No sooner were my plans completed, however, than the weather
man predicted rain. It was coming, sure. Of course, I knew it would,
but I had had too much experience to think of coming in out of the
rain before it began to come down. I always sustain my hopeful
attitude until the deluge descends.
About half past three it began to rain in torrents and I saw all of
my festive-looking preparations reduced to sopping wrecks before
there was even time to rush them indoors. By five o’clock, when it
was time for the people to begin to arrive, it had stopped raining, but
the lawns were soaked and the trees were dripping dismally, so I
directed the band to move into the upper corridor, as usual for
afternoon affairs, had the refreshment tables spread in the state
Dining Room and took my by that time accustomed position to
receive the long line of guests in the East Room.
A week later I had better luck. I sent out the same kind of
invitations, made the same kind of preparations, slightly elaborated,
and was rewarded with a perfect mid-May day.
The guests arrived at the East Entrance, came down the Long
Corridor, out through one of the special guest dressing-rooms, and
down the long slope of the lawn to the tree where Mr. Taft and I
stood to receive them, with Captain Archibald Butt to make the
presentations. At the next garden party I requested the gentlemen to
come in white clothes, in thin summer suits, or in anything they
chose to wear, instead of in frock coats. Some young people played
tennis on the courts throughout the reception; it was warm enough
for bright-coloured parasols and white gowns; the fountain made
rainbows and diamond showers in the sun, and altogether it was a
most pleasing picture of informal outdoor enjoyment. Each year after
that the four May garden parties were among the most popular
entertainments of our social season.
The question of a “Summer Capital,” as the President’s summer
home is called, was quite a serious one for us to settle. We had been
going to Murray Bay for so many years that we had few affiliations
with any other place, and we were most uncertain as to what we
might be able to do.
We finally selected a number of likely places and made our choice
by the process of elimination. One location was too hot, another had
a reputation for mosquitoes, another was too far away, another
hadn’t first-class railway, postal and telegraph facilities, and another,
worst drawback of all, had no good golf links. It wouldn’t have been a
livable place for Mr. Taft without golf links because golf was his
principal form of exercise and recreation. Also the whole family
agreed that we must be near the sea, so our search finally narrowed
to the Massachusetts coast. I decided on the North Shore, as the
coast from Beverly to Gloucester is called, because it had every
qualification for which we were seeking, including excellent golf at
the Myopia and Essex County clubs. Then, too, it had a further
attraction in that the summer homes of a number of our friends were
located there, or in the near vicinity.
 © Harris & Ewing.

THE WHITE HOUSE GARDEN AND WASHINGTON’S

MONUMENT FROM THE SOUTH PORTICO

I went up in the spring to Beverly Farms, with my friend Miss

Boardman, and inspected houses for three days, finally selecting one,
principally for its location. It stood near the sea and its velvety green
lawns sloped all the way down to the sea-wall. From its verandah one
could see out across Salem Harbour to Marblehead.
The house itself was a modern frame cottage, as simple as
anything well could be, with a fine verandah and a dormer windowed
third story. It was large enough for the family and for such visitors as
we inevitably would have to accommodate, but besides the Taft
family, which was numerous enough at that time, there were Captain
Butt and a large corps of secretaries and stenographers, to say
nothing of the Commander of the Sylph, the President’s smaller
yacht, who all had to be within call when they were wanted. Then,
too, there was the necessity for Executive Offices and I didn’t think it
would seem like having a vacation at all if the Executive Offices could
not be somewhere out of sight so that they might sometimes be out
of mind. The President didn’t expect to be able to spend much of his
time away from Washington the first summer but when he did come
to Beverly I wanted him to feel that he was at least partially
detaching himself from business. So another house was found in the
town, yet on the seashore, and was fitted up for Executive Offices and
as a home for the office staff and Captain Butt. The secret service
men, like the poor, we had with us always, but it never seemed to me
that they “lived” anywhere. They were merely around all the time.
They were never uniformed, of course, and looked like casual
visitors. They used to startle callers by emerging suddenly from
behind bushes or other secluded spots—not I am sure because of a
weakness for detective methods, but because they concealed
comfortable chairs in these places—and asking them what they
wanted. It was sometimes most amusing and sometimes rather
trying, but as long as there are cranks and unbalanced persons such
precautions will be necessary for the protection of Presidents, and
anyhow, one gets so used to the men as almost to forget what they
are there for.
We did not go to Beverly the first summer until the third of July.
Captain Butt preceded us to make final arrangements for our
reception on the Fourth, and the servants and motor cars had been
sent on several days before. I was still in such ill health that it was
necessary to avoid the excitement of the inevitable crowds, so when
our private car “Mayflower” arrived in Beverly the welcome
ceremonies were purposely subdued. A great crowd was present at
the station, but at Mr. Taft’s request no speeches were made. Shortly
after we arrived at the house the Mayor of Beverly, with a committee
of citizens, called, an address of welcome was delivered, to which Mr.
Taft responded and cordial relations were established. But nothing
more occurred even though it was the Fourth of July.
Mr. Taft spent just one day with us, then hurried away to keep a
bewildering number of engagements here and there before he
returned to Washington, where Congress was still in stormy session
over the tariff bill.
He came back in August to spend a month with us, and then the
little sea-side colony, which we had found as quiet as the woods,
except for the lavish hospitality of its people, became indeed the
nation’s summer capital. Nobody found it inconvenient to come to