CONTENTS PREFACE by Tanya Sienko INTRODUCTION PART ONE: New Primitives & Kanji Primitives Major Primitive Elements Miscellaneous Kanji Western Measurements Phonetic Characters Old & Alternate Forms PART TWO: 10 11 12 13 WRITING 15 28 144 160 162 165 READING Old Pure Groups New Pure Groups Semi-Pure Groups Mixed Groups A Potpourri of Readings Kanji with Japanese Readings Only Readings of Old & Alternate Forms 14 Supplementary Kanji 177 203 236 264 299 344 355 359 INDEXES INDEX INDEX INDEX INDEX Number of Strokes Keywords and Primitive Meanings Readings Primitive Elements 371 389 418 487 Layout of Frames for Part One Layout of Frames for Part Two 490 491 ABOUT THE AUTHORS 493 Preface Tanya Sienko WHEN I FIRST contacted Dr Heisig with a proposal to add a third volume to Remembering the Kanji, I somehow left the impression that it was my rather esoteric needs as a scientist that left me hankering for more kanji than the 2,042 I had learned with his method Actually, it was not the technical prose of Yukawa and Tomonaga on ³eld theory that were causing me my biggest headaches but ordinary Japanese novels Having read mystery novels to polish my reading in other languages, I was disappointed to ³nd that the “essential” or “general-use” characters were simply not enough to gain entry into the Japanese thriller After just a few chapters, my maiden voyage ended on the rocks So much for “basic literacy,” I thought to myself And so was born the idea for this book During the time of the American Occupation, the Japanese writing system underwent a complete overhaul, which saw the number of Chinese characters to be learned during the years of compulsory education reduced to a bare minimum of 1,850 The idea was to simplify the system and facilitate literacy by removing rarely used kanji from circulation What the reformers did not count on in their long-range plan was the resistance of the general public to the disappearance of many kanji customarily used for names Families reacted by continuing to name their children with “traditional” names, but the government refused to register the kanji This resulted in the bizarre situation where a number of Japanese were growing up legally nameless In 1951 the Ministry of Education grudgingly backed down and approved another 92 “legal” characters for names, followed by another 28 in 1976 In 1981 the number of “general-use” kanji was increased in 1,945 and in 1990 the PREFACE kanji approved for use in names was increased to 284 This is the situation at present Of course, there were still numerous kanji outside the list that continued to be used in place names, or that appeared in books published before the educational reforms and were impractical to update Over the past twenty years many of these exiled characters have migrated back into daily use Advertisers often prefer the compactness and precision of older kanji to their phonetic equivalents Increasing competition has induced universities to include more and more “unof³cial” kanji in their entrance examinations And popular novelists, as always, cling tenaciously to their cache of little-known glyphs as a mark of the trade Finally, the ubiquitous word processor has turned the distinction between what is “allowed” and what is “disallowed” into something of an anachronism For the foreign student who has landed in this mess, there have been only two alternatives: either you adhere to the of³cial list, or you stumble about blindly trying to improve your knowledge as best you can The idea behind the present book was to offer a third choice: supplementary kanji to lay a solid basis for contemporary Japanese In addition to the method of selection explained in Dr Heisig’s introduction, I myself checked the ³nal list against Edward Daub, et al., Comprehending Technical Japanese (University of Wisconsin Press, 1975), which used frequency lists to determine the 500 kanji most used in technical writings With the exception of characters speci³c to one ³eld, this list is represented in the pages that follow Of the many people who assisted me in this project, I would like particularly to thank Ronald D Mabbitt for help in the cross-referencing and for his many useful suggestions on the structure of the book; and Kanda Yumiko P,ỈË{ for checking some of the more obscure compounds Introduction THE AMERICAN PHILOSOPHER William James once wrote that a great idea goes through three stages on its way to acceptance First, it is dismissed as nonsense Then it is acknowledged as true, but insigni³cant Finally, it is seen to be important, but not really anything new Time and again history con³rms the wisdom of James’s observation, but it also reminds us that the very same bias that resists the invasion of novelty also serves to swat away many a µea-brained idea buzzing about for attention In this connection, I must admit I am of two minds about Remembering the Kanji and its companion volumes I have always had the sense that there was something µea-brained about the whole project Its reception by students of the Japanese language across the world has been as much a surprise to me as to the publishers, the Japan Publications Trading Company We had expected no more than a short buzz, followed by a ³rm whack into oblivion From the start I was convinced that if there was anything important in the method, it surely was nothing new All I had done, after all, was to put some semblance of order into what students of the kanji had always done: trick their minds into making easily forgettable shapes more memorable The sales of the books, as well as scores of letters from readers, has convinced me that this is in fact the case On the one hand, the method seems to have proved itself a natural one suited to large number of students motivated to study the kanji on their own On the other, it remains virtually useless for classroom instruction This is hardly surprising, since it aims to something the classroom cannot do, namely to tap the imagination of the individual at the individual’s own learning pace To the native speaker of Japanese trained in the traditional school system and trying to teach the Japanese writing system to those whose primary education was outside of the “kanji curtain,” it can only appear a distracting gimmick For one who does not know from experience the question behind the method, the answer—even if it works—makes no sense Whatever the merits of INTRODUCTION Remembering the Kanji as a learning tool, then, its demerits as a teaching tool are beyond redemption This is probably for the best To force the expectations of the textbook on the method would probably only end up frustrating everyone—teachers and students The saving grace of the books is that they are simply too µea-brained to run the circuit of “course work.” Letters from readers have combined expressions of gratitude with more good ideas for improvements than I could ever assimilate into subsequent editions The misprints that had slipped in along the way, thanks again to alert readers, have been periodically corrected in later printings For the rest I have let the books stand as they are, reckoning that their unpolished edges encourage the very kind of participation that makes them work in the ³rst place The one most common request that has haunted me over the years has been for a supplementary volume that would pick up some of the more useful kanji outside the lists propagated as standard by Japan’s Ministry of Education The request always seemed reasonable enough When I myself had worked through the of³cial list of kanji, I was left with much the same feeling: learning to write the characters is so simple—now if there were some list that could guide me into learning more of them… The only solution I could see was to learn new characters as they showed up in reading Unfortunately, I kept no records, and could only reply to readers that they, too, let their particular reading habits guide their acquisition of new kanji But I always knew it was not quite the right answer to an important question Then, about a year and a half ago, Tanya Sienko, a theoretical physicist from the United States employed at Japan’s National Institute of Science and Technology Policy, persuaded me that something concrete could be done Her idea was for a volume that would aim at raising pro³ciency to the level of 3,000 kanji, based on the methods of volumes I and II of Remembering the Kanji The present book is the result of our combined efforts The initial decision to aim at a list of 3,000 characters was not based on any established measure of “upper-level pro³ciency,” but simply out of the need for some parameters within which to begin working As the selecting of new characters progressed, the decision justi³ed itself and was left to stand The choice of which kanji to include and which to leave out was far from simple In 1990 the Ministry of Education published a revised list of characters for use in names, 284 in all Kanji from this list that had INTRODUCTION not been covered in volumes I and II were added ³rst, together with all their readings The next step was to consult a list of 3,505 characters published in 1963 by the National Japanese Language Research Institute.1 Since 1956 the Institute had been issuing periodic reports of research on the frequency with which kanji appeared in various ³elds of study Based on some 90 academic and popular journals, a team of scholars turned up 3,328 characters, to which the Institute added another 177 Although the list was not based on the Ministry of Education’s list of general-use kanji (øä+°), it includes all the kanji found in the latter (latest revision, 1977) but, as you might suspect, does not include all the characters from the Ministry’s 1990 revised list for use in names In any case, all new kanji in the list with a frequency of more than were selected The following chart shows the breakdown of the frequency and the overlay of kanji used for names The darkened areas represent the ³rst two groups of kanji checked for inclusion in the present volume: } 3,505 ° The next problem was how to sift through the remaining kanji to reach a total of 3,000 The solution consisted in overlaying a completely new system of classi³cation that has taken the world of Chinese characters by storm since the time of the frequency studies 1978 marks a watershed in the story of the kanji and in the compilation of frequency lists It was in that year that the Japanese writing system was converted into computer code, opening the way to the use of the personal computer in Japan There was never any question that ƯP£GY)Bä°B C³C³BĨÁ‹³²D 22 (1963) 10 INTRODUCTION Japan would march enthusiastically to the drum of the computer revolution But to so, some way had ³rst to be found around the obvious impossibility of squeezing the Japanese writing system into the 7-bit character codes that make up the American Standard Code for Information Interchange (ASCII) character sets In response to the challenge, the Japan Industrial Standard or JIS was born From the outset the JIS classi³cation has never wanted for critics, but the complaints were largely mufµed by the sheer thrill of having a simple tool to manipulate the Chinese characters In the early stages, a ³rst list of less than 3,000 kanji (JIS-12) was installed as standard in personal computers and printers, while a second list of over 4,000 kanji (JIS-2) was sold separately Writers and specialists grumbled about characters that had been left out of JIS-1 and relegated to the “second-class” status of JIS-2 By the end of the 1980s, both character sets had been adjusted and are now installed as standard in most computer equipment.3 The kanji that had been left out of both lists were another matter Nearly all word-processing programs have included utilities for creating ‘° or “excluded characters.” Eventually a third set, the JIS-supplement, was devised To date, it covers an additional 5,801 kanji This supplement is not yet standard in personal computers and printers, though newer dictionaries include the code numbers that have been assigned.4 In the near future it is reasonable to expect that they, too, will become standard equipment The control of language, which has been an important cultural weapon in the arsenal of modern governments for the past four centuries and more, has brought political complications to the computerization of the kanji in Japan, often masquerading in the robes of scholarly objectivity Indeed, the more voracious the popular appetite for computer access to kanji becomes, the more these issues come to the fore The Ministry of Education, for example, which seems to have felt slighted by JIS-1 includes basic Roman, Greek, and Cyrillic characters, as well as a handful of general-use typesetting symbols Meantime, the early 1990s saw the arrival of Unicode, a workable worldwide standard, based on 16-bit code, that would cover all writing and symbol systems By that time the Japanese JIS had already become a permanent ³xture, and adjustments were made to assign it a place in the Unicode structure that would not conµict with Korean and Chinese For an example of the most up-to-date kanji dictionary, which was relied on heavily for the production of this book, see: à, %y[ăq Cỉ+BnD (Tokyo: Taishkan, 1992) INTRODUCTION 11 the designers of the new computer standards, still make no mention of the JIS ’s existence in their of³cial lists of general-use characters Meantime, efforts by the Ministry to regulate the number of kanji in general use have been undercut by the very computers they use to compose and print their regulations There is no reason to think that the situation will change in the years to come.5 Most important for our purposes here, the wealth of characters seems to have retarded research into standards of “upper-level pro³ciency.” After its latest revision in 1990, the tripartite JIS list now contains a whopping 12,156 characters but does nothing to address the problem of frequency of use A simple, if time-consuming, procedure was followed in making the selection of the remaining characters for this volume First, all kanji that appeared less than times in the National Japanese Language Research Institute list and which also appeared in JIS-1 were included The selection was then rounded off with a few characters that fell outside these borders but which, from personal judgment, we thought it best to include Graphically, the ³nal results look like this: For a fuller account of these conflicts, see special issues of C^rQD dealing with +°o»ûÜí2Ç[Kanji and the computer], 1/2 (1990), and J+uy5ÔL [Rethinking the standardization of the kanji at present], 4/2 (1993) 12 INTRODUCTION Chapter 14 is intended to reµect the authors’ dissatisfaction with the unavoidable arbitrariness in the selection process It opens with a list of kanji (3001–3007) deliberately excluded from the selection process: of them from the list of names and from JIS-2 that seem worth learning Space is left for you to record additional characters that you feel belong to “upper-level pro³ciency.” In future editions, we hope to be able to add to this list of 7, but that will depend on signi³cant numbers of readers sending in their lists for us to compare Parts One and Two follow, respectively, the methods of volumes I and II of Remembering the Kanji The layout of the frames has changed somewhat, but a full graphic description is included at the end of the book, after the Indexes The choice of sample words for on-yomi readings has been made with an eye to providing useful vocabulary wherever possible, but here, too, there was some arbitrariness In the course of assigning readings to the kanji, a shelf of dictionaries based on the JIS lists was consulted and compared, only to ³nd inconsistencies at every turn Given the ease with which computerized data can be accessed, one would expect at least an overall accuracy in indexing and cross-referencing This was not the case To compensate for this, Index errs on the side of excess, including more readings than are mentioned in the frames of Part Two The only exception was made for names: only those readings in the Ministry of Education’s updated list are contained in the index Otherwise, all four indexes cover all the kanji and readings contained in the three volumes of the Remembering the Kanji series James W Heisig Nagoya PART ONE WRITING INDEX 477 3: READINGS a ‰a J ‰aJ ^ ‰a^J c ‰cš ‰f g ‰g V ‰fV U ‰ffU ‰g˜ ‰h ‰k k ‰k ỉÌ U ‰jfU L ‰joL`š ™ ‰k™ ‰k™Zo š ‰kš ¡ ‰k¡š ‰n ‰o ‰p L ‰oL L ‰pL ‰qY å Ø ú # Ï % Ö : ˜ f J + s † š ‰ Ç m Å ; = ? ^ õ ø ú © ú ø ! @ í p ! Ỵ Q 248 769 782 1730 450 2454 2914 2127 696 2094 } ‰q} › ‰sQ›š U ‰tU š ‰tš ^ ‰}^J ‰‡œ^ ‰‰ N ‰ŠNš ‰Œ š ‰‘š 2932 216 2744 817 ‰• 2556 890 92 785 1718 ‰•aŠ ‰•Š L ‰—L ‰™ 879 1165 644 217 ‰š J ‰šJ 218 2348 263 ‰› 187 1102 2992 ‰œ ‰œLp 381 2992 1102 ™ ‰¡™ š ‰¡š 2663 2421 69 749 2663 614 1467 æû ¿ o À − ± å A Í q ,  ! Å Ê B Ơ A i œ y × K Ị K : v d C ê ỷ : n q Đ  E F G H R â 324 1972 650 2100 2969 2998 979 2581 Š_ 1862 2125 452 1440 2391 700 186 1646 2583 ỗ 1880 2864 2525 924 2787 2532 2487 44 N ŠNš ŠP U ŠRU 1811 44 582 2611 1489 2894 294 ŠQp ŠS ŠT ŠT¡ 511 317 586 2886 2811 64 ŠY ŠYo ŠYou™ 829 1169 830 2359 š ŠZ‘š Š[P Š[S × X L M X O I J K ¡ Ë ặ ỉ J ỗ $ C í é ự ự B ă ọ A e N 1572 1248 2042 2643 2986 219 216 2023 2241 548 889 57 2285 2560 594 2595 2559 435 1654 78 1263 2312 157 2305 2930 1439 342 1667 2012 671 1115 478 Š[[T J Š_QJ Œ Š_Œ Ša ŠaLŠ ˜ ŠaQ˜ Šb Še f Šf` ` Šg` ˜ Šg˜ h Šhš › Šg›š Šh U ŠhzU Šhš Šk çÌ ŠkT V ŠkV INDEX h ] v … þ À ü ™ š w • F − Í ‡ x Í G , ( ‡ , ? Š − # l ‚ X F X O P ! I Ä = ” 1518 1442 1721 130 2563 148 36 588 1839 2975 1819 2297 1169 2257 2336 2298 487 2336 830 1454 72 2298 1454 1661 277 1282 2412 1821 278 761 1169 775 776 2533 1778 895 378 81 X Þ z ‚ k Šq „ Šq^Z Šqo v Q ŠqŠ Ç Šq‘o è J ŠrUJ U Št N · ¸ … Šu R š u ì $ â S J J I à ỗởà T Y @ s zQ h ỗùô U d g e ọ f ọ ỗũ V ỗũộ2éú V k jk o p 598 2863 2588 1371 449 1879 ỗỷ 1800 3: READINGS ? Ø œ W W X 572 57 1093 1724 1453 855 1834 1835 2309 1613 ‹_ 142 2020 2978 è 1562 2977 2228 2354 1572 2609 1427 2607 818 Q ‹QL 2109 1033 1856 1846 312 2887 N ‹QNš ‹Q^ ‹T ‹TY U ‹U 1907 123 2841 J ‹UJš 20 112 2385 1400 244 ‹UX ‹Uœ ‹Y 2948 2948 638 J ‹ZJ ä Y Z [ ] ^ _ `  T Á ª Ë _ t T M a ³ S N u Ÿ b ì Q µ 1760 1227 305 1775 2961 1225 1228 2831 377 183 1726 1702 1184 1533 2752 183 2145 2474 1507 1432 2707 2915 2874 395 2910 2373 1431 INDEX ‹YL š ‹[‡š ‹^ ‹ ‹^w‹ œ ‹^œ ‹^œ ‹` ^ ‹aQ^J } ‹`} ‹`Œ ‹g ‹h ‹k k ‹jk ‰ ‹k‰_J ‹kŠ ^ ‹q^J ‹t ‹˜ R ‹˜Rš ‹˜[S ‹˜` ‹› › ‹›š ‹œ 479 3: READINGS T ] g õ Đ = ầ % ấ ị c ữ ũ @ ũ ũ ị Ð ! Š [ ; ( ª † Ë s ¥ ˜ % s s % Đ 183 2961 Œ_ 517 2800 834 Œ 2397 2408 1193 1900 1580 1351 1340 ` ŒH¡` ŒJ é© 1471 1530 300 2783 948 1514 1514 1514 1993 138 1491 455 505 ŒQW ‹ ŒV‹ ŒU˜ š ŒVš 1100 2460 208 2556 2180 1163 2856 1375 Œ^ ` Œ` 1900 1163 1163 Œ` 1900 754 ^ Œa˜^J e Q ‡ œ § ë l d e f g h i j k C Å ¿ ² ˆ | … ™ q Q ứ : ê m Đ £ 1905 éÌ š Œoš ŒwN éû 1467 15 98 563 ` n È Ç o p q s t 126 365 1830 2377 1972 2512 1367 1892 2752 1889 2201 ‘_ 2841 112 1400 ‘ 20 1450 924 ê 275 1942 2843 2842 ê« 2709 2622 612 486 285 2933 2886 1871 318 1046 W ‘LW W ‘LWš 2781 1473 ` ‘L` 86 2678 887 2551 n ‘Lnš ‘N N ‘Nš 563 1723 ‘Q[ W y v w ª * x y z { | } ‚ ƒ ể ĩ M } Ô ầ ầ d 800 1926 2035 229 360 101 2552 487 2872 1913 1456 486 1373 1914 2384 485 2118 708 2118 1117 1085 2715 2377 510 2377 1684 480 ê· š ‘Vš ^ ‘^Uv ‘`d N ‘gNš ‘h êÉ J ‘hJš k ‘k êÌ m ‘jm ‘ ‘jo‘ ˜ ‘jx˜ } ‘mHd} ‘o ‘oJ l ‘olU Œ ‘oŒš š ‘pš ‘u INDEX … † ‡ ™ đ ị õ ø ” m Š ‰ ä Ú ³ ] P è ‹ é O ´ _ â K û ã ¥ Ư _ _ ¼ Ị A Œ é 195 240 15 2293 ‘uJŠ ‘Š ‘‘ 329 1514 844 223 800 2775 1718 2802 “ ‘“` ` ‘—P` ‘˜J L ‘˜L ˜ ‘˜` ‘™ 1049 1181 1182 660 š ‘š 1050 1028 821 › ‘›š 2087 ] ù ‘ % Y ß ê ỉ ’ ’ º I ! ¿ µ º º ¿ 1050 ™ T Å ™ “ ” • – k l — 1261 1732 2651 2454 236 38 510 987 2737 2737 1068 197 2500 2529 186 2849 1457 1068 ‘œ 2558 1767 59 1532 J ‘œJ ‘œ‘œ êû 211 134 473 1137 1767 1767 ‘¥Œ 934 “Jo “Jw “Qf 1068 2849 46 2567 ì 697 ^ “Q‰^J “Q˜ U “U 2462 1261 1617 2775 1727 1616 ì· 1725 1626 1027 “_ 32 1365 1165 1081 1256 “ % é ú 1058 2704 2636 “V˜ W “Wš ^ “[^J 3: READINGS ¡ ¢ è k ú œ B ï ˜ ™ š › œ Ÿ Ô ¿ ` I J Å Ÿ Ð ú q e ẫ Ê Ô Ơ Ư Đ ă ấ ê ẽ ^ 2241 1220 2731 788 2680 541 2979 2094 2137 1037 2334 2680 1596 2524 2538 84 1478 2980 2163 1637 1222 2202 2544 2195 2545 2537 2535 1689 1415 884 1362 1736 1073 1285 1881 2508 1200 1051 INDEX 481 3: READINGS “^ “^S L “^qL “^œ “` J “`J “`^ ‹ “`‹ ˜ “`˜Q a “`¥aš b “bš “k “jY k “jk “p L “oL š “pš “qT “r “} š “}š } ễ ọ ù ỗ ế â H ^ Ê d ( â © Õ © ³ / © n G G k f / Ư Ô f ê ò ô & & s 993 2524 “‰ “‰J 1841 1479 1092 “‰o “Š 2283 2960 ‹ “‹ 2621 190 1051 Œ “Œš 1570 1159 “™ 2735 834 2621 š “š ˜ “¡˜QJ 2888 2283 ˜ “¡˜V [ í Õ È M C Œ Õ í  C i ¬ Ü ] É É 768 1682 1686 2106 2777 2843 370 1686 1682 1497 2937 2516 2767 1773 1226 470 897 2621 965 •_ 2442 2621 2577 702 ã ợ 702 995 1083 2128 1004 316 995 1421 ợâ 2473 456 2403 ãL 806 331 806 1041 ợô _ à ặ ấ Z k ẽ h © à 546 628 2433 1107 2037 352 289 2126 1105 1047 2276 •N •Q ‹ •R‹ •S 1772 556 1351 109 2003 1427 2493 U •U ‹ · ằ ẳ ẵ ắ ặ ầ ẩ ẫ ấ ậ è Î û : “ X à û » Ë î ‘ ¿ î ð ¦ ï 2087 2126 993 1407 704 2210 1380 958 616 2263 79 2486 2284 1438 1105 2599 793 916 1047 2180 1847 743 1044 333 696 78 3002 2493 333 592 2862 1143 1214 873 1132 1214 880 881 441 482 •X [ •[}š •a ` •`š š •aš Q •fQ t •gtš •z •Š •Œ ˜ •˜V J •šJ ` •š` ‹ •š‹ › •›š INDEX L r Ü Á Ü & « u $ Ì È W … ¸ ù Z Ü Đ » ¢ Ù ä H Ü 2970 1967 2486 1967 1528 1930 2422 2311 2609 1443 793 913 659 1231 1878 305 1967 1952 569 2210 2434 790 1744 2242 1967 —_ — ð › v š Ð Đ Ị Ĩ Ơ Õ —J 1886 28 1037 1593 1657 1246 1939 2860 1595 L —L ð« ´ d Ÿ : – ? ˜ e } » Ü Ư × Ø Ù Ú Û Ü Ý ị ò ỏ õ ó ọ ổ ỗ è é ê ë ì í ỵ ï ™ 189 1035 1468 320 970 641 2852 2719 2710 1435 1605 2237 2128 1378 2078 U —L“U U —U 790 1182 ð· 664 1967 1387 576 2473 933 549 791 —Y 2547 1181 —Y^‰ 1325 547 2880 228 ` —Z` › —Z›š —^ 2362 1604 1968 1409 2418 1300 1479 2534 ^ 3: READINGS ú _ Y H ỳ ĩ ụ đ ị ó õ ( e ỵ ë ë Q { ã Ỉ ? Ÿ 2553 2572 2208 1418 1407 2566 2284 2685 2790 2907 2193 2237 2830 1135 104 2004 2984 1700 792 2079 789 575 1798 2460 1751 1645 1906 2194 1245 1245 2411 1161 765 1755 1105 2364 2852 320 2888 INDEX 483 3: READINGS b —bš P —dPL —k —p ‹ —p‹ } —} š —ŠRNš ‹ —‹ —Œ —‘T —™ š —š —œJ } —œY} ” Ä ó ĩ ợ ề ặ ? b Y z Ú v ÷ + ÷ ó ị M Æ œ A È é ƒ b é š S Í Y œ Ì ] ‰ 198 25 2008 2603 1214 2897 ^ —œ^J —œa 1716 1105 J —¡J 2602 2852 Ơ g ? ) â  ỳ “ v 2888 868 ™_ 2852 570 1783 ò 2969 64 1236 1403 2719 192 ˜_ 2211 398 923 ñ 2330 2300 ñ© 2330 1485 1042 2380 2940 345 ñ· 348 542 2375 2266 583 192 2266 1037 971 669 2211 2076 619 1445 2001 ñû ø ù ỳ ỷ ỵ ! # $ % & q ( ) * + , / 1342 2691 1124 1666 1884 1665 425 1087 2935 1735 2302 1350 ị´ ị· ịÉ ịÌ 299 1433 2545 72 ịë· 1422 777 1628 1454 2371 2363 855 ịí« ¡ G û / : ; = ? | m j @ A k A B C F E ” Å ª G H I J K 2951 176 2338 2950 906 693 1057 2511 907 265 2048 1687 399 2973 173 1492 2349 178 858 1513 874 1609 874 1737 431 293 2247 213 939 1421 2143 764 2324 2557 1423 484 ịï ịï« INDEX L M N O P w C Q R S T ă C ễ ễ U V W X Y Z [ ] ^ _ ` a b c d e f g h i … † ‡ ‘ 763 922 1561 536 2981 2555 òï· 431 2121 òû 1996 1048 1991 24 2668 172 1517 97 2920 1707 1168 2136 1708 ! ’ | E a k j l m n o p q r s t u v Š Ỵ / 2225 2535 1401 2247 2474 1371 858 1821 178 196 2310 2052 2554 854 1822 1311 2054 2053 1406 2138 2656 ô´ 1178 2299 š_ 313 ơÌ 1940 1709 ó 2582 2610 926 1468 ó© 2710 2419 177 1518 Ý w H J x y z { « 2221 2555 764 2557 1734 1082 1364 931 2294 1405 2228 ›_ 2278 2568 1791 ụâ Ư 2697 ụỷ 3: READINGS C | } ‚ ƒ „ … † ‡ ˆ ‰ Š ‹ Œ ‘ ’ “ J Ä y ” • – — ˜ ™ š › œ ¡ ¢ £ Ô Ơ Ư Đ 2595 1081 1401 2112 972 1404 866 2228 2278 2568 1087 2382 1406 2036 1402 1791 2002 1403 2285 2935 1082 213 376 812 862 814 813 1599 1601 1748 2051 2542 2630 1343 2676 2360 287 2030 INDEX 485 3: READINGS Ä Å Ỉ @ k ầ _ ừô ừà M ă ê ô Y ỏ Q c à ằ ẳ ½ ¾ ¿ À Á Ý ™ º Ä Â Ã 2364 2833 õû 2602 2463 1144 1513 1371 1820 2370 24 ¡_ 2508 1080 2738 ¡ 1282 1283 2328 2810 ữ 2866 2121 926 1283 860 1852 2558 ữâ 1469 930 1470 1068 2213 ¡R J ¡QJ 2339 2638 1251 2983 2688 Q ¡Q` k ¡Qk Q ¡Qš › ¡Q›š 1851 537 2258 2304 ¡S N ¡S‰Nš ¡U 1999 2839 ÷· s a g ! % È É Ê £ i Ë Ì Í a ø M Z – _ ƒ ¼ Í – Z Â Ï Ỵ 17 1822 640 836 1323 2501 2913 2106 897 344 2693 2427 2862 80 2336 640 223 896 1237 742 781 90 2714 870 742 1237 2284 200 614 E § _ Œ ™ Õ ¡] Œ % Z â Ă]PT } o Ă]o ầ J Ă]ĂJ L ó ¡^ Ð Q ¡aQ / Q ¡aQr ỵ L ¡a˜L ú ˜ ¡ ¡a˜¡^J ˜ ¡ ¡a˜¡` ˜ › ¡`›š Ù ¡f p q ¡fU^ • ¡f^ • ` ¡f` ¡gh } ¡f™ Ñ š ¡fš Ñ Ị o ¡ ‹ Í ¡r Ĩ ¡z Ơ ^ ¡z^J Ô ¡W W ¡Wš 2091 1073 781 1229 783 478 712 1792 2122 421 2112 2005 1291 167 2834 2116 681 604 163 163 163 596 2512 1367 902 902 1195 288 2985 1195 2985 32 2484 2241 1870 372 2824 2721 2721 486 z ¡zš U ¡ŒU ¡˜ L ¡˜L ¡˜z ¡˜„ INDEX Ơ ị Õ { Ù Ö ‡ 2721 1042 2400 892 938 2405 436 ² Ë Ë J ¡šR^YJ Á ¡˜¡ ¡™ ¡™| š ¡š ¡š 2622 ¡› 1553 1001 1553 1810 1490 2337 ữỷ 3: READINGS a Ă ì ỉ Ù Ú 640 17 2027 2487 1749 2591 1418 INDEX PRIMITIVE ELEMENTS Index Four includes all the primitive elements of volumes I and III, escept for elements originally introduced as kanji in their own right References are to the volume and page number where the element was ³rst introduced 1_ ! # $ % & ´ I.26 I.26 I.42 I.264 I.402 I.43 2_ ( ) * + , / I.31 I.33 I.34 I.34 I.34 I.34 I.35 I.44 I.44 I.46 ‚ F ƒ ™ E : ; = ? @ A B C D E “ „ Š Z I.54 3_ I.77 I.102 I.120 I.121 I.152 I.154 I.162 I.212 I.220 I.253 I.287 I.298 I.300 I.301 I.339 I.343 I.364 I.373 I.379 I.327 I.324 I.400 G d I J K L M N O P Q R S T U V W X Y I.43 I.54 I.61 I.61 I.61 I.79 I.90 I.97 I.98 I.103 I.114 I.117 I.134 I.205 I.209 [ ] ^ _ ` a b c d e f g h i H I.210 I.221 I.241 I.268 I.283 I.309 I.321 I.328 I.343 I.353 I.367 I.377 I.398 I.411 I.414 I.145 I.149 4_ I.179 I.194 I.196 I.197 k l I.52 I.71 488 m o p q r s t v w x y z { | } Ò $ % ˆ â R ¦ É W « _ Đ í È p INDEX I.82 u III.22 I.122 5_ I.128 I.135 I.135 I.147 I.152 I.173 I.197 I.209 I.214 I.218 I.223 I.231 I.262 I.268 I.273 I.284 I.284 I.286 I.290 I.303 I.314 I.329 I.340 I.347 I.351 I.351 I.365 I.380 I.383 I.412 III.20 ” ã Ỵ ) Ü • ; ỉ − ’ û * Û I Ë Â ¼ è ị < ¡ Æ ß ˜ S Z õ I.19 I.306 I.328 I.122 D / ă & : I.355 I.369 I.372 I.386 I.395 I.397 4: PRIMITIVE ELEMENTS à ª n Í I.382 I.387 I.419 I.424 I.429 I.432 I.412 7_ I.413 I.127 6_ I.137 I.143 I.146 I.147 I.151 I.151 I.183 I.185 I.216 I.228 I.244 I.248 I.282 I.292 I.299 I.299 I.375 I.327 I.334 I.337 I.343 I.345 I.352 G Å Ÿ B # Đ è ẳ Ô I.124 — I.267 F b ¿ ? ß Õ C ü ² @ ö , N Y A U ³ O ¢ I.171 I.184 I.188 I.286 I.128 I.128 I.136 I.138 I.139 I.147 I.186 I.219 I.241 I.250 I.264 I.294 I.304 I.305 I.334 I.336 I.352 I.359 I.218 I.233 I.291 I.307 I.398 I.410 I.413 I.421 I.426 III.18 8_ Ê ! © é · š I.32 I.62 I.153 I.160 I.166 I.188 I.229 INDEX I.266 I.285 ỉ I.293 ầ í Q I.336 I.370 I.385 I.389 o III.20 ñ ( … å L H £ ù { 9_ ï ÷ 489 4: PRIMITIVE ELEMENTS I.48 I.117 I.163 I.186 I.308 I.332 I.341 I.417 I.418 I.191 I.354 I.394 III.16 Á III.21 I.155 I.168 11 _ = ị I.234 12 _ I.365 é III.22 I.92 T I.354 I.420 10 _ ê Ù ¾ ä ° Ï W I.376 13 _ I.157 I.168 I.191 ë + I.341 I.346 PART TWO STROKES KEYWORD § [BOLD TYPE REFERS TO KEYWORD, ITALICS TO PRIMITIVE ELEMENTS] EXPLANATORY NOTE KANJI VOLUME AND FRAME NUMBER CROSS-REFERENCE TO The key word here is meant to specify the anatomical neck, to distinguish it from the broader uses of the character / (I.70) spool … head [14] R-2523 2796 neck and throat PRIMITIVE ELEMENTS FRAME NR [C’TD FROM VOL I] FRAME NUMBER NUMBER OF 490 LAYOUT OF FRAMES FOR PART ONE 2624 { R- [CT’D FROM VOL II] FRAME NUMBER KANJI ë à· ¿ prejudice rœ AND MEANING [ALL KUN-YOMI ARE GIVEN IN HIRAGANA] ➂ ➚ UNDER SIGNAL PRIMITIVE INDICATES PRIMARY READING TO THE RIGHT III x R-# UNDER SIGNAL PRIMITIVE INDICATES FRAME IN VOL II y ➔UNDER SIGNAL PRIMITIVE INDICATES SIGNAL PRIMITIVE INCLUDED AS KANJI IN VOL lB AND MEANING R yQ‹ {‹ SAMPLE be biased against à´¹û 2117 GIVEN IN KATAKANA] {Ø à´ R-853 R-852 R-851 PART ONE FRAME NR 3œ [ALL ON-YOMI ARE 3œ AND KANJI FROM VOL II [NUMBER OF VOL II FRAME BELOW] } SECONDARY | SIGNAL PRIMITIVE AND ITS PRIMARY 3œ 3œ OF THE SIGNAL PRIMITIVE KANJI FROM VOL II THAT HAVE THE PRIMARY LAYOUT OF FRAMES FOR PART TWO 491 ... Her idea was for a volume that would aim at raising pro³ciency to the level of 3, 000 kanji, based on the methods of volumes I and II of Remembering the Kanji The present book is the result of our... readings in the Ministry of Education’s updated list are contained in the index Otherwise, all four indexes cover all the kanji and readings contained in the three volumes of the Remembering the Kanji. .. selected The following chart shows the breakdown of the frequency and the overlay of kanji used for names The darkened areas represent the ³rst two groups of kanji checked for inclusion in the present