Ministry of higher and secondary

scrinium, talente (930) ‘talent’ < talentum, tempi (825) ‘temple’ < templum.
The second category of words is about education and learning:
mcegester (1000) ‘master’ < magister, scol (1000) ‘school’ < schola, titul
(900) ‘title’ < titulus, fers (900) ‘verse’ < versus.
The third category comprises words that have to do with household and clothing:
balsam (1000) ‘balsam’ < ba.lsa.mum, cceppe (1000) ‘cap’ < appa, cest (700) ‘chest’ < cista, cugele (931) ‘cowl’ < cuculla, fann (800) ‘fen’ < vannus, fant/font (1000) ‘font’ < fontem, matt (825) ‘mat’ < matta, myrra (824) ‘myrrh’ < murra, sacc (1000) ‘sack’ < saccus, sioloc (888) ‘silk’ < sericus, socc (725) ‘sock’
< soccus [21, 55]. Jennifer S. adds ferele ‘rod’ < ferula, pic ‘pike’ < picus and caul
‘basket’ < cavellum as well [17, 569].
In the fourth category, there are words that denote plants, herbs and trees: bete (1000) ‘beet’ < beta, box (931) ‘box’ (tree) < buxus, ceder (1000) ‘cedar’ < cedrus, finugl (700) ‘fennel’ < finuclum, gingiber (1000) ‘ginger’ < gingiber, lilie (971) ‘lily’ < lilium, palma (825) ‘palm’ < palma, pere (1000) ‘pear’ < pira, pin (1000) ‘pine’ < pinus, plante (825) ‘plant’ < planta, radio (1000) ‘radish’ < radicem (Freeborn 1998: 73). Jennifer S. also lists caul/cawel ‘cole, cabbage’ < caulis, laur ‘laurel’ < laurus, menta ‘mint’ < minta (for earlier mint), rose ‘rose’ < rosa and sigle ‘rye’ < secale [17, 598].
The last category includes words that have to do with foods:
coc (1000)‘cook’ (n) < cocus, crisp (900) ‘crisp’ < crispus, lopustre ‘lobster’ <
locusta [10, 56].
Jennifer S. adds two more categories: that of music and that of buildings. Music: citere ‘cither’ < cithara, fipele ‘fiddle’ < VLvitula, orgel ‘organ’ <
organum.
Buildings: fenester ‘window’ < fenestra, palentse ‘palace’ < VL palantium, plcetse ‘open place in a town, street’ <platea [17, 609].
Although the loanwords of the third period were more and more introduced into the written language and some did not enter the spoken language at all, as it is dis- cussed earlier, there were some words that came in, at least partly, via the spoken language. The evidence for this lies in the feet that quite a few loans show the phonological changes that were characteristic of Vulgar Latin or had not been present in Classical Latin vocabulary. These loans reflect the kind of Latin that was spoken in the monasteries, and that differed from Classical Latin. The centuries that followed brought a difference. The loanwords of these centuries were more or less exclusively taken from Classical Latin, and they primarily entered the written language. The rea- sons for this lie in the external history of the English language between 800 and 1050: the invasions of the Vikings, Alfred’s educational reforms and most importantly, the Benedictine monastic revival [36, 22].
There has been doubt about when the Middle English Period began. Some linguists say it began in 1066, the year of the Norman Conquest, when William the Conqueror came on the English throne. Blake however, states that it is a historical and political date, and language does not change in accordance with the political situation. The matter of when Middle English started depends on those features which are signif- icant and can be regarded as having marked a change in the language [44, 9]: 1). Pyles defines the year 1100 as its beginning [46, 34], while according to Baugh and Cable it began in 1150 [49, 8-12].
William the Conqueror won the Battle of Hastings in 1066 and he ascended the English throne. He took French noblemen with him from Normandy.2 The result of this was that a lot of French words came into English during this period because French was the language of the court and of upper classes. Besides French, a large number of Latin words also entered English. A difference can be observed between French and Latin loanwords. Latin words were generally introduced through the written language, and they were not as popular as French loans. Certain groups of people, namely ecclesiastics and men of learning, spoke Latin among
themselves. This means that several Latin words could come directly into spoken English, but their number is small com- pared to the words entering through literature [48, 38].
In the Middle English Period, it is often impossible to tell whether a word is of French or Latin origin. Here are a few examples of such words: complex, miserable, nature, relation, register, rubric, social. These words can either come from Latin or French. The reason for this is that they were learned items in French too. They had not gone through certain phonological changes [49, 13].
From the Norman Conquest to 1500, many religious terms came into English. Examples include collect ‘short prayer’, mediator and Redeemer (the synonymous Redemptor is earlier) [49,1 9-22]. Cser adds limbo, requiem and lector [39, 12].
Words having to do with scholastic activities include simify, index, library
and scribe [49,24].
Words relating to science are for example dissolve, equal, essence, medicine, mercury, opaque, orbit, quadrant, and recipe [32, 99].
In addition to these words, Cser also lists some that belong to the field of education and learning: allegory (ultimately from Greek) [39, 18], et cetera, cause, contradiction, desk, formal, major, minor.
In the field of administration and law, we find words such as client, arbitrator, conviction, executor, gratis, implement, legitimate, memorandum [39, 23].
The fourteenth and fifteenth centuries saw a great increase in the number of
Latin loanwords. Baugh and Cable give the following list of miscellaneous words: abject, adjacent, conspiracy, contempt, custody, distract, frustrate, gesture, history, homicide, immune, incarnate, include, incredible, incubus, individual, infancy, infinite, innate, innumerable, intellect, interrupt, lapidary, legal, lucrative, lunatic, magnify, malefactor, missal, necessary, nervous, notary, ornate, picture, polite, popular, prevent, private, promote, prosecute, pulpit, reject, remit,