TEXT: ~ 
  THE TSCLVANI PRIMER 
  CURTIS SCOTT 
  
  Tb• Tsolyaci Language Primer 
  by 
  C1.&rcis ?it. Sc:occ 
  l>edic:atiou 
  To tt. A· •· l~rka~: for giving u• a .jevel ao~a 
  ' p~eetou• thsn cb• Petal Tllro·n• {t••l!: T•kuael. 
  Acknowledg••encs 
  ! would like co 
  t~ank P~of essor Barker fo~ a11· of tb• help ha gave 
  •• on this vork. 
  t vould also like to thank (in alpbabetical 
  o~d•~) !lizabeth !wing. ~oan Laaara. Anthony Petit. Stephen Posey, 
  St•v•n Scbwartz and Douali Stvori fo~ their belpfu~ suggestions. 
  Ptnally. I would like to thank ay vtfa. ffary; f~r her patience 
  wlth •• vhil• ! vroca this )ook. 
  © 1982 
  Mary Scott 
  
  Pt'ef ace 
  tu my 
  exp~r t ence, very f~w pedple read the prefaces of books. 
  The::-efore. 
  ~o · thos';! r-e.i:ii.ng this passage, velcome! 
  Th~ Tsotyani Language Prlme'C' is a shor-t, introductory cou:se in 
  the ?solyini language, which ls spoken by the inhabitants of the 
  Emoir.e of Tsolyanu on Teku:el. 
  For those vno have never e~perienced 
  T~~umel. suffice it to say that 1.t is a vorld as fill~d vith culture, 
  drama. 
  ~nd ioterest as any in fiction (or possibly non-fiction). 
  P~ofessor M· A· R. 
  Barker's
  . E~plt'e of 
  th~ Petal Throne and Sword~ and 
  GLorv games have 
  1.~troduced :any p~ople to 
  t~c creatures, ?eoples ~nd 
  lands of Tik uoel ~hite provldtng hours of enjoyable adventures. 
  Yet, 
  llke a 
  j~vel, l~~u=el shows =ore and more facets with every 3limpse 
  and fascinates all who deal with it. 
  One of the less commonly )tnown pu~lic.atioas a'bouc !ekamel, !ll!!, 
  rsolya~i Language 
  (~rofeSSO'C' aarker, 1978), describes the langua;e 
  whi.ch is covered in this book. 
  This work, however, was ~ssenti~lly 
  desL.gned fo'C' the form.ii ling~ist, and prol7ided lictla or :lo fl.el? to 
  ;:he unt'C'ained s·tudent. 
  Somo! peopl.it ha"e :n.'lnase:d to learn th11 langua&e 
  th~ough )erserverance. and to those people t say "bAu !" (''Bravo!" ) , 
  for they a·re ·bet:et' men ( o'C' 
  ·.10111en) than l· 
  Professor iarker helped Qe 
  {n my studies of 
  th~ language, and his patience •nd aid were 
  ln174l~~ble
  · to both ~i own kno~le~ge and this volume. 
  The Tsolyani Language ~rimer does not replace Pt'ofessor- 3arker's 
  uork, but 'C'athe~ SU?plcments it, as a 
  steppi~g stone for those ~hose 
  ince~e$t in Tfkumel leads the~ to become ~ore and more immerse~ ~n its 
  intr\cacles. 
  
  Row To Use This Book 
  l) 
  Read all Tsolyani sentences aloud! 
  You will never learn to 
  pronounce the Tsolyani language if you read silently or 
  mumble. 
  If you are embarrassed, find a small room off to 
  the side where nobody wil~ hea~ you and sing out! 
  2) 
  Perform all the exercises. 
  Otherwise, you will find 
  yourself ref erring back to previous lessons for things you 
  should already have learned. 
  If this happens, you did not 
  learn the earlier . l~ssons thoroughly enough, and a review 
  may (make that will) be in order •. 
  3) 
  ~ake up sentences on your own. 
  As you learn more of the 
  language, you will be able ~~
  · express more complex concepts . 
  If you have friends who are also learning the language, 
  write letters to one anoth~r, since even a simple note might 
  teach your friend something he bad not realized about the · 
  language. 
  4) 
  Set aside some time each w~ek and do one lesson. 
  Don'~ try 
  to learn the entire language in one sitting. 
  Spend the 
  intervening week thinking .about what you have learned. 
  S) 
  Above all, .S,U! 
  it right now." 
  Don't give up because jo~ · "don't ieel like 
  Decide to · 1earn the language and DO IT 1.! 
  
  Pronunciation 
  The Tsolyani language is written using a phonemic script called 
  " v1sumikh hik6lumel~ ("the Ser~ant of the Emperor"), used throughout 
  the !mperium and its protectorates. 
  However, this script is difficult 
  to master for English-speaking students and, therefore, in this work 
  the phonemic alphabet designed by Professor Barker and published in 
  The Tsoly!ni Language (op. cit.) is used. 
  For those individuals who 
  may not have the latter work, the author bas provided a simplified 
  pronunciation guide, with the technical linguistic pronunciation terms 
  removed. 
  The phonemes of Tsolyini are broken into two parts: consonants 
  and vowels. 
  The consonants are pronou~ced: 
  p 
  b 
  m 
  f 
  v 
  w 
  t 
  d 
  n 
  th 
  dh 
  ch 
  j 
  .Y 
  k 
  g 
  kb 
  gh 
  q 
  h 
  ng 
  ! 
  ts 
  tl 
  s 
  sh 
  z 
  ·Zh 
  SS 
  r 
  l 
  bl 
  as in ".ai~" or "J!.Ond" 
  as in "sall" or "soy" 
  as in "~" or "~ail" 
  as in ·"Lish" . or "!,ind" 
  as in "~in•" or "~apor" 
  as in "wine" or "walk" 
  as in "table" or ';;"talk" 
  •• in "101" or "suck" 
  as in "not" or "nail" 
  as in "thigh" or-"_Sh.ank'' 
  as "th" in ".Sl!.Y" or ".Sh.~•" 
  as "saurch" or "sh,ange" 
  as in ".1udge" or ".1ob" 
  as in ".x,es"· o.~ ";tellov" 
  aa in "~ing" or "~ey" 
  as in ".Aun" or "Aold" 
  as "ch" in German _"Achtuug!" or Scottish "losh," 
  -(This 
  sound is soaetimes written "x" by .linguists.) 
  aa Arabic ".!!.ayu~. a sort of "trilled g". 
  as Arabic "~", a "k" spoken further back in the throat 
  as ·"hat" or "hold" 
  as "si.a.&" or "stro.a.&" 
  as tb.e "-'' in "uh-oh" or tb.e "tt" of Cockney ''boule" 
  ("bo!le") 
  -
  as "hats" or "fits" 
  as a scereotypictl "Charlie Chan" accent saying "tr" in 
  "·tree" ( "tlee"f 
  as in "si."ii" or "salad" 
  as in "shell" or "ship" 
  as in ".J.oo" or ".J.ipper~ 
  as ~ z" in "a.J.ure" or "j" in "l_acques" 
  as Sanskrit "s" 
  as Spanish "p·ero'' 
  as "!es" or "lost" 
  as "ll" in ~elsh "l:,lewel!yu" 
  
  The vowels of the language ar.a.. pronouaced as follows: 
  1 
  as "machj.ne '' ( American long e ) 
  3 
  as ''father" 
  u 
  as "flute" or ''crude" (Americaa long u) 
  0 
  as "n_g_te" or ,, float'' ( American long o) 
  u 
  as German "!'llhre? 
  e 
  similar to ''face'' or "gAte", without the y-like of £glide 
  ( i. •• not "fayce" or "gayte") 
  au 
  as "ou" of "out" 
  -
  ai 
  as "i" in "nice" (American long 1) 
  oi 
  as "oy" of "boy" 
  There are also several consonant pairs which have their own 
  specific pronunciations. 
  These are : 
  tr 
  as "tree" or "St_uck" 
  mr 
  an ";;: sound followed by an "r" sound·, but spok~n as one 
  conso11ant 
  dl 
  a "voiced" tl, a "d" sound ~ollowed by an "l" sound 
  !n addition, a doubled consonant is simply held for longer than 
  a st11gle consonant, but they are pronounced with the same sound. 
  Any 
  consonant may be doubled except "s", as "as" is a different sound. 
  Occasionally, a hyphen C"-") is used to seperate parts of a 
  word. 
  This hyphen is a grammatical convenience and is not 
  pronounced. 
  It is sometimes used to seperate roots from their 
  affixes and also to seperate certain consonantal· pairs (such as 
  "k-b'') whe11 two consonants are intended, as opposed to a single 
  consonant wi th a two-letter representation (such as "kh"). 
  Syllable division i'n Tsolyani is perfor111ed by a very simple 
  rule . 
  A syllable always begins with a consonant (or consonant pair) 
  followed by one or two vow.els. Optionally, there ·can also be a 
  consonant following the vowe1(s) , but t~is will only be part of the 
  syllable if there is another consonant to begin the next syllable or 
  this consonant is the last l~tter in the word. 
  (Words which begin 
  ~ith a vowel hav~ an implied glottal stop ("!") which is not 
  written.) 
  Por example, the word "kor6nkoi" ("book") is divided into 
  syllables as "ko-r6n-koi", and the word "Bucr&s" (t~e name of a city) 
  is divided "Bu-tr6s" (consonant pairs are a:ot sep'erated). 
  The accent marks ("'" and "'") placed over the vowels in 
  sy l lables denote . primary and secondary stresses of syllables in the 
  word. 
  They do not change the pronunciation of the vowel. 
  For 
  example: the word "correct" wo~ld be stressed "corrict" ("cor-aECT" ) 
  by mo~t speakers of the !uglis~ language . 
  · 
  Syllables in Tsolyini are dll pronounced with cbe same length, 
  regardless of stress. 
  Unstressed vowels are clearly pronounced, and 
  not slurred into ·•uh"s as in English. 
  This pronunciation guide is accurate as far as it goes . 
  Those 
  readers with some linguistic tra~ning should see The Tsolyani 
  Language ( op. cit .) for the formal specification of the pronunciation 
  of tnese phonemes. 
  
  Lesson l -
  p~rshelin si13kkanikh 
  masun zhur gual? 
  Wh.:Lt is this? 
  su!ut'ikh 
  pen 
  korun~o i 
  boo le. 
  hruch4nmekh 
  paper 
  shantsurikh 
  box 
  vayunluk.il 
  key 
  masun su!urikh gull, ne? 
  ts this a pen? 
  ssi, masun. su!urikh gua!. 
  Yes, this is a pen. 
  :nhsu~ s~.:Lntsurtlc.h gual, 
  !s tl'\ts ;i bo~? 
  ~ ., 
  :ie. 
  SSa, Misun shantsurtkh gual. 
  Yes, ·chis is a box. 
  maisur korun~oi gull, ne? 
  . ts ·chis a book? 
  . 
  . 
  ya, masun korunkoi yi gual, val su!urikh . 
  ~o," chis is not a book but a peu • 
  Se~~r3l important facts about the previous sen.tenc~~ . should be 
  pointed out: 
  1) 
  the :geueral f o r111 of these sen tenc:e~ (called ''copula" sentences) 
  f.s :-
  Subjec:c • Object +Ver~ 
  thu·s:· ·''Tht.s .is a ·pea ... is vritten "This (a} pen is." 
  2) 
  ''2asun" :ind "miisur" 3re both for2s of tb.e English word "chis''. 
  "=&sun" is use4 wi~~ ignoble nouns and "miisur" is used ~ith 
  ~nobl .e nouns (see· pa~e 2). 
  tlhen a.sk·itig .. a " question, 
  li~e ''IP.lat is 
  ~~ls? ~ , 
  ~a!sun"
  . is generally u~ed unles~ the object is of 
  obviously ·noble origitt• 
  The plurg,l for:ns · ( .. that") ara "mssuran" 
  (plur~l i~noble) ani "~ssuri" (plural tioble). 
  j) 
  'thet".a a.re li articles (a, ati, tne) in Tsolyaui. 
  Thus, ''mAsun 
  su!urikl:\ gual." :Ra.y '1lean ''This is .:i peti.'' or "!his is ch.e pen." 
  4) 
  'the pras~nt tense -of a Tsolyini verb sue~ 3S "gual" ("co ~e") is 
  alw~ys si~ply tne ver~ stem st~udin; alone, for all cases and 
  g eud ers. 
  3l 
  Uhan :iskLng 3 question in Tsolyini, t~e ordet" of the words in ~he 
  sentauce does not chan~e from C·hat of a scac·ement• 
  aoweve·r, if 
  no 
  int~rrogative ~ords (su~h as "zhur") are presene iQ a 
  ''yes-ot"-no ·• question, the -.,ord "ne'' is ~dded at the ead . 
  !ts 
  t'ou~h tr~nsl~tion i s "!sn't t~3t so?". 
  
  ~OTE 
  ~ouns in Tsolyani are divisible into three groups: (a) 
  ~able, 
  ( b) ignoble, and (c) unclass·ifiable. 
  This division is basic 
  to 
  c~e language, ~nd is the only form of gender. 
  This 
  classif icacion applies co singular nouns only, all plurals 
  (noble, ignoble or unclassified) are treated alike. 
  There 
  are suffixes co denote which nouns belong to which class 
  (discuss.ed below). 
  These suffixes will not appear in certain 
  ci~cumstances, but you will learn about these later. 
  The noble class includes noun stems denoting males, 
  hish-st3tus terms, ranks, clan names, Imperial buildings and 
  works, predominately male or noble pursuits, and other 
  concepts which posess positive~ status value. 
  Nouns of this 
  class are ~arked with the suffix "-koi." 
  Of the ~ouns we 
  have covered so far, only "kor6nkoi" ("book") is of this 
  class. 
  The ignoble class includes noun stems denoting "non-noble" 
  beings and objects, including most fem3les (yes, the language 
  .ll ch.a uvanis tic 1) , ch.ild ren, ani:aals, iuanima te things, 
  abstractions, low-caste occupations, etc. 
  ~ouns .of this 
  class are ~arked with the suffix "-ikh" after noun stems 
  ending in a consonauti and "-kh" after noun stems ending in a 
  vovel. 
  ?tote that the hyphen is not w-ritten except in the 
  case where the noun ste• ends in "i", tu which case the 
  hyphen remains. 
  (This is so we can remove the suffix easily 
  vben it does not appear (see above).) 
  thus, for example, the 
  noun stem "aini" (meaning food) is written with its suffix as 
  "mani-kh" not "manikb" . 
  All of the nouns we have learned so 
  f3r (except "korunkoi") are of this class. 
  The "unclassifiable" nouns 3re eit~er too noble or too 
  ignoble to require t~e defining suffix. 
  Proper names are 
  ~lso i~cluded in tbis class. 
  These nouns have a.o suffix. 
  The plur3l for~ of any nouu is deno~ed by the suffix "-yal~. 
  Thus, ''korunyal" means ''books", and ''shantsuryal'' meaa.s 
  "boxes". 
  Your current picture of t~e for~ of a ·noun should aow be: 
  NOUN STEM + Noble / tguoble / Plur3l 
  Suffix 
  This picture will become more complex as your studies 
  continue. 
  
  k.upakh 
  chair 
  r1a.mUkh 
  picture 
  ralelikh 
  table 
  taqua.ikh 
  floor 
  masun rtsikh gual, ne? 
  ts tnis a lamp? 
  misun zhur gual? 
  f~h 3 t is th is ? 
  masun lodhulikh gual, a.•? 
  ts this a window? 
  masun rtnmUkh gual, a.•1 
  ts this a p i ccure? 
  mssuri korunyal guil, a.i? 
  Are these books? 
  mss6r~n rt~iyal gull, ne? 
  Are these lamps? 
  prua. 
  1 
  laa.! 
  Good! 
  ngangmu rur 
  Gre~ti.a.gs! 
  g3n 
  2 
  rtsikh 
  lamp 
  ts6nikh 
  doo r 
  lodhul ikh 
  window 
  kapriikh 
  roof · 
  timungikh 
  wall 
  ya, masun r1sikh ya gual, val ralelikh. 
  ~o
  , it is not a lamp, but a table. 
  misun caqunikh gual. 
  Th i. s 1 s a f loo r • 
  ya , masun lodhulikh ya gual, val timua.gikh · 
  No, this is not a .window but a wall. 
  ya, masun r1a.mUkh ya gual, val ts6nikh. 
  ~o, t~i~ · is not a picture but a door. 
  ssa; mssuri korua.yal gual. 
  Yes, these are books. 
  ya, mssuraa. r1siy3l ya gual, val kupayal . 
  No, these are not lamps . but chairs. 
  b1::i 
  :l 
  mr1n 
  4 
  aasun kula!arin gualJ 
  It is done! 
  b.rumaztk! 
  tl6n 
  5 
  Goodbye! {lit. ~ in peace") 
  NOTE 
  "ngingmuru" and "brumaz1k .. are used with social eguals. 
  Other greeting~ are used ~itb nobles and other social 
  superiors , as well as social inferior~. 
  "a.gangmuru brujutli" (lit , "greetings in humility") is used 
  when greeting a social ~uperior. "ngangmuru bruhiya lel 
  brumaztk" (lie .
  .. greetings . in glory and in peace") is used 
  when greeting a noble person. 
  ..Ohe!" (lit. "Hey!") is used 
  when meeting ~ social inferior • 
  .. brujutle .. ( lit. "in humility") is used co say goodbye co a 
  social superior. 
  ~hen.speaking to a a.ooleman, one should use 
  "tis•idllimra bruhixa" (lit. "in your noble glory"). Social 
  inferto~s are iis~i~sed with "pazingli!" (lit · "St3y! .. ). 
  
  Exercises 
  Write the f ollo~iag English sentences in Tsolyani by followiag the 
  p~ttera of the examplas. 
  masun su!urikh gual, ne? 
  ts this a pen? 
  ts th ts a box? 
  ts· this a key? 
  ts this paper? 
  ts this a roof? 
  A.re en e.s e pictures? 
  Are these chairs? 
  Are these windows? 
  masun hrucnanmekh gual. 
  This is paper. 
  This is a book. 
  This is a roof. 
  This is a :!oor. 
  This is a wall. 
  This is a pen. 
  This 1.s a floor. 
  'this is a lamp. 
  T~ f.s i. s 
  ~ table. 
  These are books. 
  These are pens. 
  These are lamps. 
  
  misun su!urikh ya gual, val shantsurikh· 
  This is not a 
  p~n but 
  a box. 
  This is not a chair 
  buc a table . 
  This is not a 
  ~indo~ 
  but paper. 
  This is not a book 
  but a lamp. 
  This is not a floor 
  -but a wall. 
  This is not a roof 
  but a key. 
  these are ··a·o t doors 
  but pictures. 
  
  Lesson 2 -
  gin si1akkauikh 
  dhelukh 
  Clothes 
  masun zhur sual? 
  ~nut is th.is~ 
  masun tamssarikh gual. 
  This is a hat. 
  t"~shmakh 
  cloak 
  raf akh 
  purse 
  vraithurukh 
  priestly robe 
  a.iulakh 
  dress 
  masun weshmakh gu1l, n'? 
  ts this a cloak? 
  nyailukh 
  tunic 
  jardukh 
  belt 
  salchaikh 
  sandal 
  ambukti 
  glove 
  ya. misun weshmakh ya gual, v1l vraithurukh. 
  ~o, this is not a cloak , but a priestly robe. 
  masuu ra nyailuk~ ra galchaikh gual? 
  Is this a tunic or a sandal? 
  mleldlkh 
  kilt 
  charwaa.ikh 
  boot 
  ya, masun ra Qyailukh ra salchaikh ya gual, val rafa~h. 
  ~o, this is a.eith•r a tunic nor a sandal, but - a purse. 
  misun ra uaulakh ra jardukh 3ual, ne? 
  !s · this a dress or a belt? 
  hrun 
  7 
  gami-n 
  prut l eu 
  3 
  ~ 
  masun Qaulakh gual . 
  This is a dt"ess. 
  tlen 
  10 
  
  Exercises 
  misun ra uyailukh ra galchaikh gual? 
  Is this a tunic or a sandal? 
  Is this a book or a hat? 
  Is this a dress or a door ? 
  Is this a kilt or a pen? 
  Is this a glove or a boot? 
  ts this a wall or a floor? 
  ssl, m4sun su!urtkh gull. 
  Yes. 
  t~is is a pen. 
  Yes. this is a cloak. 
  Yes . t\\is is a hat. 
  Yes, this is a sandal. 
  Yes, this is a priestly robe. 
  Yes, these are purses. 
  Yes, this is a roof. 
  mi sun naulakh ya gual. 
  Tb is is not a dress. 
  This is not a tunic. 
  This is noc a kilt. 
  This is not ~ belt. 
  This is uot a purse. 
  These are tlO t gloves. 
  
  ya, =asun veshmakh ya gual, val rafakh. 
  No, this is not a cloak, but a purse. 
  No, this is not a hat, but a 
  sandal. 
  No, tnis is not a purse, but 
  a belt. 
  ?fo, this is not a glove, but: 
  a boot. 
  No, this is not a wall, but 
  a floor. 
  ~o, this is not a kilt, but 
  a hat. 
  No, this is neither a book 
  11or a dress, .but a door. 
  
  Lesson 3 -
  bin si1akkanikh 
  randuyal 
  Colors 
  mik3run 3basun 
  karic 
  n1r1-n · z~aurun paravan zhuraun 
  ta then 
  · grey 
  black vhite 
  red 
  blue 
  green 
  yellow 
  brown 
  t~mssirikh mikarun gu1l. 
  The hat is black. 
  galchaikh niri-n gull. 
  The s~ndal is blue. 
  jardukh karin gual. 
  The belt is red. 
  korunkoi zh!uruu 161 paravUn gull. 
  The book is green and yellow. 
  ml~kUkh n1r~-n lel ablsun gu,l. 
  The kilt is blue and white. 
  galchiikh chingilin rlndukh gual? 
  ~hat color is the sandal? 
  nyailukh changilin randukh gual? 
  ~bat color is the tunic? 
  ~OT! 
  weshmakh pirav'tm gual. 
  The cloak is yellow. 
  ambukh tathen gual. 
  The glove is grey. 
  nlulakh zhaurun gual. 
  Tlie dress is green. 
  galchaikh mikaruu gual. 
  The sandal is black. 
  nyiilukh abasun gual. 
  The t ua. i c 15 wh 1 t e • 
  The word "ch!ngilin" means "which". 
  It denotes seiection from a 
  limited .list · of possible choices (such as colors) ~ 
  . v~yuntukh changilin randukh guil? 
  ~hat color is the key~ 
  su!6rikb chingilin rjndukh 1ual? 
  ~hat color is the pen~ 
  korunkoi changilin randukh guil? 
  ~Jb~ t color is tne book~ 
  v~aithurukh changilin randukh gu!l~ 
  ~hat color is ·the priestly robe? 
  ralelikh changilin randukn sual? 
  What color is the table? 
  vayunlukh mikarun guil • 
  The key is black. 
  su!urikh zhuraun gual. 
  The pen is br·own. 
  korunkoi mikarun gual. 
  The book is black. 
  vrai tnurukh mi.karun gual. 
  The p~iestly robe ~s black. 
  r3lelikh zhaurun gual. 
  the table is gr.ee~. 
  
  vayunlukh karin gual, ne? 
  Is the key re-i? 
  su!urikh zhuraun gual, ne? 
  ts the pen brovn? 
  ssa, vayunlukh karin gual. 
  .Yes, the key is red. 
  ssa, su!urikh zhuraun guil. 
  Yes, the pen is bro~n. 
  korunkoi ra zhaurun r3 ntri-n guil? 
  Is the book green or blue? 
  korunkoi n1ri-n gual. 
  The book is blue. 
  ambukh ra tathen ra abasun gual? 
  ts the glove grey or white? 
  vayunlukh n1r1-n gu11. 
  The key is blue. 
  misun karin vayCinlukh iual • 
  This is the red key. 
  masun karin su!urikh gual. 
  This is the red pen. 
  miisur karin korunkoi gual. 
  This is the red book. 
  ambukh tathen gual. 
  The glove is grey. 
  su!urikh u1ri-n gual. 
  The pen is blue. 
  masun zhaurun vayunlukh gual. 
  This is the green key.· 
  ~asun zhiurun su!urikh gual. 
  This is the green pen. 
  maisur zhaurun korunkoi gual. 
  This is the green book. 
  NOTE 
  -
  To specify a particular item such as "this pen", simply add the 
  demonstrative prefix "masun-" (singular) or "mssuran-" ~ (plural) 
  to the noun. 
  Thus, for example, "mlsunsu!urikn'' means "this pen" 
  and "mssuransu!uryal" means "these pens". 
  To specify "that pen" (referring to something that is a moderate 
  distance away), the prefix "masunanul-" (for "that") or 
  .. mssurananul-" (for "those") is used. · Fo-r objects a long 
  distance l.way, "masunjaga-·• (for "that" ) or "mssuranjaga-·• (for 
  "those'') is used. 
  Thus, the current picture of a noun is: 
  nemonstrative + ~OUN + ~~ble/Ignoble/Plural 
  Pref ix 
  STEM 
  Sufftx 
  =isunvayunlukh "kirin gual. 
  This key is red. 
  2asunhruchinmekh abasun gual . 
  !his paper is white . 
  ~asunv3yunlukh karin gual. 
  This t( ey is red. 
  masunvayunlukh mikirun gual. 
  T~is key is black. 
  ~asunanulhruchanmekh paravUll gual. 
  That paper is yellow. 
  masunanulvayunlukh mikirun guil. 
  That key is black. 
  
  masunmlekUkh n1ri-n gual. 
  This kilt is blue. 
  su!urikh mikirun gual, ni? 
  Is the pen black? 
  masun~nulml•kUkh zhaurun guil. 
  That kilt is green. 
  ssi, masun mikarun gual . 
  Yes, it is black. 
  ya, masun :ikarun ya sual, val zhauran. 
  No, !t is not black, but green. 
  korunkoi abasun gull, ne? 
  Is the book white? 
  ssi, maisur abasun gual. 
  Yes, it is white. 
  ya, miisur aba~un yl gull, vll n1ri-n. 
  No, it is not white, but blue. 
  misua abisua hruchiamekh gull. 
  This is the white paper. 
  ma~un piravU~ hruc~aumekh gual. 
  This is the yellow paper. 
  changilia vayualukh mlsuu gual? aisua kiria vayuulukh guil. 
  ~ich key is this? 
  Tl\is is the red key. 
  c~angilia mlikUkh masun guil? 
  tlhich kilt 1s this? 
  misuu zh1u~uu mlikll~h gull. 
  This is the green kilt. 
  prutlea 
  11 
  gltlea 
  12 
  bltliu 
  13 
  mritlea tlatleu 
  14 
  ts 
  
  tamssarikh mikarun gual. 
  Exercises 
  The hat is black. 
  The hat is red. 
  The ha: is blue. 
  The hat is brown . 
  The cloak is brown. 
  The cloak is vh i :e. 
  The book is green. 
  The book.s 
  a~e red. 
  The book is black. 
  The book is red and blue. 
  The :uuic is g reeu and 
  Tbe :unic is yellow. 
  Tb is :uuic is yellow. 
  Thi.s tunic is blue. 
  That tunic is blue. 
  These tunics are red. 
  Those books are yellow. 
  This book is red . 
  The floor is black . 
  brown. 
  changilin vayunlukh ~isun gual? 
  !<lhich key is this? 
  Which book is :his? 
  tlb ich cloak is :~is? 
  tlbich :able is tnis? 
  
  Lesson 4 -
  mrln sl1akk&ntkh 
  daqoryal 
  Shapes 
  ~ikir~n su!urikh kstbi-n gual. 
  ~~e btnck pen is lon;. 
  kirtn su!urik~ kstbi-n ya gual. 
  T~e ~ed pen is not long. 
  m1sun nt-a gual. 
  !t is short. 
  mikarua su!urikh ss6m1m1n daq6rikh ;uil? 
  :7h a t 
  s n a p e is the b lack p an ~ 
  ~arin su!urikh ssumimin daqorikh gual7 
  ~h:t sh~pe is the red pen? 
  misun ks1bi-n sual. 
  tt is long. 
  masun nt-n gual. 
  tt is shore. 
  parnvUn shantsurikh kstbi-n gual. 
  The yellow box is long. 
  miklrun shantsurikh n1-n gual. 
  The black bo~ is short. 
  ~ote on nt-n 
  The wor:i ·•nt-n" ("'slllall'') · also :11eans "narrow.'', ·•short'', etc:. 
  tt is us~d in place of all of these ~nglish ~ords , and its 
  e~act 2eanin~ is implied by context. 
  !n addition, "kslbi-n" 
  ( .. long") also means "ta..ll'' and ''high". 
  pir~vun ~aulakh nt-n gual, ne? 
  !s the yellow dress short? 
  pirnvUn naut~kh r~ nt-n ra ks1bi-n gual? 
  ts c~e yellow dress short or long? 
  c:han~ilin su!urikh kstbi-n ~ual, ra :llik~rukh ra karikh? 
  · -lh i. c: !'\ p en is t on s , th e b l ~ c k o n e o r the r e '1 one ? 
  '!'°"e 
  e~press1.on ''che black one" is an example of refer:-in~ co au 
  obj~c:c by an ~djective iesc:ribtng the objec:c. 
  This is done in 
  Tsoly~ni by usi~g che adjeccive in place pf che noun, but using 
  ~h'! noun ending ("'-ikh''l''-kil'' or ''-1:<.oi·') inscead of enc i.djec-
  tiv:il endi:ig (" -i.n'' or '' -n''). 
  Thus, for e~.:imple, co say ''tne 
  !ll3cic. one'' abouc an ignoble objecc, one wouli say ''mikarukh'', 
  whereas if one ¥ere spe3king of a noble object, one woulJ say 
  ''mi!<~ruk.oi''. !bis !ener3l principle holds for al l 
  adjccciv~s. 
  !hus. ''kstbikoi" means ·• cne lon! ( noble objec:)". 
  ~ikaru~h ~stbi-n ~uil. 
  th~ black one ts l~n~. 
  
  ~lrin korunkoi nt-n gu&l. 
  !h~ r~i book is short. 
  mikarun korunkoi q3dtmin y3 gual . val at-n . 
  The black book is not wide. but narrow. 
  zhuraun korunkoi ssumimin daqorikn guil? 
  Y~at shape is the brovn book~ 
  maisur ra qadtmia ra nt-n gual? 
  ts it wide or aarrov~ 
  lodhulikh qad1min gual. 
  ~~e window is ~ide. 
  ts6nikh n1-n gual. 
  The door is narrow. 
  paravUn sh~ncsurikh ra at-n ra qadtmin gual? 
  Is the yellow box nArrow or wiie? 
  lodhulikh nt-a gull, n6? 
  "ts the vindow narrow? 
  ts6nikh , qa~ 1min gual' ae? 
  Is the door wide? 
  karin koruakoi ssumimin daq6ri~~ gual? 
  ~hat s~ape is the re~ book? 
  par~va~ naulakh ssumimia daq6rikh guil? 
  ~hat sha~e is t~e yellow dress? 
  c~angilia su!urikh n1-n lil ~t-n gull? 
  ~hich pen is short ~nd narrov? 
  zhuraun koru~koi kstbi-a lel q~dtmin guil, chamas miisur d~lt-n gual. 
  ~he brovu · book is long and wide, therefore it is larse· 
  ~\ravnn alul~k~ aili-n ~uil, n~? 
  ts 
  t~e yellow dress large? 
  ~odhultk~ c1 i~lt-n ra nt-n guil? 
  ts th~ ~iaiov tar~e or sm3ll7 
  T~~hll~ iali-ri ~~il. 
  J~khll3 ts lar;e. 
  mt~arun .shantsurikh .n.1-n gual. n~? 
  ts the bl~ck bo~ s~all? 
  r.:ilelikh. iali-a gual. :ie? 
  ts the ·table large? 
  ~tr~ l 6 n 1-n ~uil. 
  :t r e l u i. s s na 01 l l . 
  Sey ~u :it-n ~ual, ne? 
  !s 3ey Su small~ 
  ya, Bey SU n1-n ya ~ual, val ~ali-n. 
  ~o, ~~y SU is not SMall, ~ut large. 
  ~~~nthar ssumimin datlaaikh gual? 
  ?h~t si%e ts ~v~nthlr7 
  '~3nt~\~ nl-n yl ;uil, v&l dili-n. 
  ~v~nthAr is not sMall, but large. 
  :soly~nu r~ iaii-n ra ot-n ~ual7 
  !s :solyanu l~r;e or s~all? 
  ~3~t~1;n 
  ~rutl~~ 
  16 
  l 7 
  s;!miclen 
  t8 
  prucletl~n 
  19 
  se!llruo 
  20 
  
  Exercises 
  mikirun su ! urikh ks1bi-n gual. 
  The black pen is long. 
  The red pen is long. 
  The grey sandal is short. 
  The yellow dress is long. 
  The bl1.1e book is large. 
  The white book is small. 
  The bro~ book is large. 
  The blue box is narrow. 
  The sreen b.ox is wide. 
  ?he small box is black. 
  The long ·box is black and White. 
  paravUu naulakh ra n1-u ra ks1bi-n gual. 
  Is the yellow dress short or long? 
  Is the dress short or long? 
  Is
  . t~e dress red or blue? 
  ts the hat red or blue? 
  ts the picture large or small? 
  ts the table tall or short7 
  ts tne s re en t·ab le. tall or short? 
  !s the red book wide or narrow? 
  
  Lesson 5 -
  tl6~ si1a~kanikh 
  maisur harri gu!l? 
  bisrimko i 
  man 
  ~iisur b!srimkoi guil , ne? 
  ts thls a man? 
  maisur horukoi K3i,sh gual. 
  !his is Lor~ Xa,esh. 
  Who is th a t ? . 
  nu=edhikh 
  -:JO man 
  masun humedhikh gual, ne? 
  ts tn is a wonaan? 
  masun Playeshn gu1l. 
  This is Playesha. 
  tum !CasulU gual. 
  t 
  :im Kasutll. 
  lum vusijaktok~i ;uil, L&l tusmi ~ijiktokoi gull. 
  t am the teacher, and you 3re the pupil. 
  NOTE 
  the worJs for "I" and "you" (singular) in Tsolyini depend upon 
  tne St3tus of c~e person being spoken about. 
  thus, there are 
  fi •re com=ou ways to s3y "!" : 
  l.tn 
  Lu 
  lCam 
  lukin 
  salum 
  kosaluaa 
  lowest class, very ignoble 
  low class 
  middle class 
  upper class 
  noble class 
  emperor or empress only 
  The following p•ssages from Prolessor Barker's The Tsoly~ni 
  Langua ge (op. cit.) ~xplains the use of these far more cl~arly 
  c~an en is .. author could : 
  "Correct use of these pronouns implies a clear reco,n ition 
  of one's pl~ce in tsolyini society. 
  rhis is at~ost a!~3ys 
  e~sy since visible iusi~uia of rank, clan, ~ealth, 3~j 
  social position a~ound. 
  Sl~vesl peasant women and children, 
  ~nd certain very tow c~stes of fra~ men (e . g. latrine 
  .sweepers) enaploy "lln". 
  Righer catei~ri~s of 3lav~s , m~le 
  pe~sants, labourers, and others use "i~". !he most com~oa 
  form is '"lum'', sicice t~is is appropriace for middle class 
  Tsoly&ni such ~s aerchants, soldi~rs, priests, officials of 
  minor st3tus, craftsmen, ~ealthier pe3sants, ecc. 
  "lukln~ 
  is employed by wealthier persons: 
  clan-chtefs, senior 
  merch3nts, upper-rank priests, military officers, ~inor 
  nobility, etc. 
  "sa!6=" is used by hiih priests, ireat 
  nobles, gener.llls, heredit'1.ry· he~ds of i~port3.nt clans, 
  I~~e~i~l bure~ucr3tS of the upp~r echelons, me=bers of . the 
  !111pert :1l faClily, etc. 
  T1\e pronoun "~<os.ilum'' can b~ ~mploye~ 
  only by the emperor or enapress; misuse is a punishable 
  -,ff<!!'lSe. 
  
  "A person may wish to honour (or flacter) a listener of 
  equal or superior rank by choosing a pronoun lower than that 
  which is appropriate for him. 
  For e~ample, in a group of 
  people where "lum" is proper for all, one speaker may elecc 
  to use ''lu" for h1.mself in order to show himself as humble. 
  Similarly, a middle class person may select "lu'' inscead of 
  "lum" when addressing a minor nobl~. Persons for whom "lum" 
  or even "lukin" would be proper may ref er to themselves as 
  '' lu" or even "l1n" when in conve?'sation with a high noble or 
  a prince of the empire. 
  All persons, without exception, 
  employ "l1ci" when· a::idressing the Imperial presence in 
  Avanthar. 
  It may be noted that the conve?'se of tliis 
  practice is not found; a speaker never ~ses a pronoun· higher 
  than his status .permits in order to aggrandise himself; this 
  would simply demonstrate ~~s stupidity and inability to 
  recognise his proper social place. 
  A speaker who is 
  entitled to "lum" therefore a.ever uses "lukan", unless his 
  status in the society is increased to the appropriate rank. 
  Foreigners entering Tsolyanu should use "l&m" .in dealing 
  with most people but should be prepared to e~ploy "lu" or 
  "lln" when confronted with persons of the upper or noble 
  classes. 
  "A woman speaking to women employs tbe same system as men 
  do. 
  When speaking of herself in the presence of male 
  equals, however, she employs a pronoun one rank lower than 
  that approp?'iate to her status. 
  A middle class woman thus 
  uses "lum" for "I" when conversing with . females and inferior 
  males, but when she speaks before males of her owii class 
  (i.e. males who use ''lum''), she refers to herself as "lu". 
  !lben a high noble lady s~eaks to high noble males, she uses 
  "lukin" or even "lum". 
  There are two exceptions to this: 
  (1) an Aridani woman (i. e. a woman who has le!ally declared 
  herself independent of clan and family strictures and 
  assumed equal status with males) uses the same pronouns as 
  ~ales do, ~nd (2) an empress always uses "kosalum". 
  "Cert3in eastern dialeces, such as those around thriya and 
  Jatkal6r, have further forms for "!." 
  Under the influence 
  of Salarvyaa.i, ~erhaps, these dialects have developed two 
  com~lete series: male-noble versus female-ignoble. 
  Tbe 
  male-noble series is che same as that given above. 
  The 
  female-ignoble set consists of: 
  ~ltn" (equivalent to bot~ 
  "11n" 3nd "lu" in the male set); ~l'n" (equivalent to 
  "lum"); "lutlen" ~ equi~alent to "lukin"); 
  and "salutl~n" 
  (equivalent co "salum"). 
  "kosalum" remains che same. 
  the 
  same cultural considerations ap~ly as in the west: e.g. a 
  woman who uses "l~n" to her female equals and male inferior s 
  ·uses "11n" before males of ~er own social class; an upper 
  class lady w~o uses "lutlen" to her famale equals and to her 
  male inferiors l!mploys "len" before males of her own rank, 
  e cc.'' 
  
  There are also four ways to say "you'' (singular) in com~on usage: 
  ts!m 
  tusmi 
  tusmidlli 
  misritusmidlli 
  low class 
  miidle class 
  high class 
  noble class 
  Again, perhaps Professor Barker's discussion of the subject would 
  be most enlightening: 
  "A person of the lower social orders (i. •· one who uses 
  "l1n" or "lu" for "!") addresses an equal , male or female, 
  as "tsim". 
  ae calls his superiors "tusmi", "tusmidlli" or 
  "mlsrit&smidlli" according to their st~tus. 
  A man of the. 
  middle class speaks to inferiors as "tsam", to equals as 
  "t&smi", and to those of higher status as "tusmidlli" or 
  "mlsrit6smid111" as they require. 
  Persons of the upper and 
  noble classes follow ·similar patterns. 
  ~en and women both 
  use the same status-pronouns for the same type of addresses: 
  e. g. 
  ~ ~~dy of middle status calls her social equals 
  "tus2i" just as her husband do•~· 
  "There is also the added dimension ~f familiarity. 
  In the 
  privacy of tbe bedcbamber _even a high noble addresses his 
  wife as "tsim", and sbe may respond in kind. 
  Amongst 
  intimate family members and retainers he may call her 
  "tusmi", instead of "mlsritusmidlli", and she may reply with 
  "tusmi" or "tusmidlli" in return. 
  Cloae friends of both 
  sexes often address one another as "tsi•" or "tuami", 
  irrespective of rank. 
  ??ie beginner must be cautious in 
  applying this principle, and it is proper to. ask whether the 
  other person minds being treated as a familiar or not. 
  Note 
  ~lso that while this practice may be applied tQ equals and 
  inferiors. one cannot use it ~1th sup~riors. 
  ttauy. other honorific and subtly connotated second person pronouns 
  are ~=ployed. These are covered in The Tsolyhni Language 
  (op. cit., pp ~ 17-18). 
  Kasulu hiVi~idame Tsolyani gual. 
  Kasulu hiViridame is Tsolyani. 
  Zh6 Kriy6r Yin Koryan i 
  gual~ 
  Zhu ~riy6r is Yin Koryani. 
  tusmi Tsotyaui gual. ne? 
  Are you Tsolyani? 
  
  NO~E on ~ationalities 
  The following is a list of kingdoms and nationalities in the 
  Tsolyanu area. 
  Kingdom 
  Tsolyanu 
  Yan IC6r 
  au!ugalavya 
  Salarvy3 
  Livyinu 
  lu• harri gull? 
  tlho am t? 
  t6smi hirri gull? 
  ';Jho are yo~? 
  ~ationality 
  Tsolyani 
  Yan Rory·ani 
  ~u ! ugalavyani 
  · Sa·Larvyani 
  Livyani 
  ~6sm1 vusijaktokoi guil. 
  You are a 
  teaehe~. 
  l6m sijlktokoi gual. 
  t am a pupil. 
  lum horukoi ~agesn gu1l, ne? 
  Am t Lord ~agesh? 
  ya, tusai horukoi Ragesh ya gual. 
  ~o, you are not Lord· Ragesh. 
  tusmi Playisha gual, ne? 
  Are you Playesha? 
  misun harri gull? 
  ';lho is this woman? 
  prusemrun 
  21 
  g ls emruu 
  22 
  ya, lum Playesha ya gual. 
  No, t am not !layesha. 
  arisun Playesha gual. 
  This is Playesha. 
  bisemrun 
  21 
  mr is em run 
  .24 
  tlasemrun 
  25 
  I 
  
  Exercises 
  ~or the following exercises, translate each sentence 
  four times, once each as if the subject were lower, 
  middle, upper, and noble class respectively. 
  lu n1-n guil. 
  lum nt-n guil. 
  tukau a.1-a. gual. 
  si'llum a.1-n gual. 
  t am short. 
  t am tall. 
  You are tall. 
  You are the teacher. 
  You are a mau. 
  You are a woman. 
  
  t a1D a :nan. 
  t 
  a1D short . 
  You are a student. 
  I am a student • 
  t am a tall student. 
  
  Lesson 6 -
  g~bt-n si1akk1nikh 
  korunkoi somralal gual. 
  ~he book is on the table. 
  tamss1rikh f enul guil? 
  Where is the h~t? 
  Kagish fenul gull? 
  ~lh e re i s Ka g is h ? 
  m1sun f enul gual? 
  Where is it? 
  NOT! 
  tamssarikh somkupa guil. 
  The hat is on the chair. 
  misun somkupa guil. 
  !t is on the c~air. 
  miisur hatslodhul gual. 
  Re is near the vindow. 
  Prepositions and other indicators of "case" in Tsolyaa.i are 
  designate~ by locative prefixes attached to the object of the 
  preposition. 
  Some of the more commo~ ~refixes of this class 
  are: 
  hi-
  mik-
  th .. am-
  pag-
  chalu-
  b ru-
  soa-
  san-
  dhu-
  gea.;. 
  tiats-
  aol-
  pas-
  t i-
  ssyi-
  gureng-
  dhi-
  che-
  tu-
  ken-
  j il-
  ngis-
  bek-
  k:ir-
  of 
  from 
  by, vith, using 
  with, accompauying 
  for, on the behalf of 
  in 
  upoll, Oll, above 
  doVll upon, doVll to 
  ullder, belleath, belov 
  beside, next to 
  nei.r, close to 
  to , towards 
  across 
  through 
  like, resembling 
  in front of 
  behind 
  be.fore, prior to 
  after 
  up to, until 
  about, concerning 
  in exchange ·for 
  in addition to 
  in place of 
  When these prefixes occur, the ~oble/Iga.oble Suffix does not 
  3ppear, unless the noun is plural ! 
  Thus, your current pi~cure 
  of a nou.n should !:I e: 
  Demonstrative + Locative + NOUlf 
  Pref ix 
  Pref ix 
  STE~ 
  + Noble / Ignoble / Plural 
  Suffix 
  
  su!urikh fenul gual7 
  Where is the pen? 
  hruchanme ~enul sual7 
  Where is the paper? 
  vayunlukh fenul gual? 
  ~here is the key? 
  shancsurikh fenul gual7 
  Where is the box? 
  kirin ko~uukoi f enul guil? 
  Where is tha red book? 
  misun somhruchanme gual. 
  !c is on the paper. 
  masun brukorun gual. 
  !t is in the book. 
  masun n1ri-n brushantsur gua1. 
  It is in the blue box. 
  m~sun zhaurun mlsunanuldhuralel gual. 
  !t is under chat green cable. 
  maisur abasuu somkupa gual. 
  !t is on the white chair. 
  karin korunkoi abasuu mlsunsomkupa gual. 
  The red book i~ on chis white chair. 
  mikarun su!urikh abasun chamhruchin•e zhuraun somralel gual. 
  The black pen is wich the white paper on the brown table. 
  lodhulikh gurenglum gual. 
  The vindov is in front of me. 
  ralelikh gurengtusmi gual. 
  The table is in front of you. 
  ralelikh gurengtusmi gual, n•? 
  !s the table in front of you? 
  kupa~h sure~glum gual, ne? 
  !s the chair in front of me? 
  lum ~arri gual? 
  Who am I? 
  tum feuul ~uil? 
  Where am !7 
  karin korunkoi dahlte gual . 
  T~e red book is here. 
  karin korunkoi fenul guil? 
  Where is tne red book'! 
  i3th~n korunkoi f enul gull? 
  ~here is the grey book? 
  Kagesh dahlte guil, ne? 
  ts Kagesh here? 
  tusmi fenul gual? 
  ~ere are you? 
  ts6nikh dhilum guil. 
  The door is behind me. 
  timungikh dhitusmi gual . 
  The wall is behind you. 
  ssa, ralelikh gurenglum gual. 
  Yes, the cable is ·in front of me. 
  ya, kupakh gurengcusmi ya gual. 
  ~o, the chair is not in front of you. 
  cusmi vusijaktokoi guil. 
  You are a teacher. 
  cusmi dhiralel gual. 
  You are behind the table. 
  tathen koruukoi onotl gual. 
  The grey book is there. 
  dahlte. 
  :!ere. 
  ouotl. 
  't'h ere. 
  y&, maisur dahlte ya gual. 
  ~o, he is not here. 
  lum hatstsouikh gu&l. 
  ! 
  ~m aear the door. 
  
  ~up~kh gurengKagesn gual, ni? 
  Is the chair in front of Kagesh~ 
  ya, kupakh gurengmaisur y1 gual, v!l dhimaisur. 
  ~09 the chair is not in front of him, but behind him. 
  harri dhivusijakto gual? 
  Who is behind the teacher? 
  Avanthar bruTsolyanu gual. 
  Avanthar is in Tsoly!nu. 
  Jakalla bruSalarvy1 gual, nl? 
  ts J~killa in Salarvya? 
  Kagesh dhimaisur gual. 
  Kagesh is behind him. 
  ya, misun bruTsolyanu gual. 
  No, it is in Tsolyanu. 
  gabisemrun 
  26 
  hrusemrun 
  27 
  glmisimrun 
  28 
  prutlesemrun 
  29 
  b1lun 
  30 
  
  koruukoi somralel gual. 
  Exercises 
  The book is on the tab le. 
  The book is on the chair. 
  The book is in the box. 
  The book is a.ear the box. 
  The pea. is on the paper. 
  The pen is ua.d er the paper. 
  tt is -· on the paper. 
  The blue pen is on ttle red table. 
  The red book is in front of the blue 
  book. 
  The blue book is behind the red 
  book. 
  The blue paper is in the red book . 
  The keys are in the yellow box. 
  The big red book is under th~ little 
  browu book . 
  The long blue pen is near the short 
  red pen. 
  The blue and brown key is in the 
  wide green and yellow box. 
  the blue key is there. 
  The yellow box is here. 
  the tall teacher is behind the shore 
  tab le . 
  
  Lesson 7 -
  hrun si1~kk!nikh 
  ~usijaktokoi zhur ~oy11 
  U~3t does the 
  te~cher do? 
  vusij~~tokoi g~tna~ m3isur, tlakorun. 
  !h~ te~c he r 
  t~ ~ es the book . 
  v us ij!ik tokoi somkup~ karden maisur, tlakorun. 
  The 
  te~c~er puts the book on the ch1ir. 
  9 usij\kcokoi vay6n miisur, tlakorun . 
  The teacher opeQs the book. 
  ~alsur dh~lur maisur, tlakorun. 
  qe c1os~s the book. 
  Unlike the copula sentences in the p~evious lessons, the 
  sentences in this lesson are structured: 
  Subject + (Adverb) + V--rb + Oirect Object 
  They ~re c~lled transitive sentences. 
  The itrect object in 
  c~ese se~t~nces is ~arked with the locative prefix ~tla- " . 
  This kind of sentence 'lso includes another nev concept, the 
  proaomi~l direct ob1ect, which is the t~ird per~oa pronoun 
  (''saisur'', "masun", "mssuri", "mss6ran") used with direct 
  objects. 
  This pronoun must 1~ree 1~ nobility!i!nobil~ti and 
  number with the ~irect object itself. 
  For example, 
  "•rust.jaktokoi s;:ithan maisur, tlakorun'' literally translates 
  'lS "T~~ t~~cher takes it, the book."' 
  This pronoun is 
  required ..,ith !.il l'iirect objects which ai-e n'ot ia . themselves 
  pronouns. 
  For e~ample, "vusijaktokoi gatham tlamasun" 2e3ns 
  ''The te:icher t.1.kes it". 
  Because ''masun'' is .:i. ptoaouu on its 
  own, 
  c~ts sent~nce does not require 
  ~ pronomlnl direct 
  ~b1ect. 
  ('"rusij.\ktok.oi ;~t~am !ll!isun, tla:nasuu" is 
  tncori-ec t. ) 
  You have b~eu introduced to four aew transitive verbs 
  ~lretdy. 
  These 
  .1.r~ : 
  ~ ·'1th !t:n 
  k:1rii!n 
  vay\in 
  ·i~a lur 
  to take 
  to put 
  to open 
  to close 
  
  vusijaktokoi gathim masua, tlasu!ur. 
  The teacher takes the pen. 
  vusijaktokoi dhuralel kardea masun, mikarun tlasu!ur. 
  Th~ teacher puts the black pen under the table. 
  vusijaktokoi mollodh~l gatham misun, tlakupa. 
  The teacher takes the chair to the window. 
  miisur gathim m3sun, tlashantsur .' n'? 
  Doe.' he take the box? 
  ya, maisur ya gathim masun, tlashantsur. 
  ~o, he does not take the box. 
  vusijaktokoi gatham masun, tlasu!ur, ne? 
  ~oes the teacher take the pen? 
  ya, maisur gatham maisur, tlakoruu. 
  No, he takes the book. 
  vusijaktokoi soaralel kard~n masuu, tlashautsur, ne? 
  Ooes the teacher put the box on the table? 
  ssa, maisur somralel karden masuu, 
  tl~shautsur. 
  Yes, he puts the box on the table. 
  miisur somku~a karden .masuu, tlasu!,r, ~e? 
  noes he put the pen ou the chair? 
  ya, maisur somkupa ya kardeu masuu, tlasu!ur. 
  No , he does not put the pen on the chaLr . 
  vusijaktokoi fenul kar~eu sasuu, tlasu!ur? 
  Where does the teacher ~ut the pen? 
  maisur dhuralel kardeu tlamasuu. 
  ae puts it under the table. 
  vusijaktokoi vayun maisur, tlakoruu, ne? 
  noes 
  t~e teacher open the book? 
  ssa, ~a i sur vayun maisur, tlakorun. 
  Yes, he opens the book . 
  7USijaktokoi 'vayun masun, tlats6n, ue? 
  noes the te~cher open the door7 
  ssa, maisur vayun ~asun, tlatson. 
  Yes, he opens 
  t~e door. 
  
  maisur dhalur masun, 
  tl~ts6n, ne? 
  Does he close the door? 
  y3, miisur ya dhalur masun, tlats6n. 
  No, he does not close the door. 
  gathamli miisur, tlakorun, Kagesh! 
  Take the book, K~gesh! 
  gathamli masun, tlasu!ur! 
  Take the pen! 
  somralel kardinli matsur, tlakorun, ~agesh. 
  Put the book on the table, Kag~sn. 
  NOTE 
  the suffix ''-li" ou a verb stem denotes the i:21pet'ative form of 
  the verb. 
  This form is used when a command is given, and the 
  subject is an implied "you·"· 
  There are three foroas of 
  imperative, depending upon who• is being spoken to: 
  To say "Take it!" to a 
  slave: 
  person of low to middle class: 
  to a person .of high class: 
  gatham tlamasuu! 
  sathamli tlamasun! 
  gathimlitusmi tlamasun! 
  Using the wrong form ca~ be insulting, especially if a lower 
  class form is used with a higher class person. 
  If further 
  ~mphasis is desired, the proper form of the ~•coud persou 
  prououn ("you") may be used (for example: "t6smj gathamli 
  tlamasun") 
  Your current picture of a verb should now be: 
  V!R! STEM + tmperative Suffix 
  vayunli masun, tlatson. 
  !'>pen the :ioor. 
  dhalurli masun, tlatson. 
  Close the door. 
  n1-n zhuriun brusnantsur kardinli masun, ks1bi-a a1ri-n tlasu!ur. 
  Put the long blue pen in the small brown box. 
  
  ::xercises 
  vusijaktoko i gatham masun, tlasu!ur. 
  The teacher takes the pen . 
  sathamli miisur, tlakorun! 
  The teacher takes the book . 
  The teacher opens the book . 
  The teacher closes the .book. 
  t take the book. 
  You take the book. 
  t put". the book on the table. 
  t take the pea. 
  You take the book and the pen. 
  The teacher opens the red book. 
  Tbe student takes the book from 
  t~e 
  teacher. 
  t~e teacher puts the ~ed book on the 
  gi-een chair. 
  The teacher opens the book on the 
  chair. 
  Take the book. 
  Take the pen . 
  Take the table. 
  Put the pen on the table, Lord 
  ~agesh. 
  Put t~e key in the· box. 
  Put the key in the purse, Playesha! 
  .,~en the box. 
  Close the box . 
  
  Lesson S -
  gamt~n si1akkanikh 
  vusi.jaktokoi f'nul mule? 
  Where does the teacher go? 
  vusijaktokoi moltson :11ule. 
  Th e teacher goes to the door. 
  ya, maisur mollodhul y1 mule. 
  vusijaktokoi mollodhul mule, ne ~ 
  Does the teacher go to the window? 
  ~o, he does not §O to the window. 
  NOT~ 
  The verb "m6le" (to go) is an intransitive verb . 
  Sentences 
  containing intransitive .verbs. have a general f:orm · si:11ilar to 
  the copulative sentences of previous lessons, as the verb 
  appe~rs at the end of the sen~euce. These sentences also do 
  not h3ve a direct object. 
  These sentences have a formal 
  structure of: 
  Subject + (Adverb) + Verb 
  This word order is fairly fixed throughout the language, 
  although ~ther word orders do occur (mainly in historical and 
  rel.igous texts). 
  maisur f lnul mule? 
  !lhere does he go? 
  si.jaktokoi finul mule? 
  Yhere does the student go? 
  K~gesh molsijakkin mule, ne? 
  ~oes ~agesh go to school~ 
  maisur aolts6n mule. 
  Re goes to the door. 
  •aisur molsijakkan aule. 
  Re 5oes to the school. 
  y3_, mai.SUt' lllOlSijakkaa. ya mule, maisur moltSOl:'Okan mUle. 
  ~o. ~e
  · does not go to school, he goes to the inn. 
  sh3rt6koi. Kagesh f enul mule? 
  Where does priest Kagesh go? 
  harri bruniti pal d6pal? 
  Yho is ~omiag into the room? 
  lum moltusmi pal, ne? 
  Do ! come to you? 
  maisur molkatakan mule. 
  He goes to the temple. 
  vusijlktokoi brunati pal d6pal . 
  The teachar is coming into the room. 
  ssa, tusmi mollum pal. 
  Yes, you come to me. 
  Playesha molJakalla mule d6pal, ne? 
  ts Playesh3 goin~ to Jak3lla~ 
  ya, masun molJ~kalla ya Mule dop3l, val molAvant~ar . 
  ~o. she is not goia.g to Jakilla, but to Avantha·r. 
  
  NOTE 
  "l'he word ''dopal" is an indicator of the "is • • • 1ng" (ongoing accion ) 
  form of the verb. 
  Thus , ''lum molcusmi pal" means "! come to you", 
  and "lum moltusmi pal dopal '' means"! am coming to you." 
  The same 
  ~pplies to all verbs. 
  ''dop~l" is an example of the aspective, a verbal modifier placed 
  immediately after che verb it modifies . 
  Aspectives describe the 
  manner in which an action occurs; 3S opposed co the cense of the 
  verb. 
  !n English, these aspectives are usually represented as verbs 
  with the action mo~ified being the object of the verb. 
  Only one 
  aspective may appear wich any given verb at any one time. 
  Some 
  examples of aspectives are: 
  birU 
  niyas 
  teten 
  hu!u 
  karis 
  denotes habitual action •
  . The subject is usually a person 
  or an animate object since inanimate objects and abstract 
  nouns may only metaphorically have habits. 
  Example: 
  "m1isur molsijakkin hagi-n m~le birU" means "Re daily goes 
  to school (going there is his regular habit)". 
  indicates an action which the speaker thinks is probable. 
  tlhen another aspective is used with a verb, the adver·b 
  "nit6lin" (''probably") is used. 
  Examples: 
  "lum mule 
  niyas" means "I probably go" and "l~m nit6lin mule 
  lanmrala" means "!.probably have to go . " 
  .·. 
  denotes an action which is repeated intermittently , 
  freq~ently, or continually with pauses between the 
  repetitions. 
  Example: 
  "masun molsijakkan mule tieten'' 
  means "Re goes to school inter~ittencly." 
  "to manage to • •• ". 
  This form denotes being able to 
  complete an action by strivtng. 
  This form ·is not common 
  in spoken Tsolyani, although it does appear in written 
  form. 
  Example: 
  "lum ya mule hu!u" means "! cannot man3~e 
  to go . '' 
  "to be about to ••• ", "on the point of 
  " 
  This 
  ~spective indicates that the actor is just abouc to 
  perfor111 the action. 
  Example: ''lum mule kiris" means''! am 
  about to ~o". 
  ~ote that this is not a tense per se, as 
  forms such as "Re will be about to go~ are possible. 
  l3nmrala 
  .. to have - to •• • '',''must ••• ·•. 
  This aspective shows 
  compulsion ou the part of the actor to perform the action. 
  Example: 
  "lum mule la~mrala " means "! must go." 
  tlayesh 
  expresses an action which can be perforozaed: ''to be able :o 
  ••• ·•,''can •• • ". 
  ~ote t~at ''to be unable" can be si\own b y 
  negating a sentence with "tlayesb".Example: "lum 
  l!lolsijakkan mule tlayesh" aaeans -"! can go to school." 
  
  worel 
  otun 
  taino 
  indicates that the action is being attempted: "to try to 
  '' 
  Exa~ple: 
  "lum molsijakkau mule worel" means "I try 
  to go to scnool." 
  d en o t es an a c ti o a. which is b e g in a.in g : " to s tar t to • • • " , 
  "to begin to ••• ". 
  Example: "lum vayun ot6n maisur, 
  tlakorun'' means ''I begin to open the book." 
  si~uifies the ending or completion of an action: "to 
  finish ••• iug". "to stop ••• ing.", Example: "lum vayun 
  cane maisur; tlakorun" means "I finish opening the book . " 
  expresses a stat• resulting from au action. as 
  distinguished fro~ performing the action itself. 
  For 
  example. iu English. "! am sitting" means -eitb.er "I am in 
  the .£.5.S of sitting" or "t nave already completed . the act 
  of sitting and am in th• ~state of sitting." 
  There is no 
  simple way that this distinction is made in !ngli~h. For 
  example, consider the dif ferenc~ between "He will be 
  sleeping" an4 "Re will be falling asleep~ or "They will 
  catch her" and "They will be holding her." 
  1.um tsok6. 
  ! sit. 
  tusmi tsok6. 
  You sit· 
  lum tsok6 d6pal. 
  t am sittiitg . 
  lum tsok6 taiuo . 
  tam sitting (d~wn). 
  Lum jtakpe d6pal. 
  t am stan~ia.g. 
  tusa.i tsok6 d6pal. 
  You are sitting. 
  lum tsok6 tlino. 
  You are sitting (dovu). 
  lum jllkpe taino. 
  I am standing up. 
  t4smi somralel jlakpe taino. 
  You are standing on the table. 
  tusmi somkupa tsok6 taia.o. 
  You are sitting on the ch.air . 
  
  lum molts6n mule . 
  Exercises 
  t go to the door. 
  t go to the table . 
  You go to the t3ble. 
  You go to school. 
  You go through the door. 
  You ara soing through the door . 
  You are going to school. 
  The teacher comes into the room . 
  the teacher comes from Jakalla. 
  The teacher sits on the chair. 
  The teacher stands near the door. 
  Tbe student sits on the table. 
  ?b• student is sitting down on the 
  table. ("state resulting from 
  action" form ) 
  ?be student is sitting on the table. 
  ("is ••• ing" form) 
  t can sit on the chair. 
  You (habitually) go to the temple . 
  I begiQ to open the door. 
  She stops going to school. 
  ~e tries to open the door. 
  Lord ~agesh i s probab l y in Jakalla. 
  Lord ~agesh probab l y goes 
  (habitually ) to the temple . 
  t manage to go to school 
  ( hab i tua l ly ) . 
  
  Tr3nsformation Exercises 
  !r,nsfor~ the following sentences from the provi:ied for~ 
  1.nco the other two in:iicatad forms. 
  For example: 
  If 
  provided a santeace in the "is ••·ins'' form, convert 1.t 
  to the preseni tense ani 
  t~e l:perative form. 
  tu:i1mi pal d6pal. 
  ~usmi pal. 
  2-i l 1 i. ! 
  tusmi mollum pit. 
  ~~th\mii m!tsur, tlakorua, vµsijakcokoi! 
  You are coming. 
  present tense 
  imperative 
  You col!le to me. 
  is ••• 1 n ~ f o rui 
  i;:npera.tive 
  Take the book ·, 
  teacher! 
  to beg in to ••• 
  ·co try to ••• 
  7usijlkokoi somk&p~ tard•n 46pal miisur, tlakorun; 
  ?!.-.y~sh"' brus~3nt~ur lt:i.r:ien m.atsur, 
  tl3~orun. 
  ~hisar y~ S3t~ia ~asun. tl3sh~ntsur. 
  The teacher puts the 
  book on t~e cnatr. 
  habitual 
  to be 
  -~bout to 
  Playesha puts the 
  book i.n the :,ox. 
  imperative 
  to ~;ive to ... 
  ~e :ioes not take 
  ch~ 
  box. 
  prob.ibly 
  can ••• 
  
  Lesson 9 -
  prutlen s11akkanikh 
  prun 
  l 
  gab t-n 
  ~ 
  prutlen 
  11 
  g3bltl~n 
  16 
  prusemrun 
  21 
  gabisemrun 
  26 
  s 1min 
  40 
  gamrikcan 
  2 0 I) 
  gin 
  2 
  hr!in 
  1 
  g1tl6n 
  12 
  hrutlen 
  17 
  glsemrun 
  22 
  h rus elll r.un 
  27 
  bal6u 
  . so 
  hashba dopal 
  Counting 
  b 1.n 
  '3 
  g!mi-n 
  8 
  bitl&n 
  13 
  glmitl'n 
  18 
  bise11arun 
  23 
  sUdhin 
  0 
  mrin 
  4 
  prutlen 
  9 
  mritl&n 
  14 
  prutletlen 
  19 
  mr is emruu 
  24 
  gamisemrun prutlesemrun 
  28 
  29 
  lats in 
  hruualin 
  60 
  10 
  prutlen1lin 
  mrikti.n 
  90 
  100 
  btmrtktan mrimriktan clamriktaa 
  300 
  400 
  500 
  ~rumriktan gamimriktan 
  prutlemriktaa. 
  900 
  700 
  81)1) 
  tl6n 
  5 
  cl en 
  10 
  tl~clln 
  15 
  se11arun 
  20 
  tl~semrun 
  25 
  b1lun 
  31) 
  gam~lin 
  80 
  gablmriktan 
  500 
  tauknelin 
  1000 
  clacauknelia gamriktan gamalin 
  5290 
  hashbali! 
  Count! 
  l\lm hasnba . 
  I count. 
  cus121i mikpru mol~ri hashba. 
  You count from one to four. 
  lum zhur moyi'! 
  What do I do? 
  tusoi zhur moyt? 
  Uh a t 
  d o you d o 7 
  cus1211 hash.b a. 
  ·You count. 
  lum miktle moltlac1e · hashba. 
  I count from ten to fifteen. 
  tusmi hashba. 
  You count. 
  Lum hashba. 
  ! 
  c o:un t. 
  
  mssuran qurushautsuryal guil. 
  These are all the boxes. 
  hashbali mssuri, qurutlakorunyal. 
  Count all the books. 
  gathamli mssuri, zh!tlakorunyal . 
  Take some books. 
  brushantsuryal kard,nli mss6ri, qurutlakorunyal. 
  Put all the books into tbe boxes. 
  lU=shantsuryal gull. 
  There are no~ enough boxes. 
  g a thaml i mssuri' mssuran tli tlakoru~_ya l • 
  T~ke a few of these books. 
  somralel kard6nl1 mssuri, ~irin mssuranqurutlakor6nyal. 
  Pu~ all these red books on the table. 
  prun lel pruu gin gual. 
  One and one are two. 
  o1n lel tl6u deste gull? 
  Row much are three and five? 
  gin lil gin mr1n gual. 
  Two and two are four. 
  b1n l,l . tl6n gami-n ~ sual. 
  Three and five are eight • 
  .. 
  tl6n blyal diste gull? 
  tl6n b1yal tlbtle gual~ 
  Row =uch are ftve times th~ee? 
  live times three are fifteen. 
  (lit· live threes 'are bow such?) (lit· · Five threes are fifteen.) 
  desce koruny3l somralel gull? 
  ~ow ma~y books are on the table? 
  deste su!ury3l onotl gual? 
  ~ow many pens are over tnere? 
  deste kupay~l bruu6ti gual? 
  Row many chairs are in the room? 
  :ieste lodhulyal? 
  ~ow ~any ~indows? 
  gab t-u. 
  s 
  gami-a. 
  ~ 
  tlen. 
  11) 
  deste .ts6nyal? 
  !iov many doors? 
  ~este tsanyal mikJakalla molAvanthir gual? 
  ~ow ~any !sau is it from Jakalla to Av3nthar? 
  
  miisur hishba . 
  Re counts. 
  masun hashba. 
  She counts. 
  mtksemru molbllu h3shbali . 
  Count from twenty to thirty. 
  tusmi molosUn ssumimin hashba? 
  From which number do you count? 
  malsur molosun ssumimin hashba? 
  Up to which number does he count? 
  mssuran ssumimin osUnikh gual? 
  Which numbers are these? 
  b1n 
  1 
  bltlen 
  13 
  btlun 
  30 
  h.al6n 
  50 
  prukorunkoi 
  one book 
  gakor(u1yal 
  two books 
  blkorunyal 
  three books 
  p ruk6'Pa kh. 
  one chair 
  glk!apayal 
  two chairs 
  biku9ayal 
  three chairs 
  NOTE 
  ~hen referring to a number of "things" the numbers can be 
  used as prefixes (as above) with the adjectiv~l for~ant 
  suffix ("-a.'• or "-in") removed. 
  These · suffixes are added to 
  t~e ends of numerals when they stand alone. 
  The numerals 
  can be used as seperate adjectives for emphasis, if desired . 
  th us, "gakor!anyal" and "gin ko-runyal" both mean "two books", 
  but the second has more emphasis ou the "two''. 
  ~hen the numerical adjectives are used as prefixes to a 
  noun, they are part of the class of prefixes known as 
  quantifiers. 
  Other members of this class inclu~e: 
  quru-
  h l~n­
  hl~nil­
  biiru-
  tai-
  znl-
  l\lm-
  ka u-
  yllU-
  all 
  any 
  every 
  many, :auch 
  a few 
  some 
  too few, not enough 
  too many, too 
  ~uch. 
  none, no 
  These prefixes follow the demonstrative prefixes and precede 
  the toc3tive prefixes, thus "mssuranblbrukoruny3l" me3ns "in 
  these three books". 
  Thus, your current concept of a noun 
  should be: 
  ~emonstr1tive + Quantifier + Locative + 
  Pr~f ix 
  Prefix 
  Prefix 
  ~OUN 
  ST!~t 
  + (!g ) noble / Plural 
  Suffix 
  
  mikpru molmrt hashbali. 
  mssuran shantsuryal gual. 
  Exercises 
  Count from one to four. 
  Count from one to 
  t~enty. 
  Count from five to fifteen. 
  Count from one to one thousand. 
  Count from one to five-hundred 
  twenty-five. 
  These are the boxes. 
  T~ese are all tbe boxes. 
  These are ~oae of the boxes. 
  There are books in some of t~• blue 
  boxes. 
  Put ~ll tbe books into the boxes. 
  Row many books are there? 
  There are many books. 
  There are too many books. 
  There are no green books. 
  
  Lesson 
  l~ -
  tlen si1akkanikh 
  baktekh 
  The body 
  t6mikh 
  he;id 
  shaolekh tsahlikh sumik~ 
  hair 
  nose 
  mouth 
  lyukh 
  ear 
  p:\wanik'h yadhikh 
  foot 
  hand 
  p6i.shmakh 
  f ot'ehead 
  kay6kh 
  neck 
  dicherin yadhikh 
  right hand 
  nl1lakn 
  too th 
  ·:tn tkh 
  ba.ck 
  k eh l m r i - t<. h 
  kay1-kn. 
  shoulder 
  eye 
  upUkh 
  ch6pekh 
  cheek 
  finger 
  ka!zakh 
  pamikb. 
  chest 
  a ?'Ill 
  f ayaria. yad.~ikh 
  left hand 
  mssurankorunyal changilin randukh gual? 
  Which color are these books! 
  mssuri kariu gual. 
  They are red. 
  mssuransh~otsuryal tathen gual, ne? 
  ~re these boxes grey? 
  ya, mssuran tathen ya gual. 
  ~o, they are not grey. 
  harri masunbasrimkoi gual? 
  Who is this man? 
  harri mssuraubasrimyal g~l? 
  ~ho are these men? 
  harri masunhumedikh gual? 
  ~ho is this woman~ 
  hir~i mssur3ahume~y~l gual? 
  7ho 3re these women? 
  tl~miyel !sotyini gual, ne? 
  Are you °(plur3l) tsolyani? 
  ctul1liyel Yan Koryaa.i gual? 
  Are you Yan Koryani? 
  maisur Kagesh gual. 
  Re is Kagesh. 
  mssuri Kagesb lel KasulU gual. 
  They are Kagesh and KasulU. 
  masuu Playesha gual. 
  This is Playesha. 
  mssuran Playesha lel St gual. 
  They are Playesh.3 and st. 
  ssa, l uma'!lla !solyani gual. 
  Yes, •11e are !solyani. 
  ya, lumama Yan t<o ry an i 
  # 
  ya gual. 
  ~o, we are not Yan Koryani. 
  
  elurnl f Lrst and second person pronouns differ f~o~ their 
  ~quivalent sin~ular forms (see Lesson 5). 
  For example, there 
  ~re r:wo for!lls of r:he first parson plural pronoun ("1.1e''). 
  The 
  form use~ depenis upon wh~ther or not r:he person sooken to ts 
  included in the group being spoken rtbout: 
  ~., e ( inc l us i. v e) 
  w-e (exclustve) 
  tumi 
  lumama 
  The$e forms are ~sed regardless of the class of 
  t~e spe3ker 3nd 
  his party. 
  As Tu!unme hiChakotlekka says in his tre~tise 
  ~Atlesud~!liyal hiD-ritslnsadhili hiKolu=ebablr" (!h~ Beauteous 
  Pronouns of the Powerful and Elegant Language of the !~peciu~): 
  ''!n the stngular. 
  ~ man l'lay see himself and know his own rank 
  ~nd status relative to others. 
  !n the plural, however, men 
  l'lay join together and act, and they m3y be of various ranks 
  and cla•ses. 
  ~h~ll we then have one pronoun for a group of 
  five men of the middle class and one of noble rank, versus 
  another for . four men of the former and two of the latter7 
  To 
  permit diverslfica~ion would make speech impossible!" 
  Canto ~XXVtt. verses q4_9g 
  Translation by H. A. a. Barker 
  In the second person ("-you .. ). there are th.ree forms of the 
  plural pronoun. 
  The pronoun to be used ~epends u~on
  · che class 
  .of 
  t~e people spoken about: 
  clumi 
  tlumiyel 
  tus:za id a~ i 
  mlsri.tusmi~ili 
  low class 
  middle class 
  !ligh class 
  noble class 
  ~ot• t~at the hi;h class 3nd noble class for~s of "you" (plural) 
  ,re the ~a~e i~ t~e correspondtn~ for~~ of "you" (singular). 
  For ~~~~pte: "t6smiJali pal d6p~l" means either "You (hi~h 
  etas~. singular) are goin1" or ''You (hi:lh class, ?lural) are 
  ~oi:ig". 
  ~~sun l6mmr1 
  tl~ssirikh ~uhl. 
  !l'\i.s i.s !JJ.Y hat. 
  !!1.-lsun t6s:nimr<i j ardukh gual. 
  lhis i.s your purse. 
  chin~~li.n t~mssirik~ lummra ~uil? 
  Uhich hat is ~tne7 
  c~4n~ili~ ssy6~oi t6s~i~r3 3ual7 
  T:'l i.c~ •pror1 is yours7 
  mssur~n lummra ambuyal iuil. 
  Th~se ~re ~Y 1loves. 
  ~ssur3n tusmimr<l galchay~l guil. 
  These :tre your s3n:ials. · 
  masun. 
  !~i$ one. 
  maisur. 
  '!'':'\ i. s o n e • 
  
  ~s you have probably gathered from the preceeding examples, the 
  suffix " -mra'' is used as the posession indicator, very similarly 
  to the En;lish suffix ·• - .. s" • 
  This type of suffix is totally new 
  to our concept of the noun . 
  W~ sh~ll th•refore add it, thusly: 
  namons. 
  Pref i.:( 
  ~ Q•.1-intifier 
  Pref i:< 
  +Locative + 
  ~~~~ + Posessive + (tg)noble /Plural 
  Prefix 
  STE~ 
  Suf fi~ 
  S~f fix 
  Another method for in~icating posessi~n is the locative prefix 
  "h1-·• (me:in'f.ug ·•of'') . 
  Thus, ''lummra tamssarikh'' and "tamssarikh 
  ':\ i. l u Ill" b 0 th "'I! an '' m r h 3 t ••• 
  c~ansilin korunkoi sijaktomrakoi. gu!l ? 
  ~hich book ls the student .. s? 
  changllin su!uryal tusmimra gual? 
  Yhich pens are yout's? 
  masun harrtmra tamssarikh gull? 
  ~hose h3t is thls! 
  cnan§ilin koruny~l sijaktonarakoi ~ual? 
  7htch 2re the student .. s books! 
  ~ssuran ~arri.mra kupayal guai? 
  ~-lb o s e c ~a i. rs. a re these ? 
  mssuran Ptayeshnmra lel S1mra gu1l. 
  Th~y ~re Playesnn .. s 
  ~nd Si's. 
  maisut'onul. 
  1'ha t one. 
  mssuranonul . 
  Thos--. 
  masun ~ageshmra gual. 
  ·t t 
  1 s 
  ~a g fl sh ' s • 
  :ssuri.onul. 
  Those. 
  ~aisur ~~,eshmr3 koru~koi guil. 
  Thls is K3g~sh .. s book. 
  milsur korun~oi hiKagesh 3ual . 
  This is Kagesh ' s book. 
  ( l i t • 
  •• 't'h i s is th e b 0 0 k 
  0 f 
  ~a~ es h . .. 
  ms~~r~n Pt1yes~3mrn lel Slmr~ t~mssiryal ~uil. 
  rhes~ are ?lay~sha's and St ' s 
  h~ cs
  . 
  ~ssur1n c1mssiry~l ~iPtayesha let hiSt ;~al. 
  ?hes~ ,r~ Playesha's and 5l"s hats. 
  ClL:. "Thes~ ~re c~e h3ts of Pl3yesha anJ st.") 
  
  Exerc i ses 
  ~ as un su!urikn lumm r a gual . 
  Th i s is my pen. 
  This is my book . 
  This is my head . 
  This is my box . 
  This is your box. 
  This is your a rm . 
  This is K~gesh's hand. 
  These are our (inclus ive) legs. 
  This is P·tay~sha ' s box. 
  (Ose "box of 
  " form) 
  • • • 
  
  Lesson 11 -
  prutlen si1akkanikh 
  molsijakkan mule d6pal 
  Going to school 
  lum molsijakk3n mule d6pal. 
  t ac going to school. 
  tum molsijakkan mal ul gual· mule. 
  t vill so to school. 
  lu:n molsijakkan zhulin mal ul gual mule. 
  t vill go to school tomorrow. 
  tusm~ molsij1kkan hagi-~malyal 61 gual mule b1rU. 
  You will go to school daily. 
  ~OTE 
  The phr3se ''mal ul gub.l '' indicates the future tense of the 
  v er b ( '' v t. l l ••• '' ) • 
  ! t is us e d vi th al l v er b s • 
  ~nt en the 
  1ction will b~ repeated more th.au once in the future, the 
  form "malyal ul gual" is used. 
  lum molsijakkan zhulin mil ul gual tlats1r. 
  ! vill run to school tommorrow. 
  lu= molsij3kkan zhulin mil ul gual 2ule. 
  t vill valk to school tomorrow. 
  !ttlTE 
  ~s you probably noticed ( at least! hope you noticed), the 
  sentence for ''! t.1ill Villk to school'' in Tsolyani is the same 
  ·'.l s th e s ea tea c e 
  ~ o r " ! 
  w i l l 
  ~ o to s ch o o t • " 
  rn e .,, er~ ·• Ill u l e ·• 
  me;ins both "1.1alk'' an<i ''go''. 
  T~is is 'oecause t!\ere .ire no 
  riding anim~ls in Tsolyauu and the only forms of vehicle 1re 
  the litter (very e~pensiveJ or the Chlen-cart (very slow ) . 
  Thus, the assu:ned mode of travel is walking. 
  lum mols t jakkan zbulin mal ul gual mule. 
  ! will go to school tomorrow. 
  lum molsijakkan zhulin mil ·ul mule~ 
  Let me go to school tomorrow. 
  !h~ .. Let 111e 
  • •. ·• or ''1.et us • • ." tense of a verb i.s cal.led 
  the 1-\ort~ti•Te :enses of the verb. 
  T~·ds for:n i s iniicated in 
  Tsolyini by preceedtng the verb with ~he phrase "~al ul". 
  't'hi.s is ~tfferent from tne future tense ("ma l ul gual'' ) , 
  Jhich could be tr:inslated as ''Let it be that .•• ". 
  
  lumt brusijakk~n sijak kaidUn lel surim d6pal. 
  ~e are learning to read and ~rite in school. 
  lumi cal ul gual sijak surim mssuran, lumimra tlakhatunyal. 
  Ue wtll learn to write our names. 
  NOTE 
  !he verb ''sijak'' ("to learn") is the root for a n.\.lmber of 
  other words which we have already learned . 
  This all~ws us to 
  illustrate a few new formative affixes. 
  The first of these words is "sijiktokoi" ("student"). 
  This 
  word illustrates the suffix "-to" which may be appe~ded to 
  ;iny verb and means "the person who ·performs the ~ction as a 
  profession". 
  Thus, "sij1ktokot" means "a professional 
  learner". 
  (The ·noble suffix "-koi" is appended because 
  learning is coust:iered a ''noble" profession. · tf au ignoble 
  profession were being considered, the ignoble suffix C"-ikh" 
  or "-·kh") would be used.) 
  The second, "vusij1ktokoi" ("teacher") illustrates the verbal 
  prefix "vu-". 
  this prefix means "to cause to ••• ", thus 
  "vus ij ak" .means •• to cause to learn •t or •• to teach"' and 
  "vusijaktokoi" means "a person who teaches · (causes to learn) 
  as ~ professi~u" or a teacher. 
  The t~ird word, "sijikkanikh" illustrates the "-kau" suffix. 
  Th is suffix, like "-to", converts the verb it . is appended to 
  tnco a noun, .but the meaning of the rioun ·1·s "the .place where 
  the action is performed~. Thus, "sij1kkanikh" means "the 
  p l :! c e wh ere 1 ea. r u 1 n g is d one '' or. '' sch o o l" • 
  Given these three suffixes, try to figure out how the 
  ~ollowin.~ words were cr~ated : 
  ~(3 id un koin i k~ 
  surimtokoi 
  surimkani!th 
  vayua tok.h 
  read in~- room 
  sc ri.be 
  w-r.i tiag-roona 
  gate-guard, doorman 
  Lum surim masu~, lunamra tlakhatuu. 
  t 1,1ri1:e my 
  n.~me. 
  lum suriM d6pal ~asun, lummra tlaknatUUo 
  T ~m W't'iting my name. 
  Lum mil ul ~ual surim masun., lummra tlakhatun. 
  ! 
  ~ill ~rite ~Y name. 
  suri~li ~asun, tusnaimra tlakhatuu. 
  ~-l ri ta your n:tme. 
  
  lum k3idUn d6p3l masun, tlakashkeru hiRruggadalisa. 
  ! 
  ~= re3ding the Epic of Great and Mighty ~rugga. 
  NOTE 
  !f you 3n.3lyze th'! word "hiRruggadalisa" in the previous 
  sentence, you 1o1tll probably notice that the portion ''-dalisa'' 
  is unf3miliar to you. 
  This is made up of 
  t~o suffixes 
  "-dlli" and "-sa". 
  These suffixes are. called gene?'al 
  attitude suffixes. 
  There are several of these in the 
  language, including: 
  -d1li 
  -sa 
  -dhlli 
  -ga 
  -ni 
  -nikll 
  .-la 
  -ra 
  big, large (from dali-n, "big, 
  large" in Lesson 4) 
  powerful, mighty 
  beauti~ul, pretty 
  h.ated 
  small 
  ever-living 
  good, excellent 
  contemptible, despicable, or female 
  The suffix ~-ra" deserves more discussion. 
  For example, 
  "sijiktokoi" ("teacher") becomes "sijiktorakoi" ("female 
  teacher" or "despicable teacher"). 
  The difference in 
  meanings can only be ·d~cer2iaed . by coucext. 
  These s~tfixes ma~ be repeated for emphasis. 
  Thus, 
  "basriaasak.oi" means "the powerful aaaa", and ''b.isrims·a.sakoi" 
  means "~~· very powerful man:· 
  Ia addition, ~~re than one of 
  these suffixes may be used in a given noun phrase, such as 
  ~bisrimd1lis3koi" ("the great and powerful man."). 
  Thus, our 
  oew picture of the noun phrase ls as follows: 
  Oemons. +Quant. +Loe. +~OUN 
  Prefix 
  Pfx. 
  Pfx. 
  S~EM 
  ~agesh b~srimdallkoi guil . 
  ~~§~Sh is a 
  lar~e man. 
  ~ General + Posess. + (!g)ooble/ Plura i 
  Attitude 
  Sf~. 
  Suff~x 
  S·uf fix 
  Playesha humedhdhali-kh gual. 
  Playesna is a beautiful woman. 
  
  Exercises 
  Transformation Exercises 
  Transform the following sentences into the future tense. 
  Example: 
  lum mule. 
  tum mal ul gu4l mule. 
  t go. 
  ! vill 30. 
  lum molsij!kkan mule. 
  t go to school. 
  lumi molts6n mule. 
  ~. (inclusive) go to the door. 
  vusijaktokoi dhalur misun, tlats6c. · 
  Tbe teacher closes the d-oor. 
  sijhkcokoi molsijlkkac zhulin mule. 
  The student goes to scnool . 
  
  Lesson 12 -
  bitl~n s11akkan1kh 
  tajai d6pal mssuran, tlapurdallu 
  Buying we3pons 
  Chargesh hipurdallugash~n bruhaudir mule d6pal. 
  Chargesh is going to the weaponshop in the bazaar. 
  Charg&sh: 
  Chargesh: 
  purdallugashukh: 
  Weaponer: 
  Chargesh: 
  Chargesh: 
  purdillugashukh: 
  t,Jeaponer: 
  Chargesh: 
  Chargesh: 
  purdallugashukh: 
  tle3poaer: 
  Chargesh: 
  Chargesh: 
  purdallugashukh! 
  lum panjang tajai maisur, t~assyu 
  Weaponer! 
  I want to buy a 
  swor~
  . 
  l~m men m~sun, tlassyudhalisasa . 
  t have a beautiful and very strong sword. 
  maisur deste guilJ 
  How auch is it'! 
  gabitlen kiitaryal. 
  Fifteen Kaitars. 
  mssuri kaun guil! 
  That is too such! 
  gami-n kiitaryal. 
  Eight Kaitars. 
  chegukh! 
  lum chaluhessi vussaing lanmrala. 
  Please! 
  I must feed my family. 
  (lit. "~iadness! 
  I must cause my family to eit.") 
  tlen kaitaryal, sran. 
  Ten Kiitars, perhaps. 
  purdallu~ashukh : 
  prutlen, lel lum chaluyalashan moltusmi mal ul gua l 
  fazha masun, tlasarelqe. 
  ~enponer: 
  Eleven, and t 
  ~tll give you the sword-clip for 
  nothing. 
  Chargesh: 
  C':!'lar~esh: 
  shraithukh! 
  :\greed! 
  (~it. "A~ree2ent!") 
  Several comments may be made on the preceeding dialogue: 
  l ) 
  The word . ''chegukh'' literally means ''kiadness" . Kowever·, 
  idiomatically it :11eans ''Pt ease", "Thank you '•, 3nd "~ay I help 
  you?'' 
  2) 
  !'le suffix "-Lu'' t1hen appended to .l verb meaas ''the object '.il"i.th 
  which the action ls performed". 
  For e~ample, "purdallukh" is 
  made up of the •.tarb "purdil'' (" to fight") and the suffix "-lu'' 
  ( ~ith 3n ignoble suffix added on Eor form). Can you now fi~ure 
  o u t how ·• •ray u n l u k ~ " was :i e r iv e d ': 
  
  K~gesh th~mssyu d1mlal maisur, tlabasrim. 
  ~agesh hit the man wtth the sword. 
  Kag~sh t~amdhichutl j!rshU m!isur, tlabasrim. 
  Kagesh hit the man with an arrow. 
  ~OTE 
  There are two for2s of the verb "to hit" in Tsolyani~ 
  One 
  ( ., d t ml at" ) 1 s used when the ., subj e c t '' hits the '' d 1 rec t 
  object" directly (with his hand, a melee weapon, etc.). 
  The 
  other (''jarshU'') is used when the "subject" uses a missile to 
  hit the "direc~ object". 
  gharukh 
  j efukh 
  nikhilikh .. 
  gushcrakh 
  doq6lukh 
  rope 
  pole 
  spike 
  stake 
  mallet 
  hl3tf!l1k~ rtsidlli-kh 
  chiqayanikh 
  r1s1kh 
  kmekh h ihl '{m 
  torch 
  lantern 
  flt.tit .and steal 
  lamp 
  flask of oil 
  (for lamps) 
  lauzh&lukh 
  b 6 mu lc.h 
  bezukikh 
  kubainikh 
  chralkh 
  compass 
  pouch 
  backl)ack 
  blanket 
  bed-mat 
  dhai!alukh 
  vl!kh 
  sepagallukh 
  mani-kh. 
  . 1znukh 
  razor 
  soap 
  strror · 
  food 
  water bottle 
  h umi i'i kb 
  allgasikh 
  vater/wine skin 
  pot 
  
  :n 
  The suffix "-g3shu" when added to a noun means "seller of 
  (object ) ". 
  For example, "purdallug!shukb'' :neans "seller of 
  weapons", and "korunggashukh" means "seller of books''. 
  (!'lo te 
  that when this suffix i• appended to a word ending in "n", the 
  s o u n d is n o t 
  " n '' + "g" , b u t 
  " n S '' + "g" • ) 
  4) 
  The suffix "-gashen" wnen added to a noun stem indicates "place 
  where the object is sol~. 
  For example: ''purdallugashenikh '' means 
  "weaponshop'' and ''korunggashenikh" means ''bookshop". 
  (As abova, 
  when this suffix is appended to a word ending in "n", the sound 
  is "ng" + '' g '' • 
  5) 
  The following new nouns were introduced: 
  ssyukoi 
  haudarikh 
  hl!ssi-~~h 
  sarelqekh 
  !lhraithukh. 
  sword 
  baz3ar 
  family 
  sword-clip 
  agree:neut 
  6) 
  The following new ver~s were introduced: 
  (from: 
  t~jai 
  panjing 
  aaen 
  vussiing 
  ssiing 
  fazba 
  to buy 
  to want 
  to have 
  to feed 
  to eat) 
  to $ ive 
  ~lezakh 
  dagger 
  talmirikh 
  d1mlallukh 
  kal6likh 
  club 
  scimitar 
  mace 
  ch~tn~ikh pa!anlkh 
  flail 
  axe 
  ~nuttukh . 
  pole-=lx~ 
  h tpekh 
  javelin 
  siusalukh 
  qohakh 
  slin~ 
  bullet 
  tl.arkeshkoi 
  two-handed sword 
  naikh 
  spear 
  lut takh 
  staff 
  siusadili-kh 
  staff-sting 
  zhuk.atlikn 
  mornin~ star 
  tr1tlukh 
  halberd 
  hajkelikh 
  pik.e 
  pajelikh 
  ~ow 
  su!1.shikh 
  hapaj el lkh 
  dhichutlikh 
  tur'akh 
  d h un imi kh 
  helmet 
  qale:igikh 
  greave 
  composite bow 
  tsukehlmri-~h 
  sorget and 
  shoulder-guard 
  j odukh 
  small 
  c:ir~~ 
  crossbow 
  arrow 
  quarrel 
  angokh 
  qadlelikh 
  dlarumek.h 
  breastplate 
  vambrace 
  scabbar-:i 
  gaizanikh 
  SS ochnekh 
  medium shield 
  lar~e p<!vtse 
  
  Exercises 
  lum panj~ng tajai maisur. tlassyu. 
  t w.:int to buy a st.tord. 
  lum men maisur~ tlassyu. 
  t !'\3ve 
  .~ sword . 
  I want to buy a dagger . 
  t want to buy a sh.ield. 
  t want to go to school. 
  t W&l1t to buy some rope. 
  t t.1ant to open the door. 
  t want to close the boo le. . 
  t want to open the 
  backpack. 
  t want to take the 
  bed-mat. 
  t want to have the 
  compass. 
  t want to hit thi man 
  with a s-word. 
  I want to hit the · man 
  with an arrow. 
  You want to open the 
  book. 
  Do you want to eat some 
  food? 
  -Do you want to t.:ike the 
  blue pen? 
  t have a head. 
  ffe has a club. 
  She has a crossbow. 
  You have a backpack. 
  
  Lesson 13 -
  bitlen si1akkanikh 
  gadaleshanikh 
  Religion 
  horukoi ~agesh ~ol~atakan hiThumisdllidllisa mule d6pal. 
  Lord Kagesh is going to the temple of Thumis. 
  ttagesh: 
  ttagesh: 
  ngangmuru. 
  Greetings. 
  1ukan p3gsharto panjang hesd6m. 
  ! want to spe3k with a priest. 
  sh~rtokoi: 
  ngingmuru brujutle. 
  Lum shartokoi guil. chegukh, ~orukoi? 
  Priest: 
  Greetings. 
  I am a priest. 
  ~ay I help you, lord? 
  !t:igesh: 
  teagesh: 
  shartokoi: 
  Priest: 
  sh.artokoi: 
  Pr lest: 
  ~agesh: 
  ttagesh: 
  snartokoi: 
  Priest: 
  ~a3esh: 
  ~agesh: 
  shartokoi: 
  Priest: 
  !tagesh: 
  !{33;sh: 
  shartokoi: 
  Priest: 
  lukan molThumisdllid1lisa panjang k~ta mssuri, 
  zn1tlapurdiyal. 
  t want to sacrifice some fruit to great and powerful 
  Thuais. 
  netleka. 
  somkasrar kardinlitusmi tlamssuri. 
  Certainly. 
  Put them on the altar. 
  molThumisd1lid1li~a gallilitusmi! 
  Pray t~ great and powerful Thumis! 
  luk1n panjang t4smi vuchranyel tlagapru hilukan. 
  t vaut you to revivify my frieud. 
  (lit• "t want you to cause my -friend to live."·) 
  masunmra shadakikh tl~tauknelin kaitaryal mal ul gual 
  gual! 
  Th~t wi.ll cost ten thousand ~aitars. 
  (lit. "Its price will be ten thousand Kaitars!") 
  lukin sal ul gual tlur tlamasun. 
  ! •.iri.ll. pay it· 
  pagtsim kardethalitusmi tlamaisur. 
  Leave him with me. 
  jilmitl3ny~l parshalli tlalukan. 
  Tell me about the gods. 
  m~tlinyal tonggUn tl3tlomltlauyal lel tlatloklriqaluy3L. 
  The ~ods are divided into the Lords of Stability and the 
  Lords of Change. 
  
  tlon tlomttlanyal gual. 
  There are five Lords of Stability. 
  parshelin Hnalladalidalisanikel. tikakoi hijer, gual. 
  The first is great, powerful, and ever-living Rnalla, ~aster of Light· 
  gan Avanthediltdhali, thialakot hidhalishan, gual. 
  The second is great and beautiful Avanthe, ~aiden of Beauty. 
  btn KarakandAlidalisasa, tikakoi hiqadardali, gual. 
  The third is great and powerful Karakan, Master of War. 
  mrtn Thumisdllidalisa, tikakoi htpen~~·1in, gual. 
  The fourth is ;re~t and powerful Thumis, ~aseer of Knowledga. 
  tt6n 3elkh3n~dllidllisa, tikakoi hichall~, ;ual. 
  'The fifth is great and po'.t1erful Bel·khanu., Lord of the Excellent Dead. 
  tatlin tl6n tloklriqaluyal guil. 
  There 1re also five Lords of Change. 
  _parshelin Hrll!U~~~anikel, tikik~i hichus6, guil. 
  The first is despicable and ev~rliving arU!~, ~aster of Darkness . 
  gan Vimuhladlltdlltga, tikakoi hihlatsal, gull. 
  The second is great, despicable Vimuhla, Lord of Flame. 
  btn tsaruldlligaga, tikakoi ntri-n hinaci, gu~l. 
  The third i~ great and despicable Ksaru.l, Lord of the Blue loom. 
  mrtn Sarkud1ligaga, tikakoi hiriyulyal, gu.al. 
  The 
  fo~rth ls ireat and despicable Sarku, Lo~d of Worms. 
  tlon Dl3~~1tshdhali~a, iikirakoi bithrozegayal, g~al. 
  'The f if t~ is beautiful and despicable Dlamelish, Lady of Stns . 
  NOTf:S 
  The preceeding dialogue includes some new words and forms: 
  l) 
  tn case you had not noticed, Lord ~agish used 
  t~e "upper 
  class'' ("lukio.'') form ·of t~e first person pron·aun ("!''), 
  and was in turn called "tismidlli" (upper class second 
  person pronoun) by t~e priest (see lessons Sand 10). 
  This is an ex3mple of a conversation in which the class 
  distinction between upper and middle class is evident. 
  It is very important that the proper for:s be used to 
  ~void insulting the individual to whom you are speaking. 
  If any question arises, guess "~iih~ (towards upper 
  class) ~hen speakin~ of others, :lnd ''low" (towards lower 
  class) when s~eaktn~ of yourself. 
  This will usually be 
  ~ist~ken for politeness, instead of ignorance or insult. 
  
  2) 
  (from: 
  1) 
  !he following 
  hesd6m 
  kata 
  S3l3 
  tlur 
  vuchanyel 
  chanyel 
  kardetha 
  the f olloviag 
  gadaleshanikh 
  purdikh 
  k~sr'-rikh 
  shadlkikh 
  gaprukoi 
  m1tlanyal 
  tlom1tlanyal 
  cloklt'iqaluyal 
  tikakoi 
  j erikh 
  thialakh 
  dhalishanikh 
  qadardalikoi 
  pengats1nik.h 
  chalikh 
  chusukh 
  hlatsalkoi 
  riyulikh 
  throzek.h 
  new 
  new 
  verbs were introduced: 
  to speak with, converse 
  to sacrifice 
  to pray 
  to pay 
  to rev iv if y 
  to live) 
  to .leave, 
  nouns were 
  religion 
  fruit 
  altar 
  price 
  frieud 
  gods 
  abaadoa 
  introduced: 
  Lords of Stability 
  Lords of Change 
  lord, master, · ruler, overlord 
  light 
  maiden (noble if referring to a god) 
  beauty 
  war 
  knowledge 
  corpse, dead man 
  darkness 
  flame (noble -
  Sacred Flame) 
  WO r11l 
  sin 
  All the new words listed above follow the rules we have learned 
  for words of their type. 
  Thus, ~lum kita d6pal~ means "I am 
  sacrificin~··, and so on. 
  No irregular words appear in these 
  lists. 
  In fact, the Tsolyani lansuage h•s very few irregular 
  words at atl! 
  So ~on't worry ~bout all of t~is new vocabul~ry. 
  5peci3l notes vill indicate any irregularities. 
  
  Exercises 
  ~nswe~ -the followin~ questions (in Tsolylni, of course ) about the 
  il~to3ue in the previous 
  l~sson. 
  t) 
  fenut molk~takan ~ule dopal? 
  1 ) 
  matsur chln~iltn molk~takin mule d6pal? 
  "3) 
  matsur bruk~tak~n znur moyt d6pal? 
  4 ) 
  c~an~ilin mttlankoi tikakoi hihlatsal ~ual? 
  
  Lesson 14 -
  mritl~n si1akkanik~ 
  hirilakcekh 
  The Ririlakte Arena 
  NOTE 
  -
  The Ririlakte Arena is a place where gladiatorial spectacles 
  occur for the amusement of ehe crowds, aud where a warrior may 
  gather honor through glorious combat. 
  Betting between patrons is 
  quite frequent, altho~gh there are no ~house" bets. 
  Kagesh lel K3sulu hihiril1kte mule d6pal. 
  Kagesh and ~asulll are going to the Ririlakte Arena. 
  KasulU: shUvllulukh hihirilikte des~; ·gu11? 
  ~asulu: Row ~uch is the ticket to the Ririlakte Arena? 
  Kagesh: shUvllnlukh chaluhor6yal ya gull. 
  ttag6sh: "There are no tickets for noble persons. 
  ttasulU : marakal purdalmoy3l hespurdal? 
  ttasulU: When do the fights start? 
  (lit· "tlhen do the gladiators start fighting oue another'!" ) 
  ttagesh: tupehigi-n. 
  Kagesh : At noon . 
  K3sulU: lum fad1lin lel aij6min guil. 
  lumi tajii tlayesh ~isun, 
  tlahlyi t~u. ne? 
  ~3sulU : t am hot and thirsty. 
  Can we buy something to drink? 
  K~~~sh: netlek~. kuidUrikh, ~ollumama fazha ~ssuran, gaclangiluyal : 
  K3gesh: Certainly. 
  Peddler, give us two (bottles of) wine. 
  Kasulll: pa! 
  purdalmoyal shuvUn d6pal hihirilikt~· 
  ~~sulU: Look! 
  The ~ladiators are entering the Ririlakte Arena. 
  ~agesn: tusmi sanmssuri p~njang burd4ng mssuran, zhatlakaitaryal, ne? 
  ~agesh: Do you w~ut to bet some money ou them? 
  KasulU: lum burdang mssuran , mriktik3it3ryal par. kstbi-n purdal~o koi 
  . mal ul guil hitlish maisur, tlapurdal. 
  ~asulU: t bet on~ hundred ~aitars that the tall gladiator will win the 
  f lgh t. 
  ~asulU: lumara purdalmokoi zha!u taino. 
  Ka s u l U : rt y f i g h t e -r has f :ill ea • 
  K~gesh: maisur missumin sual nizil ~unl. tlurli masun, tlaburdang. 
  ~a~esh: ~e has just been killed. 
  P3y 
  t~e ~et. 
  ~asulU: tum chaw3nin gual. 
  lumi molveshu mil ul mule. 
  ~~sulU: ! 
  ~m tired. 
  Let's ~o home. 
  
  ~OTES 
  The previous dialogue contains a 
  numb~r of new language elemen ~ s 
  that need discussion: 
  t) 
  ~ number of words in the dialogue were derived from the root 
  ~ord "purdal" ( "to fight'' ) . 
  These words are: 
  hespurdal 
  purdaltkh 
  purdalmokoi 
  to fight one another 
  fight 
  gladiator 
  2 ) 
  The prefix "hes-" on a verb denotes the reciprocative form 
  o t the verb. 
  Th.is form means "action upon one another". 
  Thus, "hesput'dal'' means ''.co tight one another" an:i 
  "hesdlmlal" means ."to hit one another". 
  ]) 
  The word "munt" signifies an event which cook place just 
  once ia the past or oa just one occasion. 
  For example: " lum 
  mule aun1" 
  ~eans "I went (once)." 
  4) 
  The word "nizal" denotes an action which has recently ceased 
  ("'just ••• ed"). 
  For example : "'lum mule nizal mun1" means '' 
  just vent". 
  !t is not precisely a past tense, as one can 
  ~se it in such forms as "maisur mal ul guil dimlal nizal 
  tlamlisur." 2eani~g "Be will have just struck him." 
  5) 
  The interrogative "marizal" means "when?" or "~hat ti=e?" . 
  6 ) 
  Some ne~ verbs were used in the dialogue. 
  These were : 
  burding 
  tlur 
  co bet 
  .co pay 
  · nttlesh 
  zhagu 
  to win 
  to f"all 
  7) 
  Some new nouns were also used in the dialogue . ' These were: 
  s huvunlukh ticket 
  ngaluk.h 
  ~ine 
  veshukh 
  home 
  8) 
  Some new ~dj ec tives 
  tupeha~in at noon 
  aijomin 
  thirsty 
  chaw.in in 
  tired 
  ttere used 
  kuidUrikh 
  peddler 
  burd.ingikh bet 
  in the dialogue: 
  fadllin 
  hot 
  missumin 
  killed 
  
  !xercises 
  lum ~o l sija k k3n mut e tlayesh. 
  lum v~yun nizil masun, clakorun . 
  t can go to school. 
  t can open the door. 
  t can close the book. . 
  You C3n 
  ~ ive the book to 
  ~e. 
  You can Si. t • 
  :te ca:i count. 
  She can co~e to you. 
  Re (inc tusive) can stand. 
  t just opened the b o ok. 
  You just closed the d oor. 
  Ye just went to school . 
  She just payed me for the 
  lteys. 
  We (ex clusive) just went to 
  the ffirilakce Arena. 
  
  Lesson 15 -
  tl3tl~n si11kkanikh 
  thekukh tiJak1lla 
  A trip through Jakalla 
  ngingmuru bruj6tle. 
  l6mi tiJakilla qami-n =al 61 sual theku pagal 
  mss6ran , tlapagmodhalidhali· 
  Greetings. 
  Today we will travel throug~ Jakalla to see the very 
  beautiful sights. 
  lumi hatskhot6 hisakbe mo1Jaikal6r theku otun. 
  ~~ begin to travel near the gate of the Sikbe-road to Jaikal6r. 
  katakanialidhaliyal quruh1m1tlanyal gashin sompasle higai=itsu moy1 
  m!sun, 
  tlamat~anai . 
  Large and beauteous temples of all the gods line both sides of the 
  avenue. 
  (lit . "t.arge and beauteous temples of all of the gods for111 a line on 
  both sides of the avenue.") 
  varkung-ll mssuri, tlakat~ka~yal, lumi hinang masu~. tlanauma hihengg~r 
  himitlanyal. 
  aav~ng passed the temples, we rea~h the Bridge of the Splendour of the 
  Gods. 
  Luylnlkh h~facl,ryal br~fayar guil. 
  The Foreiguers' Quarte~ is on the l~ft . 
  pagmiicsu mikkitakan hiSirkudalidalisa milnikoi hifitlan yal gull. 
  fatleryal molmaisur~nul mule karis muil mssuri noshav ~n miisur, 
  tl .:i!solyanu. 
  \cross the avenue from the temple of ,reat and 
  po~erful Sarku is the 
  Palace of Foreign t.ands . 
  Foreigners must go there when they enter 
  Tsolyanu. 
  gemmUni hifatlauyal niumakh hihitlash hik6lumel gual . 
  pasmasun 
  miln ikoi hi t tkauikel, Cnirinnga , jaithulenkoi ~iJakilla gual. 
  3~si-:fe the P:ilace of Foreign Lands is the · !ri"dge of t~e Victory of the · 
  Emperor. 
  Across it is t~e Palace of the Ever-living Lord , 
  Chiri~ngi, 
  Go~ernor of Jakilla . 
  
  thekungU kenqol, lumi pagal misun, tlanraggashen hiSiridlanu, de 
  burunrag3yal brumasun hagi-n dhufan gual barU. 
  ~aving travelled for a while, we see the Siridlaau Slave-market, where 
  many slaves are sold daily. 
  qadlanai molm3sh1q, Lumi pa~al masun, tlahirilakte, ~e purdal~oyal 
  brumasun hespurdal aokaim mssuran, tlajuthmay3l. 
  Turning east, we see the ffirilakte Arena, where gladiators fight to 
  please the crowd. 
  j luu mikh i. r111?c.t e kho t6kh mo lsaval &·hichal gual. 
  yagain burudhumineya 
  nik6lumelsayal masun~nulbrusavil gual. 
  Beyond the Ririlakte Arena is the gate to the City of the Dead. 
  ~any 
  aincent tombs of powerful emperors are iu that city. 
  t) 
  The following new nouns were introduced: 
  thekukh 
  khot6kh 
  pislekh 
  naumakh 
  luyu1ikh 
  mllnikoi 
  nitlashtkh 
  jaithutea.koi 
  nragakh 
  dhumiuekh. 
  Juthmay3l 
  trip 
  gate 
  side 
  b~idge 
  quarter 
  palace 
  victory 
  governor 
  slave 
  to111b 
  pagm6kh 
  sakbekh . 
  gaim~tsukh 
  hen~ganikh 
  f atlerikh 
  f a;lai1ikh 
  sight 
  Sakbe-road 
  avenue 
  splendour 
  f orei"ner 
  foreign land 
  kolumel 
  emperor 
  nra~gashenikh slave-market 
  mashtqik~ 
  east 
  crowd (alway' plur~l) 
  2) 
  T~e following nev verbs ~ere introduced: 
  theku 
  hin.ing 
  qadtan 
  to travel 
  to reach 
  to turn 
  varkung 
  dhufan· 
  nokaim. 
  (from .. le.aim'' 
  co pass 
  to sell 
  to please 
  co like) 
  1) 
  !ha following new adjectives ~ere introduced: 
  q.imi-n 
  kenqol 
  today 
  :i t.1h i le 
  gash en 
  both 
  
  4 ) 
  The suffixes ''-U'' ( for verbs anding ia. consoa.aa.ts) aa.d 
  "-a.gll" (for verbs endia.g in vo·.1els ) translate as "having 
  ••• ed", i· e. An action perfo-rmed by the subject of the 
  sentence, but perfor~ed before the main verb. 
  In Ea.glish, 
  this is idiomatically expressed by two verbs connected by 
  "and";. 1. e. ''Ra ~oes home and sleeps.'' 
  Native speakers of 
  !so lyan 1 cons id er connecting two v e;b s by "lel '' ia.el eg ant 
  and prefer: "Ravia.~ gone home, he sleeps . " 
  5) 
  The suffixes "-ai" (for ~erbs ending ia. consonaa.ts) and 
  "-dai" ( fo?' verbs end ins in vowels) translate as ''wnile 
  ••• 1a.g". 
  This form denotes an action pe?'formed by the 
  subject or the object of the main sentence, but performed 
  simul~aneousty witn tne main verb. 
  For example: 
  "sey6dai, 
  11isun mule dopal'' means 1~ ·Lau3hing, she is walking along'' 
  cwseyCa" means "to laugh") , and "~aisur pagil tlatsam, 
  dtmlalai misun, tlahumldh" 
  mea~s ~'He sees you hitting the 
  voman." 
  6) 
  The verbal ~refix " no-" transforms a basically intransitive 
  verb stem into a transitive one. · For exami>le·, "aotsok6" 
  ("to seat") is transitive as opposed to ."tsok6'' (" to sit" ), 
  and "ciokaim" ("co please'') is transitive as opposed to 
  "kaim" (''to Like"). 
  
  Exercises 
  llm molsijakkan mule otun. 
  tus~i molsij1kkan mule karts. 
  ! begin to go . to school. 
  ! 
  begi~ to sit on the 
  chair. 
  I begin to laugh. 
  Raving closed the door. he 
  began to read a book. 
  Turning to the left. she 
  b~3an to walk along the 
  avenue. 
  You are about to go to 
  school. 
  She is about to sit in the 
  chair. 
  ge is about to f3ll. 
  t was about to go to 
  school. 
  O~enin~ the door. he was 
  about to exit the room when 
  I entered. 
  (~ote: The 
  coa.junctioa. "when" is 
  W'C'itten "mutl". ) 
  
  Le~son l~ -
  gabitl~n si1~kk~nikh 
  s~UvUn d6pal mlsun, tlntsuru!um 
  Enterin; the Ua~er~orld 
  1uth4tsi~ik~ hlbisrimkey~l shUvUn d6pal misun, 
  tlatsuru!u~ . 
  A party of br~ve men ~nters the U~derworlJ . 
  mssuri m@r3 
  thu~esuditi-kh lel qurnungin chenuyal. 
  They seek ~re~t wealt~ and powerful ~agical it~=s· 
  mss6ri p3rsh~n f~!ar misun, cladl1qod1li. 
  First, they meet a 
  hu~e ~~aqo-beetle. 
  bal~sh~oi th3m~al~sh hiqimsa htbaradne zhain nosrodum tlamasun. 
  Th~ sorcerer easily d~feats it with a 
  sp~ll of Zoic Oo~ination . 
  zhamruryal g~tl1-n hangai tlamssuri, =alel mssuri t~amu!un tuqadarni 
  nosrodUm hu!u tlamssuran. 
  . 
  ~e~t some ~rur (zombies) attack them, but they (the party) 
  ma~age to 
  ~efeat them after ~ long battle. 
  mrury~l nl,sh nizal muni 2ssuran, bimrtktatlakiitaryal lel hay3lun 
  tlak3yila. 
  ?h~ ~rur were guarding three hundred Kiit3rs and an Excelldnt Ruby 
  Eye. 
  basrimy3l miktsuru!u2 masunp.agkumesu mis1n. 
  !he men leave tne Underworld with this treasure . 
  NOTES 
  l) 
  !~e following new nouns were introduced: 
  2) 
  tsuru!um 
  thumesekh 
  H~ 
  qolc.~ 
  bilash:<o i 
  • 
  I ' 
  qana s '1. :<:l 
  ~rurikh 
  ~d1yi kh 
  ku:11esukh 
  1':t e f ollo~ing 
  ~era 
  nosrodU!11 
  hnnsii 
  :nistto 
  under~orli 
  juth3tsantk~ party, iroup 
  wealth 
  chenukh 
  item, thing 
  ~ l :i. qo -beetle 
  sorcerer 
  balashikn 
  spell 
  control 
  baradnek~ 
  wild animal 
  zo~bi~ 
  qadarnik~ 
  battle 
  Eye (a type of ma~ico-tecnnolosical arttf~ct) 
  treasure 
  nev verbs were in traduced: 
  to seek 
  fa!ir 
  to 2eet 
  to defeat 
  s rod \lm 
  to be defeate:i 
  to :itt;ick 
  nlesh 
  to guar:i 
  to depart, to leave 
  
  1) 
  r~e followin; new adjectives were lntroducei: 
  qu rn uns in 
  P·3rshen 
  gatl1-n 
  thamu!un 
  ~agically powerful, 
  f lrst 
  zhain 
  next, following 
  long 
  (ti~e) hayalun 
  st ron3 
  easily 
  ruby 
  4) 
  ~o new 7~rb3l aff i~es were introduced in thls lesson. 
  Rowever, 
  ::i new gl!neral attitude suffi~, "-k.e" (me~nin~ 
  "br3ve") w3s :entioned. 
  
  Exercises 
  Answdr the ~ollowin~ questions about the above story (in Tsolylni). 
  l) 
  harri shUvUn munl masun, tlatsuru!um? 
  2) 
  ~ssuri ~epu snUvUn muai tlam!sun? 
  1) 
  mssuri parshen fa!ir muni tlazhur? 
  41 
  m~suri g~tltn fa!ar m6ni tlazhur? 
  
  Lesson 17 -
  hrutlen si1akkanikh 
  f -isnd ri-'<.h 
  !he Letter 
  !h~ following ts a letter fro= a father to a daughter 
  ( both of htgh clan). 
  The daughter has gotten into 
  trouble with 
  th~ Copper Tomb Society (she robbei the 
  wrong tomb) 
  ~nd has had to leave to~n . 
  aer father took 
  care of disposins of the loot. 
  tu!)l~nngesakh: 
  s3lu= lyutha mur3 tlatusmi salas mura lel tusmidali ya 
  tsulchoben d6pal. 
  s3lum nraidhu mi-sua., tlatheku ya nochawan 
  tl3tusmt. 
  s!tum nodishen mur~ masun, ~asuntlafashdri~ 
  zhabrusurtleyal shorua.ia chamas salum ya timan masun, 
  tlas6n~mu hi~humine him1ss mil ul gual hmun tlayesh tlamasun. 
  b6run~galun su!1-kh, illt.elyal lel brlsin chenuyal ts~ldhufin 
  mu~a (z!Lm3n chalushndik gayun). 
  dlantUkoi men masun, 
  tl:ihatsnelu. 
  salum, chiwaimun,gu ~it.saipi, palmll laa.mral3 masun, 
  tlahasu hitusmi chalushadak hichraa.yel. 
  fa!arkanikh 
  bruJ~killa ~oltusmi hl~nu~atleru mil ul gual fazha mssuran, 
  t~ukn~lttakiit~ryat . 
  mss~r~n warin hu!u tlatusmi. 
  silum lyutha =ura =asun, tlatusmi mil ul gual 
  p~1~ot;ik hiKol~arik hikatakan hiKs~rul. maisur 
  bu~uc~enalUny3l 7usljakcokoi hisnlum gual daimi. 
  ~l:o l in y~ hr~ls dopal, chamas moLmaisur jilsalu: 
  k:iid"'un 
  :naisur 
  dor.ilitusmi. 
  · 
  tusmimr~ mrisnankoi, 
  Chugrtn 
  
  T~e English 
  tr~nslation of this letter is as follows: 
  Belov ed n~u~hter, 
  t h3ve heard that you h3ve arrived and you are not 
  ~'rmed. 
  t hope the trip di~ not tire you. 
  ! have hi~den this teeter in some com~on documents, 
  therefore t io not believe the Copper To~b Society wi l l be 
  1bte to 
  tr~ck it· 
  ~ost of the glass, je~ellery and other 
  thi~gs h~ve been sold (for a cheap price , unfortunately). 
  T~e clan-elder has a letter of credit. 
  !, becaus~ of the possibility of discovery (lit. 
  "Eindi.ng''), must decrease your living allo~.,ance (lit· ''your 
  money for the price of living"). 
  The clanhouse in J~k~lla 
  ~tlt give you iryo0 K!i.tars each mo~th· This should support 
  you. 
  I 
  he~r you will be studying with Kolgik hiKol~irik of 
  the temple of Ks1rul. 
  Re was my te3cher many years a~o. 
  ~e 
  probably does not reaember me, therefore speak 3bout me to 
  ht.m. 
  Your father, 
  Cbu.~r1n 
  ?fOTtS 
  1) 
  Otd you nave trouble with · thts lesson? 
  tf you had more 
  trouble t~~n usu~l, then you h~ve been dependinJ too ~uch 
  upon 
  t~e Englis~ · translations bene~th each sentence . 
  Practice· your Tsolyani wit~out the English translations for 
  ~ while co improve your proficiency. 
  Z) 
  t,~ f.ollovin~ new nouns ~ave been introduce~
  : 
  t et te r 
  daug~ te'C' 
  paper, document 
  society 
  tomb 
  copper 
  f ishd.ri-lth 
  n;esakh 
  surtlekh 
  s6n~mukh 
  ihuminekh 
  !!ltss ikh 
  songmukh 
  su11-kh 
  hidhuMine hi:tss --
  C~pper Tomb Society 
  glass 
  d ll t et t. kh 
  dl~~tU~ol 
  h :t : s net u kh 
  t s .\ i ? '1 kh 
  f .:.\ ! a r k a !l i fi:h 
  ~:Jc.l.eruk~ 
  ch en~ l Un i!(.h 
  jewellery (piece ) 
  cl3n-elder 
  le~t~r of cre1it 
  ·i i s c o '' e r y 
  ( f r : ·• t s :l. t p n ·• ., : o f i n d '' ) 
  clanhouse 
  r.ionth 
  ye:Jr 
  
  fl"om: 
  1 ) 
  4 ) 
  't'he 
  foltowi.n~ 
  tyui:h.:t 
  araidhu 
  nochawan. 
  nod is hen 
  dislien 
  t im.in 
  hmUn . 
  p:ll:U 
  wa C'an 
  hriis 
  Th'! f ollo•..ring 
  shorunin 
  z3 lm::in 
  new verbs have been ini:roduced : 
  to hear, liSt(?n 
  to hope 
  to cause to tire 
  to hide (somethini) 
  to h 1.d e (yourself) 
  to believe, obey. understand 
  to tr:ick (prey) 
  to decrease 
  to keep, · ma int~ in, 
  to remember 
  .. 
  ne~ a:ij ec tives have 
  common 
  cheap 
  bras in 
  gayun 
  support 
  bel!n in trod uc ed : 
  other 
  unfortunat~ly 
  5) 
  ~otice that the father uses "sal~m" (noble clan) f~r himself 
  and ~t~smi" for his daushtar. 
  This ls true for i:wo 
  re~son 
  First, the daughter is female, and females use a pronoun on 
  level lower than that of their class (see lessons S and 10 ) 
  Thi.s circumstance applies to females both •hen they are 
  referrin~ to themselves 3nd when ~ales refer to them. 
  Secondly, the father is cl3iming the respect due to him as 
  ~n ~lderly tndivid~al in the clan as well as this girl's 
  f~ther. 
  aes~ect for one's elders is ~s much a part of 
  Tsolyani culture as it is of ours. 
  ? ) 
  Thi.s lesson completes our studias. 
  As a 
  rewar~ for 
  persevering this far, there 3re S2, exercises for this 
  lesson •
  . You ~ow have a sound base in Tsolyani langu:i~e 
  ele~ents. 
  Extend your studies throush The Tsoly~ni Langua ~ e 
  (op. cit.) . 
  You h~ve scratched 
  t~e surface of a beautifal 
  culture, and have achieved a level of p'C'of iciency you can be 
  ?'C'OU:i of. 
  
  BEFORE LOO~!NG AT TRI5 AN5WER KEY READ 
  T~IS N~TE!! 
  Please ~o not look 3t these answers until you havd at least 
  trie~ to do the problems yourself. 
  There are enough examples 
  in the text to illustrate all of the principles taugnc. 
  Ose 
  the exercises as exercises, not more examples! 
  t.csso.i l: 
  Problem Set l: 
  3) 
  m~sun shancsurikh gual, n'? 
  C) 
  ~aSUQ nrucbaumekh. guil, ne'! 
  e) m1sun rtnmuyal gual. ne? 
  g) ~asun lodhulyal gual. ne? 
  Problem Set 2: 
  ~) maisur korunkoi gual. 
  c) masun ts6nikh gu!l. 
  e) masun su!urtkh guil. 
  g) masun rtsikb. gual. 
  i) mssuri korunyal gual. 
  Problem Se~ 3: 
  b) m1sun vayunlukn gual, n'? 
  d) masun kapraikh gull, nl? 
  f) masun kupayal gual, 
  n~'! 
  b) masun kapraikn gual. 
  d) misun timungikh iual. 
  f) masun taqunkb gual. 
  b) misun ral,likh gual. 
  ~) masuu kupakb ya guil, val ralelikh· 
  b) lllasun lodhulik.h ya gual t .val \'lruch1nmek.h • 
  ~> •asun korunkoi ya ·guil, vil rtsikh· 
  d) masun C3qunikh y~ gual, vil tiaungikb. 
  e) masun kapriikb yi gual, val vayunlukh· 
  f) mssur~u cs6nyal yi gual, val rtnauyal. 
  Lesson 2: 
  Problem Sec l : 
  '\ ) 
  ~a.sun r~ k9runkoi ra tamssarikh gual'! 
  o) !Ila sun .r n na11l.ikh ra ts6nilth. gual? 
  c) 
  ::li~u:i ra mle~Ukn r a su!urika gual? 
  :i) mi sun r3 i:abukh ra cnarwanikh. guil'! 
  ~) ma sun ra cimungikh ra eaqunikh gual? 
  l'~~b l..?111 Set 2: 
  ~ ) ssa, ~isuu wes~makn gual. 
  ~ > gs a . :isun g3lchaikn ~ual. 
  ~ ) ssi, :ssur~n r3fayal sual. 
  ,, ssa, misun 
  camssarik~ g~al. 
  d) 
  ss~. :asun vraienuruk~ ;ual. 
  f) ssa, ~isun kapriikn gual. 
  
  ? r o b l em ·S e t 
  1 : 
  a) masun nyailu~h ya gual. 
  e ) misun jardukh ya gual. 
  a ) mssuran ambuy~l ya gual. 
  Problem Set 4: 
  b) masun mlekUkh ya gual. 
  d) masun rafakh ya gual. 
  3) ya. mas ua. tamssarikh ya gual , val .galc:haikh. 
  b) ya. masun raf akh ya guil, val jardukt\. 
  c) ya. misun ambukh ya gual, val cha r·.1anikh. 
  i) yi. ma sun ti.m\u1gikb ya !Ual, val taqunikh. 
  e) . 
  ya, 111asun mlikUkh yi gual, vil tamssarikh. 
  f) ya. 1114\sun ra koruukoi t'3 
  L~s~Qn 1: 
  Problem Set l: 
  1) tamsslrikh karin gull. 
  c) tamssarikh zhuriun gual. 
  e) wesnmakh abasun guil. 
  1> koruny3l k1ria gual. 
  naulakh 
  i ) korunkoi kirin lel nirl-n gual. 
  ~> nyailukh par3vun gual. 
  111) masunnyailukh ntri-n gual. 
  o) mssurannyailuyal karin gual. 
  q) m1sunkorunkQi karin guil. 
  Problem Set 2: 
  ya gual, val ts6nikn. 
  b) tamssarikh a.tri-n guil. 
  d) w6shmakn zhuriun gual. 
  f) korunkoi zh~uran gual. 
  h) korunkoi mikirun guil. 
  j) nyiilukh zhaur3n J.el· znuraun gual. 
  1) m1sunnyailukh parav~n gual. 
  n) mlsuuauulnyiilukh ntri-n gual . 
  p) mssurananulkorunyal parav'bi guil. 
  r) 
  taqu~ikh mikarun gual. 
  a) 
  c~angilin korunkoi maisur gual? b) 
  chaa.~ili.n weshmakn m'asun guaJ.? 
  c) ehangilin ralelikh masun guil? 
  Pro~le!ll Set '.3: 
  'l ) 
  !to run ko i mikarun gual, ne? 
  c: ) 
  r .dali~h z~auran gua l, ne? 
  e) hruchanmekh abasun gual, ne? 
  g) nrucnanmetc.h znur3un ~ual, ne? 
  t.~sson 4: 
  Problem Set l: 
  a) karin su!uri~h kstbi-n guai~ 
  c:) 
  pira~iln nlulakb kstbt-n gual. 
  e) abisun korunkoi ut-n 3ual. 
  g ) nlri-n sh~ntsurikn a.1-n gual. 
  i) 
  ni-~ sh~ntsurtkh mikarun gual. 
  j\ kstbi-n shantsurikh mikirun lel 
  b) k.orunkoi n1ri-a gual, ne'! 
  d) galcnaikn par3v'un gual, ne? 
  f) hructiaa.mekn karin gull, Od'! 
  !l) vay<inlukn zhuriuu sual, ni~ 
  b) tachen galcn1ikn n1-n gual. 
  d) ntri-n korunkoi dali-a gual. 
  f) znuraun korunkoi dali-a gual. 
  h) zhautau shantsurikh qad1m~n gull. 
  abasun ~ual. 
  
  Problem Sec 2: 
  ~) n4ulakh ra nt-n ra kslbi-n gual? 
  b ) 
  ~autakh ra kirin ra n1ri•n gual? 
  c) t3mssarikh ra karia ra ntri-n gual? 
  d) rinmUkh ra dali-n ra nt•n gual? 
  e) r3lelikh ra kstbi-n ra nt-n gual? 
  f) 
  zhaur~n ralelik~ ra kslbi-n ra n1-n gual~ 
  g) karin korunkoi ra qadlmin ra n1-n gual? 
  L~SSOQ 5: 
  Problem Sec l: 
  a) lu kstbi-n gual. 
  lum kstbi-n gual. 
  lukan kstbi-n gual. 
  salum ks1bi-n gual. 
  b) tsam kstbi-n gull. 
  tusmi kstbi-n sual. 
  tusmidili ks1bi-u gull. 
  :isritusmidlli · ks1b1-n gull. 
  c) tsam vusij1ktokoi gull. 
  cusmi vusijaktokoi gual. 
  tusmidali vusijlkcokoi gual. 
  ~lsrit6smid1li vusijikcokoi ~uil. 
  a) tsam basrimkoi gual. 
  tusmi basrimkoi guil. 
  tusm1da11 basrimkoi guit. 
  ~tsritusmidali basrimkoi gual. 
  ~ ) tsam aumedhikh gual. 
  cusmi humedhikh gual. 
  cus:idali numednikh gual. 
  misritusmidali humedhikh gual. 
  f ) lu bisrimkoi guil. 
  Lu~ oasrimkoi gual. 
  lukin bisrimkoi gull. 
  s3lum basr12ko1 gual. 
  s> la ai-a gual. 
  tu= nt-n iual. 
  luki~ at-a guil . 
  s31um nl-a guil. 
  h) csam sijaktokoi gual. 
  tusmi sija~tokoi ;ua~. 
  tus~idali sijaktokoi gual. 
  misritus=ilali sijakcokoi iuil. 
  
  t) lu sijaktokoi gual . 
  lum sij!ktokoi gual . 
  l ukan si j a k to koi g ual. 
  salum sijak to ko i g ual· 
  j) lu kstb i -n si j aktokoi gual. 
  tum ksibi-n sijak to koi gual. 
  lukan kstbi-n sijiktokoi gual. 
  satum ksibi-n sijaktokoi gual. 
  Lesson 6: 
  Problem Sat 1: 
  a) korunkoi somkupa gual. 
  b) korunkoi brushantsur gual. 
  c) korunkoi h~tsshantsur gual. 
  d) su l urikh somhruchanme gual. 
  e ) 
  su l urik~ dhuhruch1nme gual. 
  f) m~sun somhruchanme gual. 
  g) nlri-n su!6r1kh k1r1n somrale~ gual. 
  ~) karin kor~nkoi n1ri-a gurengkorun gual. 
  i ) n1ri-n korunkot karin dhikorun gull. 
  j ) n1ri-a hruc hanmekn kiri~ brukorun gual . 
  k) 
  v~yunluyal paravun brushantsur gual. 
  l) da li-a karia korunkoi at-a zhuraun ~hukorun gual. 
  m) ksibi-a nlrt-n su!urikh qadimia kirin hacssu!ur gual. 
  n ) a t ri-n lel zhuraun vayuulukn qad12in zha~run lel parav'lm brushants6r 
  gual. 
  o) alri•n vayunlukh oa6tl gual. 
  p) paravun shantsur dahlte gual. 
  q) kstbi-n vusijakcokoi nt-a dhiralel . 
  Lesson 7 : 
  Probl ~ m Set 1: 
  ~) vusijiktokoi gathlm maisur , tlakorun. 
  ~ ) vus l j a ktoko i vayun maisur, clakoeun. 
  c ) 
  ~ usijiktokoi dhalur maisur, tlakorun. 
  d) l um 
  g~thim mlisur, tlakorua. 
  ~) cusmi ~atham maisur, tlakoruu. 
  f) l um SOMralel karden maisur , tlakOrUU• 
  ~ ) l um 
  g~cham misun, tlasu!ur. 
  n ) tus21 gatham 2ss6ran. tlakorun lel tlasu!ur. 
  i) 
  ~ ~s i jaktokoi vayun maisur. kar i n tlakoruu. 
  j) sij a k to koi mikvusi j akto gatham maisur, tlakorun. 
  ~) 
  v usija~toko i znauran somkupa karden maisur, karin t l akor un. 
  l) vqs i jiktokoi somkupa vayuu ma i sur, tlakorun. 
  Problem Set 2 : 
  1 ) g3thimli ~asun , clasu!ur . 
  ~ ' gath a mli masun. 
  tl~rale l. 
  c ) 
  somr ~l el ~arden li : a sun, t l asu!ur . 
  i) orus h ~ncsur ~a r ~enl i masun. tlavayunlu. 
  ~ ) 
  brur~fi kar~e nl i masun, t l avayunlu. 
  E) 
  v ~yunli masun . t lashantsur. 
  ;) dhnl url i masun. t l atson. 
  
  Lesson. ~: 
  Problem Set l: 
  a) 
  l~lll molr3lel mule. 
  b) tusmi molralel mule. 
  c) tusmi molsijakkan mule. 
  d ) tusmi tits6n mule. 
  e) tusmi tits6n mule dopal. 
  f) tusmi molsiji~kan mule dopal. 
  s) vusijiktekoi bruniti pal. 
  h) vusijiktokoi mikJakilla pal. 
  i) vusijiktokoi somkupa ts6ko . 
  j) vusijaktokoi hatscs6n jlakpe. 
  ~) sijaktokoi somralel ts6ko. 
  t) sija~to~oi somralel ts6ko taino. 
  m) sijaktokoi somralel ts6ko dopal. 
  n) lum somkupa ts6ko tlay•sn. 
  o) tusmi molkatakln mule barU. 
  p) lum vayun otun masun, tlats6u. 
  q) masun molsij1kkan mule tane. 
  r) maisur vayun vorel masun, tlats611. 
  s) horukoi Kagesh bru~akalla guil niyas. 
  t) horukoi ~agesb molkatakin nit6lin mule bar~. 
  u) lum molsijakkan mile bu!u barU. 
  Problem Set 2: 
  3) tusmi mollum pal dopal. 
  palli 11lollum! 
  b) vusijiktokoi sathim otuu maisur, tlakorun. 
  vusijak.tokoi gatham vorel maisur,:· tlakorun. 
  c) vusijiktokoi somkupa karden barU maisur, tlakorun. 
  vusijlk.tokoi ~omkupa ~arden karis miisur, tlakorun. 
  ~) ~ardenli brusn~ntsur maisur, tlakorun, Playesna! 
  Pl~yesna brush3ntsur karden lanmrala miisur, tlakorun. 
  ~) miisur ya gacnam niyas misun, tlashantsur. 
  ma isur ya ga tham tlayesh masun ' . t.lasnan tsur •. 
  Lesson ~: 
  Problem Set l: 
  a) mikpru molsemru ~ashbali. 
  b ) miktl6 moltlotle hishbali. 
  c) :tkpru moltaukneli hasnbali. 
  d) mikpru moltlomriktatlosemru nashbali. 
  
  ~csson 13: 
  Problam Sec 1: 
  l) horukoi Kagesh molkatakan mule d6pal. 
  2) mAisur molkatakiu hiThumisdalidllisa mule· 
  3) miisur molThumisdalidalisa panjiog k1ta mssuri, zn1tlap6rdiyal. 
  4) Vimuhlaialidaliga tik1ko1 hihlatsil guil. 
  Lesson l4: 
  Proble2 Set 1: 
  a) lum vayun clayisb miauu, 
  tl~ts6n. 
  b) Lum dhalur tlaylsb aliaur, tlakoruu. 
  cl tu~mi aollu• fazhi tlayiah miisur, tlakoruu. 
  d) tusmi ts6ko clay••h· 
  e) maisur hlabba tlaylah. 
  f} 2iauu moltuami pll tla1••h· · 
  ~) lu•i jl1kp• tlayi•h· 
  P~oblem Sat 2: 
  a) tusmi dhllur uiz1l misun, tlats6n. 
  b) lumi molsijlkkan a6le nizll. 
  c) m1sun chaluvayuulu tlur nizil. 
  d) lumima aolhirilikt• aul• uiz11. 
  Lassan 15: 
  Problem Set 1: 
  il lum soakupa ts6ko 6cuu. 
  bl lum seyu 6tun. 
  c) dh4lurugn m1sun, tlats6n, maisur kaidun 6tuu maisur, 
  tla~orun. 
  i} 
  qadlan~i f~yirikh, misun pasmatlauai ~ule 6tun. 
  P~oblem Set 2: 
  al masun somkupa ts6ko karis. 
  b) maisur zhigu kiriS• 
  c) lum molstjlkkan mula karts. 
  i) 7ayunngu sisun, tlats6u, alsun m1sin karis nizil mu1l lum sn'W'tm 
  muni. 
  Lesson 16: 
  ?roblem Sat l: 
  l} jut~sauikh ~ibasrtmkeyal shUvUu muni misun, tlatauru!&m. 
  2) mssurt aera thumisudlli-kn lel qurnungin chenuyal. 
  1) mssuri fa!ir masun, tladliqodali. 
  4) mssuri fa!ar mssurin, zbatlamruryal. 
  5) mssuri gatnam bimriktatlakaltaryal lel hayalun tlakiyila. 
  
  Tita's House of Games 
  CIO Carl Brodt 
  1608 Bancroft \\'ay 
  Berkeley, CA 94703-1606 
  
SOURCE: textdata/thevault/Empire of the Petal Throne/Tékumel Supplemental/Tékumel The Tsolyáni Primer [1982].pdf