The Tsolyani Primer

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Revision: 1
 The Tsolyáni Language Primer
by Curtis Scott

Dedication

To M. A. R. Barker: for giving us a jewel more prescious than the Petal Throne itself:
Tekumel.

Acknowledgements: I would like to thank Professor Barker for all of the help he gave me on this
work. I would also like to thank (in alphabetical order) Elizabeth Ewing, Joan Lamare, Anthony
Petit, Stephen Posey, Steven Schwartz and Donald Sivori for their helpful suggestions. Finally, I
would like to thank my wife, Mary, for her patience with me while I wrote this book.

Copyright 1982

2nd Release (Electronic Version): With Professor Barker, and Mary Scott’s permission, we are
able to re-release The Tsolyani Primer in an electronic PDF version. This book is released as
shareware, please be sure to register it. If the registration page is not present, please get in touch
with Chris Davis: 45 Auburndale Drive, Creve Coeur, MO 63141 USA for details.
Dedication: 2nd Release

For Curtis Scott:

Who loved Tekumel
And who is a beloved memory now
For all who knew him...

Acknowledgements: Thanks are due to Chris Claydon, for retyping the entire text into word
processing files; Chris Davis, for converting the document to Adobe Acrobat format, Kenji
Schwarz for being the impetus behind the whole project; Mary Scott for her permission to reprint
Curtis’ work, and last but not least, Professor M.A.R. Barker, for his encouragement and support.

December 1997
 Preface

In my experience, very few people read the preface of books. Therefore, to those reading this
passage, welcome!

The Tsolyáni Language Primer is a short introductory course in the Tsolyáni language, which is
spoken by the inhabitants of the Empire of Tsolyánu on Tékumel. For those who have never
experienced Tékumel, suffice it to say that it is a world as filled with culture, drama, and interest
as any in fiction (or possibly in non-fiction). Professor M.A.R. Barker’s Empire of the Petal
Throne and Swords and Glory games have introduced many people to the creatures, peoples, and
lands of Tékumel while providing hours of enjoyable adventures. Yet, like a jewel, Tékumel
shows more and more facets with every glimpse and fascinates all who deal with it.

One of the less commonly known publications about Tékumel, The Tsolyáni Language
(Professor Barker, 1973), describes the language which is covered in this book. This work,
however, was essentially designed for the formal linguist, and provided little or no help to the
untrained student. Some people have managed to learn the language through perseverance, and to
those people I say “báu!” (“Bravo!”), for they are better men (or women) than I. Professor Barker
helped me in my studies of the language, and his patience and aid were invaluable to both my
own knowledge and this volume.

The Tsolyáni Language Primer does not replace Professor Barker’s work, but rather supplements
it, as a stepping stone for those whose interest in Tékumel leads them to become more and more
immersed in its intricacies.

How To Use This Book

1) Read all the Tsolyáni sentences aloud! You will never learn to pronouce the
Tsolyáni language if you read silently or mumble. If you are embarrassed, find a
small room off to the side where nobody will hear you and sing out!

2) Perform all of the exercises. Otherwise, you will find yourself referring back to
the previous lessons for things you should already have learned. If this happens,
you did not learn the earlier lessons thoroughly enough, and a review may
(make that, will) be in order.
3) Make up sentences on your own. As you learn more of the language, you will
be able to express more complex concepts. If you have friends who are also
learning the language, write letters to one another, since even a simple note
might teach your friend something he had not realised about the language.

4) Set aside some time each week and do one lesson. Don’t try to learn the entire
language in one sitting. Spend the intervening week thinking about what you
have learned.

5) Above all, try! Don’t give up because you “don’t feel like it right now.” Decide
to learn the language and DO IT!
Pronunciation

The Tsolyáni language is written using a phonemic script called “vísumikh hikólumel” (“the
servant of the Emperor”), used throughout the Imperium 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 Tsolyáni Language (op.
cit.) is used. For those individuals who may not have the latter work, the author has provided a
simplified pronunciation guide, with the technical linguistic pronunciation terms removed.

The phonemes of Tsolyáni are broken into two parts: consonants and vowels. The consonants are
pronounced :

p as in “pin” or “pond”
b as in “ball” or “boy”
m as in “my” or “mail”
f as in “fish” or “find”
v as in “vine” or “vapour”
w as in “wine” or “walk”
t as in “table” or “talk”
d as in “dog” or “duck”
n as in “not” or “nail”
th as in “thigh” or “thank”
dh as in “thy” or “this”
ch as in “church” or “change”
j as in “judge” or “job”
y as in “yes” or “yellow”
k as in “king” or “key”
g as in “gun” or “gold”
kh “ch” in German “Achtung!”, or the Scottish “loch”
This sound is sometime written “x” by linguists.
gh as Arabic “ghayn”, a sort of trilled “g”
q as Arabic “q”, a “k” spoken further back in the throat
h as “hat” or “hold”
ng as “sing” or “strong”
! the “-” in “uh-oh”, or the “tt” of the Cockney “Bottle” (“Bo!le”)
ts as “hats” or “fits”
tl as a steroetypical Charlie Chan accent saying “tr” in “tree” (“tlee”)
s as in “sing” or “salad”
sh as in “shell” or “ship”
z as in “zoo” or “zipper”
zh as “z” in “azure” or “J” in “Jaques”
ss as Sanskrit “s”
r as Spanish “pero”
l as “leg” or “lost”
hl as “ll” in Welsh “Llewellyn”
The vowels of the language are pronounced as follows :

i as “machine” (American long e)

a as “father”
u as “flute” or “crude” (American long u)
o as “note” or “float” (American long o)
ü as German “Führer”
e similar to “face” or “gate”, without the y-like offglide
(i.e., not “fayce” or “gayte”)
au as “ou” of “out”
ai as “i” in “nice” (American long i)
oi as “oy” of “boy”

There are also several consonant pairs that have their own specific pronounciations. These are :

tr as “tree” or “truck”
mr as ”m” sound followed by an “r” sound, but spoken as one consonant
dl a “voiced” tl, a “d” sound followed by an “l” sound

In addition, a doubled consonant is simply held for longer than a single consonant, but they are
pronouced with the same sound. Any consonant may be doubled except “s”, as “ss” is a different
sound.

Occasionally, a hyphen (“-”) is used to separate parts of a word. This hyphen is a grammatical
convenience and is not pronounced. It is sometimes used to separate roots from their affixes and
also to separate certain consonantal pairs (such as “k-h”) when two consonants are intended, as
opposed to a single consonant with a two letter representation (such as “kh”).

Syllable division in Tsolyáni is performed by a very simple rule. A syllable always begins with a
consonant (or consonant pair) followed by one or two vowels. Optionally, there can also be a
consonant following the vowel(s), but this will only be part of the syllable if there is another
consonant to begin the next syllable or this consonant is the last letter in the word. (Words which
begin with a vowel have an implied glottal stop (“!”) which is not written.) For example, the
word “korúnkoi” (“book”) is divided into syllables as “ko-rún-koi”, and the word “Butrús” (the
name of a city) is divided “Bu-trús” (consonant pairs are not separated).

The accent marks (“‘“ and “`”) placd over the vowels in syllables denote primary and secondary
stresses of syllables in the word. They do not change the pronunciation of the vowel. For
example: the word “correct” would be stressed “corréct” (“cor-RECT”) by most speakers of the
English language.

Syllables in Tsolyáni are all pronounced with the 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 training
should see The Tsolyáni Language (op. cit.) for the formal specification of the pronunciation of
these phonemes.
 Lesson 1 - parshélin sijakkánikh

másun zhúr guál?

What is this?

su!úrikh korúnkoi hruchánmekh shantsúrikh vayúnlukh

pen book paper box key

másun su!úrikh guál, né? ssá, másun su!úrikh guál.

Is this a pen? Yes, this is a pen.

másun shantsúrikh guál, né? ssá, másun shantsúrikh guál.

Is this a box? Yes, this is a box.

máisur korúnkoi guál, né? yá, másun korúnkoi yá guál, vál su!úrikh.
Is this a book? No, this is not a book, but a pen.

NOTE

Several important facts about the previous sentences should be pointed out:

1) The general form of these sentences (called “copula” sentences) is :

Subject + Object + Verb

thus : “This is a pen.” is written “This (a) pen is.”

2) “másun” and “máisur” are both forms of the English word “this”. “másun” is
used with ignoble nouns and “máisur” is used with noble nouns (see page 2).
When asking a question, like “What is this?”, “másun” is generally used unless
the object is of obviously noble origin. The plural forms (“that”) are
“mssúran” (plural ignoble) and “mssúri” (plural noble).

3) There are no articles (a, an, the) in Tsolyáni. Thus, “másun su!úrikh guál.”
may mean “This is a pen.” or “This is the pen.”

4) The present tense of a Tsolyáni verb such as “guál” (“to be”) is always simply
the verb stem standing alone for all cases and genders.

5) When asking a question in Tsolyáni, the order of the words in the sentence
does not change from that of a statement. However, if no interrogative words
(such as “zhúr”) are present in a “yes-or-no” question, the word “né” is added
at the end. Its rough translation is “Isn’t that so?”.
 NOTE

Nouns in Tsolyáni are divisible into three groups : (a) noble, (b) ignoble, and (c) unclassifiable.
This division is basic to the language, and is the only fom of gender. This classification applies to
singular nouns only, all plurals (noble, ignoble, or unclassified) are treated alike. There are
suffixes to denote which nouns belong to which class (discussed below). These suffixes will not
appear in certain circumstances, but you will learn about these later.

The noble class includes noun stems denoting males, high-status terms, ranks, clan names,
Imperial buildings and works, predominantly male or noble pusuits, and other concepts which
posess positive status value. Nouns of this class are marked with the suffix “-koi.” Of the nouns
we have covered so far, only “korúnkoi” (“book”) is of this class.

The ignoble class includes noun stems denoting “non-noble” beings and objects, including most
females (yes, the language is chauvinistic!), children, animals, inanimate things, abstractions,
low-caste occupations, etc. Nouns of this class, are marked with the suffix “-ikh.” after noun
stems ending with a consonant, and “-kh.” after noun stems ending in a vowel. Note that the
hyphen is not written except in the case where the noun stem ends in “i”, in which case the
hyphen remains. (This is so we can remove the suffix easily when it does not appear (see above).)
Thus, for example, the noun stem “máni” (meaning food) is written with its suffix as “máni-kh”
not “mánikh”. All of the nouns we have learned so far (except “korúnkoi”) are of this class.

The “unclassifiable” nouns are either too noble or too ignoble to require the defining suffix.
Proper names are also included in this class. These nouns have no suffix.

The plural form of any noun is denoted by the suffix “-yal.” Thus, “korúnyal” means “books” and
shantsúryal” means “boxes”.

Your current picture of the form of a noun should now be :

NOUN STEM + Noble/Ignoble/Plural Suffix

This picture will become more complex as your studies continue.

kúpakhralélikh rísikh tsónikh lodhúlikh

chair table lamp door window

rínmükh taqúnikh kapráikh timúngikh

picture floor roof wall

másun rísikh guál, né? yá, másun rísikh yá guál, vál ralélikh.
Is this a lamp? No, it is not a lamp but a table.
másun zhúr guál? másun taqúnikh guál.
What is this? This is a floor.

másun lodhúlikh guál, né? yá, másun lodhúlikh yá guál, vál timúngikh.
Is this a window? No, this is not a window but a wall.

másun rínmükh guál, né? yá, másun rínmükh yá guál, vál tsónikh.
Is this a picture? No, this is not a picture but a door.

mssúri korúnyal guál, né? ssá, mssúri korúnyal guál.

Are these books? Yes, these are books.

mssúran rísiyal guál, né? yá, mssúran rísiyal yá guál, vál kúpayal.
Are these lamps? No, these are not lamps but chairs.

prún gán bín mrín tlón

1 2 3 4 5

lán másun kula!árin guál!

good It is done!

ngángmuru! brumazík!
Greetings! Goodbye! (lit. “in peace”)

NOTE

“ngángmuru” and “brumazík” are used with social equals. Other greetings are used with nobles
and other social superiors, as well as social inferiors.

“ngángmuru brujutlé” (lit. “greetings in humility” is used when greeting a social superior.
“ngángmuru bruháya lél brumazík” (lit. “greetings in gloty and in peace”) is used when greeting
a noble person. “Ohé!” (lit. “Hey!” is used when meeting a social inferior.

“brujutlé” (lit. “in humility”) is used to say goodbye to a social superior. When speaking to a
nobleman, one should use “túsmidálimra bruháya” (lit. “in your noble glory”). Social inferiors
are dismissed with “pazángli!” (lit. “Stay!”).
Exercises

Write the following English sentences in Tsolyáni by following the pattern of the examples.

másun su!úrikh guál, né? Is this a pen?

Is this a box?

Is this a key?

Is this paper?

Is this a roof?

Are these pictures?

Are these chairs?

Are these windows?

másun hruchánmekh guál. This is paper.

This is a book.

This is a roof.

This is a door.

This is a wall.

This is a pen.

This is a floor.

This is a lamp.

This is a table.

These are books.

These are pens.

These are lamps.

másun su!úrikh yá guál, vál shantsúrikh. This is not a pen but a box.
This is not a chair but a table.

This is not a window 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 not doors but pictures.

 Lesson 2 - gál sijakkánikh

dhélukh
Clothes

másun zhúr guál? másun tamssárikh guál.

What is this? This is a hat.

wéshmakh vraithúrukh nyáilukh galcháikh mlékükh

cloak priestly robe tunic sandal kilt

rafákh náulakh járdukh ámbukh charwánikh

purse dress belt glove boot

másun wéshmakh guál, né?

Is this a cloak?

ya, másun wéshmakh yá guál, vál vraithúrukh.

No, this is not a cloak, but a priestly robe.

másun ra nyáilukh ra galcháikh guál?

Is this a tunic or a sandal?

yá, másun nyáilukh ra galcháikh yá guál, vál rafákh.

No, this is neither a tunic nor a sandal, but a purse.

másun ra náulakh ra járdukh guál, né? másun náulakh guál.

Is this a dress or a belt? This is a dress.

gabí-n hrún gámi-n prútlen tlén

6 7 8 9 10
 Exercises

másun ra nyáilukh ra galcháikh guál? 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?

Is this a wall or a floor?

ssá, másun su!úrikh guál. Yes, this is a pen.

Yes, this is a cloak.

Yes, this is a hat.

Yes, this is a sandal.

Yes, this is a priestly robe.

Yes, these are purses.

Yes, this is a roof.

másun náulakh yá guál. This is not a dress.

This is not a tunic.

This is not a kilt.

This is not a belt.

This is not a purse.

This are not gloves.

yá, másun wéshmakh yá guál, vál rafákh. No, this is not a cloak but a purse.

No, this is not a hat but a sandal.

No, this is not a purse but a belt.

No, this is not a glove but a boot.

No, this is not a wall but a floor.

No, this is not a kilt but a hat.

No, this is neither a book nor a

dress, but a door.
 Lesson 3 - bín sijakkánikh

ránduyal
Colours

mikárun abásun kárin níri-n zháurun páravün zhuráun tathén

black white red blue green yellow brown grey

tamssárikh mikárun guál. wéshmakh páravün guál.

The hat is black. The cloak is yellow.

galcháikh níri-n guál. ámbukh tathén guál.

The sandal is blue. The glove is grey.

járdukh kárin guál. náulukh zháurun guál.

The belt is red. The dress is green.

korúnkoi zháurun lél páravün guál.

The book is green and yellow.

mlékükh níri-n lél abásun guál.

The kilt is blue and white.

galcháikh chángilin rándukh guál? galcháikh mikárun guál.

What colour is the sandal? The sandal is black.

nyáilukh chángilin rándukh guál? nyáilukh abásun gual.

What colour is the tunic? The tunic is white.

NOTE

The word “chángilin” means “which”. It denotes selection from a limited list of
possible choices (such as colours).
vayúnlukh chángilin rándukh guál? vayúnlukh mikárun guál.
What colour is the key? The key is black.

su!úrikh chángilin rándukh guál? su!úrikh zhuráun guál.

What colour is the pen? The pen is brown.

korúnkoi chángilin rándukh guál? korúnkoi mikárun guál.

What colour is the book? The book is black.

vraithúrukh chángilin rándukh guál? vraithúrukh mikárun guál.

What colour is the priestly robe? The priestly robe is black.

ralélikh chángilin rándukh guál? ralélikh zháurun guál.

What colour is the table? The key is green.

vayúnlukh kárin guál, né? ssá, vayúnlukh kárin guál.

Is the key red? Yes, the key is red.

su!úrikh zhuráun guál, né? ssá, su!úrikh zhuráun guál.

Is the pen brown? Yes, the pen is brown.

korúnkoi ra zháurun ra níri-n guál? korúnkoi níri-n guál.

Is the book greeen or blue? The book is blue.

ámbukh ra tathén ra abásun guál? ámbukh tathén guál.

Is the glove grey or white? The glove is grey.

vayúnlukh níri-n guál. su!úrikh níri-n guál.

The key is blue. The pen is blue.

másun kárin vayúnlukh guál. másun zháurun vayúnlukh guál.

This is the red key. This is the green key.

másun kárin su!úrikh guál. másun zháurun su!úrikh guál.

This is the red pen. This is the green pen.

másun kárin korúnkoi guál. másun zháurun korúnkoi guál.

This is the red book. This is the green book.
 NOTE

To specify a particular item such as “this pen”, simply add the demonstrative
prefix “másun-” (singular) or “mssúran-” (plural) to the noun. Thus, for
example, “másunsu!úrikh” means “this pen” and “mssúransu!úrikh” means
“these pens”.

To specify “that pen” (referring to something that is a moderate distance

away), the prefix “másunònul-” (for “that”) or “mssúranònul” (for “those”) is
used. For objects a long distance away, “másunjàga-” (for “that”) or
“mssúranjàga-” for “those”) is used.

Thus, the current picture of a noun is :

Demonstrative + NOUN + Noble/Ignoble/Plural Suffix

Prefix STEM

másunvayúnlukh kárin guál. másunvayúnlukh mikárun guál.

This key is red. This key is black.

másunhruchánmekh abásun guál. másunònulhruchánmekh páravün guál.

This paper is white. That paper is yellow.

másunvayúnlukh kárin guál. másunònulvayúnlukh mikárun guál.

This key is red. That key is black.

másunmlékükh níri-n guál. másunònulmlékükh zháurun guál.

This kilt is blue. That kilt is green.

su!úrikh mikárun guál, né? ssá, másun mikárun guál.

Is the pen black? Yes, it is black.

yá, másun mikárun yá guál, vál zháurun.

No, it is not black but green.

korúnkoi abásun guál, né? ssá, máisur abásun guál.

Is the book white? Yes, it is white.

yá, máisur abásun yá guál, vál níri-n.

No, it is not black but green.
másun abásun hruchánmekh guál. másun páravün hruchánmekh guál.
This is the white paper. this is the yellow paper.

chángilin vayúnlukh másun guál? másun kárin vayúnlukh guál.

Which key is this? This is the red key.

chángilin mlékükh másun guál? másun zháurun vayúnlukh guál.

Which kilt is this? This is the green kilt.

prútlèn gátlèn bítlèn mrìtlén tlòtlén

11 12 13 14 15
 Exercises

tamssárikh mikárun guál. The hat is black.

The hat is red.

The hat is blue.

The hat is brown.

The cloak is brown.

The cloak is white.

The book is green.

The books are red.

The book is black.

The book is red and blue.

The tunic is green and brown.

The tunic is yellow.

This tunic is yellow.

This tunic is blue.

That tunic is blue.

These tunics are red.

Those books are yellow.

This book is red.

The floor is black.

chángilin vayúnlukh másun guál? Which key is this?

Which book is this?

Which cloak is this?

Which table is this?

vayúnlukh kárin guál, né? Is the key red?

Is the book black?

Is the book blue?

Is the table green?

Is the sandal yellow?

Is the paper white?

Is the paper red?

Is the paper brown?

Is the key brown?

 Lesson 4 : mrín sijakkánikh

daqóryal
Shapes

mikárun su!úrikh ksíbi-n guál.

The black pen is long.

kárin su!úrikh ksíbi-n yá guál. másun ní-n guál.

The red pen is not long. It is short.

mikárun su!úrikh ssúmin daqórikh guál? másun ksíbi-n guál.

What shape is the black pen? It is long.

kárin su!úrikh ssúmimin daqórikh guál? másun ní-n guál.

What shape is the red pen? It is short.

páravün shantsürikh ksíbi-n guál. mikárun shantsúrikh ní-n guál.

The yellow box is long. The black box is short.

Note on ní-n

The word “ní-n” (“small”) also means “narrow”, “short”, etc. It is used in place
of all of these English words, and its exact meaning is implied by context. In
addition, “ksíbi-n” (“long”) also means “tall” and “high”.

páravün náulakh ní-n guál, né?

Is the yellow dress short?

páravün náulakh ra ní-n ra ksíbi-n guál?

Is the yellow dress short or long?

chángilin su!úrikh ksíbi-n guál, ra míkárukh ra kárikh?

Which pen is long, the black one or the red one?
 NOTE

The expression “the black one” is an example of referring to an object by an

adjective describing the object. This is done in Tsolyáni by using the adjective
in place of the noun, but using the noun ending (“-ikh”, “-kh” or “-koi”) instead
of the adjectival ending (“-in” or “-n”). Thus, for example, to say “the black
one” about an ignoble object, one would say “mikárukh”, whereas if one where
speaking of a noble object, one would say “mikárukoi”. This general principle
holds for all adjectives. Thus, “ksíbikoi” means “the long (noble object)”.

mikárukh ksíbi-n guál.

The black one is long.

kárin korúnkoi ní-n guál.

The red book is short.

mikárun korúnkoi qadímin yá guál, vál ní-n.

The black book is not wide, but narrow.

zhúraun korúnkoi ssúmimin daqórikh guál?

What shape is the brown book?

máisur ra qadímin ra ní-n guál?

It it wide or narrow?

lodhúlikh qadímin guál. tsónikh ní-n guál.

The window is wide. The door is narrow.

páravün shantsúrikh ra ní-n ra qadímin guál?

Is the yellow box narrow or wide?

lodhúlikh ní-n guál, né? tsónikh qadímin guál, né?

Is the window narrow? Is the door wide?

kárin korúnkoi ssúmimin daqórikh guál?

What shape is the red book?

páravün náulakh ssúmimin daqórikh guál?

What shape is the yellow dress?

chángilin su!úrikh ní-n lél ní-n guál?

Which pen is short and narrow?

zhúraun kórunkoi ksíbi-n lél qadímin guál, chamás máisur dalí-n guál.
The brown book is long and wide, therefore is is large.
páravün náulakh dáli-n guál, né? mikárun shantsúrikh ní-n guál, né?
Is the yellow dress large? Is the black box small?

lodhúlikh ra dáli-n ra ní-n guál? ralélikh dáli-n guál, né?

Is the window large or small? Is the table large?

Jakálla dáli-n guál. Mrelú ní-n gual.

Jakálla is large. Mrelú is small.

Béy Sü ní-n guál, né? yá, Béy Sü ní-n yá guál, vál dáli-n.
Is Béy Sü small? No, Béy Sü is not small, but large.

Avanthár ssúmimin datlánikh guál?

What size is Avanthár?

Avanthár ní-n yá guál, vál dáli-n.

Avanthár is not small, but large.

Tsolyánu ra dáli-n ra ní-n guál?

Is Tsolyánu large or small?

gabìtlén hrùtlén gàmitlén prùtletlén sémrun

16 17 18 19 20
 Exercises

mikárun su!úrikh ksíbi-n guál. The black pen is long.

The red pen is long.

The grey sandal is short.

The yellow dress is long.

The blue book is large.

The white book is small.

The brown book is large.

The blue box is narrow.

The green box is wide.

The small box is black.

The long box is black and white.

páravün náulakh ra ní-n ra ksíbi-n guál. Is the yellow dress short or long?

Is the dress short or long?

Is the dress red or blue?

Is the hat red or blue?

Is the picture large or small?

Is the table tall or short?

Is the green table tall or short?

Is the red book wide or narrow?

 Lesson 5 - tlón sijakkánikh

máisur hárri guál?

Who is that?

básrimkoi humédhikh
man woman

máisur básrimkoi guál, né? másun humédhikh guál, né?

Is this a man? Is this a woman?

máisur horúkoi Kagésh guál. másun Playésha guál.

This is Lord Kagésh. This is Playesha.

lúm Kasulü guál. lúm vusijáktokoi guál, lél túsmi sijáktokoi guál.
I am Kasulü. I am a teacher, and you are the pupil.

NOTE

The words for “I” and “you” (singular) in Tsolyáni depend upon the status of
the person being spoken about. Thus, there are five common ways to say “I” :

lín lowest class, very ignoble

lú low class
lúm middle class
lukán upper class
salúm noble class
kosalúm emperor or empress only

The following passages from Professor Barker’s The Tsolyáni Language (op.
cit.) explains the use of these far more clearly than the author could :

“Correct use of these pronouns implies a clear recognition of one’s place in

Tsolyáni society. This is almost always easy since visible insignia of rank, clan,
wealth, and social position abound. Slaves, peasant women and children and
certain very low classes of free men (e.g. latrine sweepers) employ “lín”.
Higher categories of slaves, male peasants, labourers, and others use “lú”. The
most common for is “lúm”, since this is appropriate for middle class Tsolyáni
such as merchants, soldiers, priests, officials of minor status, craftsmen,
wealthier peasants, etc. “lukán” is employed by wealthier persons: clan-chiefs,
senior merchants, upper-rank priests, military officers, minor nobility, etc.
“salúm” is used by high priests, great nobles, generals, hereditary heads of
important clans, Imperial bureaucrats of the upper echelons, members of the
Imperial family, etc. The pronoun “kosalúm” can be employed only by the
emperor or empress; misuse is a punishable offence.
“A person may wish to honour (or flatter) a listener of equal or superior rank
by choosing a pronoun lower than that which is appropriate for him. For
example, in a group of people where “lúm” is proper for all, one speaker may
elect to use “lú” for himself to show himself as humble. Similarly, a middle
class person may select “lú” instead of “lúm” when addressing a minor noble.
Persons for whom “lúm” or even “lukán” would be proper may refer to
themselves as “lú” or even “lín” when in conversation with a high noble like a
prince of the empire. All persons, without exception, employ “lín” when
addressing the Imperial presence in Avanthár. It may be noted that the converse
of this practice is not found; a speaker never uses a pronoun higher that his
status permits in order to aggrandise himself; this would simply demonstrate his
stupidity and inability to recognise his proper social place. A speaker who is
entitled to “lúm” therefore never uses “lukán”, unless his status in the society is
increased to the appropriate rank. Foreigners entering Tsolyánu should use
“lúm” in dealing with most people but should be prepared to employ “lú” or
“lín” when confronted with persons of the upper or noble classes.

“A woman speaking to women employs the same system that men do. When
speaking of herself in the presence of male equals, however, she employs a
pronoun one rank lower than that appropriate to her status. A middle class
woman thus uses “lúm” for “I” when conversing with females and inferior
males, but when she speaks before men of her own class (i.e. males who use
“lúm”), she refers to herself as “lú”. When a high noble lady speaks to high
noble males, she uses “lukán” or even “lúm”. There are two exceptions to this :
(1) an Aridáni woman (i.e. a woman who has legally declared herself
independant of clan and family strictures and assumed equal status with males)
uses the same pronouns as males do, and (2) an empress always uses
“kosalúm”.

“Certain Eastern dialects, such as those around Thráya and Jaikalór, have
further forms for “I”. Under the influence of Salarvyáni, perhaps, these dialects
have developed two complete series : male-noble versus female-ignoble. The
male-noble series is the same as that given above. The female-ignoble set
consists of : “lín” (equivalent to both “lín” and “lú” in the male set); “lén”
(equivalent to “lúm”); “lutlén” (equivalent to “lukán”); and “salutlén”
(equivalent to “salúm”). “kosalúm” remains the same. The same cultural
considerations apply as in the west : e.g. a woman who uses “lén” to her female
equals and male inferiors uses “lín” before males of her own social class; an
upper class lady who uses “lutlén” to her female equals and to her male
inferiors employs “lén” before males of her own rank etc.”
There are also four ways to say “you” (singular) in common usage :

tsám low class

túsmi middle class
túsmidàli high class
mìsritúsmidali noble class

Again, perhaps Professor Barker’s discussion of the subject would be most enlightening :

“A person of the lower social orders (i.e. one who uses “lín” or “lú” for “I”)
addresses an equal, male or female, as “tsám”. He calls his superiors “túsmi”,
“túsmidàli” or “mìsritúsmidali” according to their status. A man of the middle
class speaks to inferiors as “tsám”, to equals as “túsmi”, and to those of higher
status as “túsmidàli” or “mìsritúsmidali” as they require. Persons of the upper
and noble classes follow similar patterns. Men and women both use the same
status-pronouns for the same type of addresses e.g. a lady of middle status calls
her social equals “túsmi” just as her husband does.

“There is also the added dimension of familiarity. In the privacy of the

bedchamber even a high noble addresses his wife as “tsám”, and she may
respond in kind. Amongst intimate family members and retainers he may call
her “túsmi”, instead of “mìsritúsmidali”, and she may reply with “túsmi” or
“túsmidali” in return. Close friends of both sexes often address one another as
“tsám” or “túsmi” irrespective of rank. The 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 also that while practice may be applied
to equals and inferiors, one cannot use it with superiors.

Many other honorific and subtly connotated second person pronouns are employed. These are
covered in The Tsolyáni Language (op. cit. pp.17-18).

Kasulü hiViridáme Tsolyáni guál.

Kasulü hiViridáme is Tsolyáni

Zhú Kriyór Yán Koryáni guál. túsmi Tsolyáni guál, né?

Zhú Kriyór is Yán Koryáni. Are you Tsolyáni?
 NOTE on Nationalities

The following is a list of kingdoms and nationalities in the Tsolyáni area.

Kingdom Nationality
Tsolyánu Tsolyáni
Yán Kór Yán Kóryani
Mu!ugalavyá Mu!ugalavyáni
Salarvyá Salarvyáni
Livyánu Livyáni

lúm hárri guál? túsmi vusijáktokoi guál.

Who am I? You are a teacher.

túsmi hárri guál? lúm sijáktokoi guál.

Who are I? I am a pupil.

lúm horúkoi Kagésh guál, né? yá, túsmi horúkoi Kagésh yá guál.
Am I Lord Kagésh No, you are not Lord Kagésh.

túsmi Playésha guál, né? yá, lúm Playésha yá guál.

Are you Playésha? No, I am not Playésha.

másun hárri guál? másun Playésha guál.

Who is this woman? This is Playésha.

Prùsémrun gàsémrun bìsémrun mrìsémrun tlòsémrun

21 22 23 24 25
 Exercises

For the following exercises, translate each sentence four times, once each as if
the subject were lower, middle, upper, and noble class respectively.

lú ní-n guál. I am short.

lúm ní-n guál.
lukán ní-n guál.
salúm ní-n guál.

I am tall.

You are tall.

You are the teacher.

You are a man.

You are a woman.

I am a man.

I am short.

You are a student.

I am a student.
I am a tall student.
 Lesson 6 - gabí-n sijakkánikh

másun fénul guál?

Where is it?

korúnkoi somralél guál. tamssárikh somkúpa guál.

The book is on the table. The hat is on the chair.

tamssárikh fénul guál? másun somkúpa guál.

Where is the hat? It is on the chair.

Kágesh fénul guál? máisur hatslodhúl guál.

Where is Kágesh? He is near the window.

NOTE

Prepositions and other indicators of “case” in Tsolyáni are designated by

locative prefixes attached to the object of the preposition. Some of the more
common prefixes of this class are :

hi- of
mik- from
tham- by, with, using
pag- with, accompanying
chalu- for, on behalf of
bru- in
som- upon, on, above
san- down upon, down to
dhu- under, beneath, below
gem- beside, next to
hats- near, close to
mol- to, towards
pas- across
ti- through
ssyi- like, resembling
gureng- in front of
dhi- behind
che- before, prior to
tu- after
ken- up to, until
jil- about, concerning
ngis- in exchange for
bek- in addition to
kar- in place of
When these prefixes occur, the Noble/Ignoble Suffix does not appear, unless the noun is plural.
Thus, your current picture of a noun should be :

Demonstrative Prefix + Locative Prefix + Noun Stem + Noble/Ignoble/Plural Suffix

su!úrikh fénul guál? másun somruchánme guál.

Where is the pen? It is on the paper.

hruchánme fénul guál? másun brukórun guál.

Where is the paper? It is in the book.

vayúnlukh fénul guál? másun níri-n brushanstsúr guál.

Where is the key? It is in the blue box.

shantsúrikh fénul guál? másun zháurun másunònuldhuralél guál.

Where is the box. It is under that green table.

kárin korúnkoi fénul guál? máisur abásun somkúpa guál.

Where is the red book? It is on the white chair.

kárin korúnkoi abásun màsunsomkúpa guál.

The red book is on this white chair.

mikárun su!úrikh abásun thamhruchánme zhuráun somralél guál.

The black pen is with the white paper on the brown table.

lodhúlikh gurenglúm guál. tsónikh dhilúm guál.

The window is in front of me. The door is behind me.

ralélikh gurengtúsmi guál. timúngikh dhitúsmi guál.

The table is in front of you. The wall is behind you.

ralélikh gurengtúsmi guál, ne? ssá, ralélikh gurenglúm guál.

Is the table in front of you? Yes, the table is in front of me.

kúpakh gurenglúm guál, né? yá, kúpakh gurengtúsmi yá guál.

Is the chair in front of me? No, the chair is not in front of you.
lúm hárri guál? túsmi vusijáktokoi guál.
Who am I? You are a teacher.

lúm fénul guál? túsmi dhiralél guál.

Where am I? You are behind the table.

kárin korúnkoi dáhlte guál. tathén korúnkoi onótl guál.

The red book is here. The grey book is there.

kárin korúnkoi fénul guál? dáhlte.

Where is the red book? Here.

tathén korúnkoi fénul guál? onótl.

Where is the grey book? There

Kagésh dáhlte guál, né? yá, máisur dáhlte yá guál.

Is Kagésh here? No, he is not here

túsmi fénul guál? lúm hatstsónikh guál.

Where are you? I am near the door.

kúpakh gurengKagésh guál, né?

Is the chair in front of Kagésh?

yá, kúpakh gurengmáisur yá guál, vál dhimáisur guál.

No, the chair is not in front of him, but behind him.

hárri dhuvusijákto guál? Kagésh dhimáisur guál.

Who is behind the teacher? Kagésh is behind him.

Avanthár bruTsolyánu guál.

Avathár is in Tsolyánu.

Jakálla bruSalarvyá guál, né? yá, másun bruTsolyánu guál.

Is Jakálla in Salarvyá? No, it is in Tsolyánu.

gabìsémrun hrùsémrun gàmisémrun prùtlessémrun bílun

26 27 28 29 30
 Exercises

korúnkoi somralél guál. The book is on the table.

The book is on the chair.

The book is in the box.

The book is near the box.

The pen is on the paper.

The pen is under the paper.

It is on the paper.

The blue pen is on the 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 the little brown

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 short table.

 Lesson 7 - hrún sijakkánikh

vusijáktokoi zhúr moyí?

What does the teacher do?

vusijáktokoi gathám máisur, tlakorún.

The teacher takes the book.

vusijáktokoi somkúpa kardén máisur, tlakorún.

The teacher puts the book on the chair.

vusijáktokoi vayún máisur, tlakorún.

The teacher opens the book.

máisur dhalúr máisur, tlakorún.

He closes the book.

NOTE

Unlike the copula sentences in the previous lessons, the sentences in this lesson
are structured :

Subject + (Adverb) + Verb + Direct Object

They are called transitive sentences. The direct object in these sentences is
marked with the locative prefix “tla-”.

This kind of sentence also includes another new concept, the pronomial direct
object, which is the third person pronoun (“máisur”, “másun”, “mssúri”,
“mssúran”) used with direct objects. This pronoun must agree in
nobility/ignobility and number with the direct object itself. For example,
“vusijáktokoi gathám máisur, tlakorún” literally translates as “The teacher
takes it, the book.” This pronoun is required with all direct objects which are
not in themselves pronouns. For example, “vusijáktokoi gathám tlamásun”
means “The teacher takes it”. Because “másun” is a pronoun on its own, this
sentence does not require a pronomial direct object. (“vusijáktokoi gathám
másun, tlamásun” is incorrect.)
 You have been introduced to four new transitive verbs already. These are :

gathám to take
kardén to put
vayún to open
dhalúr to close

vusijáktokoi gathám másun, tlasu!úr.

The teacher takes the pen.

vusijáktokoi dhuralél kardén másun, mikárun tlasu!úr.

The teacher puts the black pen under the table.

vusijáktokoi mollodhúl gatham másun, tlakúpa.

The teacher takes the chair to the window.

máisur gathám másun, tlashantsúr, né?

Does he take the box?

yá, máisur yá gathám másun , tlashantsúr.

No, he does not take the box.

vusijáktokoi gathám másun, tlasu!úr, né?

Does he take the pen?

yá, máisur gathám máisur, tlakorún.

No, he takes the book.

vusijáktokoi somralél kardén másun, tlashantsúr, né?

Does the teacher put the box on the table?

ssá, máisur somralél kardén másun, tlashantsúr.

Yes, he puts the box on the table.

máisur somkúpa kardén másun, tlasu!úr, né?

Does he put the pen on the chair?

yá, máisur somkúpa kardén másun, tlasu!úr.

No, he does not put the pen on the chair.

vusijáktokoi fénul kardén másun, tlasu!úr?

Where does the teacher put the pen?

máisur dhuralél kardén tlamásun.

He puts it under the table.
vusijáktokoi vayún máisur, tlakórun, né?
Does the teacher open the book?

ssá, máisur vayún máisur, tlakórun.

Yes, he open the book.

vusijáktokoi vayún másun, tlatsón, né?

Does the teacher open the door?

ssá, máisur vayún másun, tlatsón.

Yes, he open the door.

máisur dhalúr másun, tlatsón, né?

Does he close the door?

yá, máisur yá dhalúr másun, tlatsón.

No, he does not close the door.

gathámli máisur, tlakórun, Kagésh! gathámli másun, tlasu!úr!

Take the book, Kagésh! Take the pen!

somralél kardénli máisur, tlakorún, Kagésh.

Put the book on the table, Kagésh.

NOTE

The suffix “-li” on a verb stem denotes the imperative form of the verb. This
form is used when a command is given, and the subject is an implied “you”.
There are three forms of imperative, depending upon whom is being spoken to:

To say “Take it!” to a

slave : gathám tlamásun!

person of low to middle class : gathámli tlamásun!
to a person of ligh class : gathámlitùsmi tlamásun!

Using the wrong form can be insulting, especially if a lower class form is used
with a higher class person. If further emphasis is desired, the proper form of
the second person pronoun (“you”) may be used (for example: “túsmi gathámli
tlamásun”).

Your current picture of a verb should now be :

VERB STEM + Imperative Suffix

vayúnli másun, tlatsón. dhalúrli másun, tlatsón.
Open the door. Close the door.

ní-n zhuráun brushantsúr kardénli másun, ksíbi-n níri-n tlasu!úr.

Put the long blue pen in the small brown box.
 Exercises

vusijáktokoi gathám másun, tlasu!úr. The teacher takes the pen.

The teacher takes the book.

The teacher opens the book.

The teacher closes the book.

I take the book.

You take the book.

I put the book on the table.

I take the pen.

You take the book and the pen.

The teacher opens the red book.

The student takes the book from

the teacher.

The teacher puts the red book on

the green chair.

The teacher opens the book on

the chair.
gathámli máisur, tlakorún! Take the book.

Take the pen.

Take the table.

Put the pen on the table, Lord Kagésh.

Put the key in the box.

Put the key in the purse, Playésha!

Open the box.

Close the box.

 Lesson 8 - gamí-n sijakkánikh

vusijáktokoi fénul múle?

Where does the teacher go?

vusijáktokoi moltsón múle. vusijáktokoi mollodhúl múle, né?

The teacher goes to the door. Does the teacher go to the window?

yá, máisur mollodhúl yá múle.

No, he does not go to the window.

NOTE

The verb “múle” (to go) is an intransitive verb. Sentences containing

intransitive verbs have a general form similar to the copulative sentences of
previous lessons, as the verb appears at the end of the sentence. These
sentences also do not have a direct object.

These sentences have a formal structure of :

Subject + (Adverb) + Verb

This word order is fairly fixed throughout the language, although other word
orders do occur (mainly in historical and religious texts).

máisur fénul múle? máisur moltsón múle.

Where does he go? He goes to the door.

sijáktokoi fénul múle? máisur molsijakkán múle.

Where does the student go? He goes to the school.

Kagésh molsijakkán múle, né?

Does Kagésh go to school?

yá, máisur molsijakkán yá múle, máisur moltsorokán múle.

No, he does not go to school, he goes to the inn.

shartókoi Kagésh fénul múle? máisur molkatakán múle.

Where does priest Kagésh go? He goes to the temple.

hárri brunáti pál dópal? vusijáktokoi brunáti pál dópal.

Who is coming into the room? The teacher is coming into the room.

lúm moltúsmi pál, né? ssá, túsmi mollúm pál.

Do I come to you? Yes, you come to me.
Playésha molJakálla múle dópal, né?
Is Playésha going to Jakálla?

yá, másun molJakálla yá múle dópal, vál molAvanthár.

No, she is not going to Jakálla, but to Avathár.

NOTE

The word “dópal” is an indicator of the “is ...ing” (ongoing action) form of the verb. Thus, “lúm
moltúsmi pál” means “I come to you”, and “lúm moltúsmi pál dópal” means “I am coming to you”.
The same applies to all verbs.

“dópal” is an example of the aspective, a verbal modifier placed immediately after the verb it
modifies. Aspectives describe the manner in which an action occurs, as opposed to the tense of the
verb. In English, these aspectives are usually represented as verbs with the action modified being the
object of the verb. Only one aspective may appear with any given verb at any one time. Some
examples of aspective are :

bárü 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 : “máisur molsijakkán hági-n múle
bárü” means “He daily goes to school (going there is his regular habit)”.

niyás indicates an action which the speaker thinks is probable. When another
aspective is used with a verb, the adverb “nitólin” (“probably”) is used.
Examples : “lúm múle niyás” means “I probably go” and “lúm nitólin
múle lanmrála” means “I probably have to go.”

tetén denotes an action which is repeated intermittently, frequently, or

continually with pauses between the repetitions. Example, “másun
molsijakkán múle tetén” means “He goes to school intermittently.”

hu!ú “to manage to ...”. This form denotes being able to complete an action
by striving. This form is not common in spoken Tsolyáni, although it
does appear in written form. Example : “lúm yá múle hu!ú” means “I
cannot manage to go.”

káris “to be about to ...”, “on the point of ...”. This aspective indicates that
the actor is just about to perform the action. Example : “lúm múle
káris” means “I am about to go”. Note that this is not a tense per se, as
forms such as “He will be about to go” are possible.

lanmrála “to have to ...”, “must ...”. This aspective shows compulsion on the part
 of the actor to perform the action. Example : “lúm múle lanmrála”
means “I must go.”

tlayésh expresses an action which can be performed : “to be able to ...”, “can...”.
Note that “to be unable” can be shown by negating a sentence with
“tlayésh”. Example : “lúm molsijakkán múle tlayésh” means “I can go to
school.”

worél indicates that the action is being attempted; “to try to ...”. Example :
“lúm molsijakkán múle worél” means “I try to go to schoool.”

otún denotes an action which is beginning : “to start to ...”, “to begin to ...”.
Example : “lúm vayún otún maísur, tlakórun” means “I begin to open
the book.”

tané signifies the ending or completion of an action : “to finish ...ing”, “to
stop ...ing.” Example : “lúm vayún tané máisur, tlakorún” means “I
finish opening the book.”

táino expresses a state resulting from an action, as distinguished from

performing the action itself. For example, in English, “I am sitting”
means “I am in the act of sitting” or “I have already completed the act
of sitting and am in the state of sitting.” There is no simple way that this
distinction is made in English. For example, consider the difference
between “He will be sleeping” and “He will be falling asleep” or “They
will catch her” and “They will be holding her.”
lúm tsokó. túsmi tsokó.
I sit. You sit.

lúm tsokó dópal. túsmi tsokó dópal.

I am sitting. You are sitting.

lúm tsokó táino. túsmi tsokó táino.

I am sitting (down). You are sitting (down).

lúm jlákpe dópal. lúm jlákpe táino.

I am standing. I am standing up.

túsmi somralél jlákpe táino.

You are standing on the table.

túsmi somkúpa tsokó táino.

You are sitting on the chair.
 Exercises

lúm moltsón múle I go to the door.

I go to the table.

You go to the table.

You go to school.

You go through the door.

You are going through the door.

You are going to school.

The teacher comes into the room.

The teacher comes from Jakálla.

The teacher sits on the chair.

The teacher stands near the door.

The student sits on the table.

The student is sitting down on the table. (“state

resulting from action” form)

The student is sitting on the table.

(“is ...ing” form)

I can sit on the chair.

You (habitually) go to the temple.

I begin to open the door.

She stops going to school.

He tries to open the door.

Lord Kagésh is probably in Jakálla.

Lord Kagésh probably goes (habitually) to the

 temple.

I manage to go to school (habitually).

Transformation Exercises

Transform the following sentences from the provided form into the other two
indicated forms. For example : If provided a sentence in the “is ...ing” form,
convert it to the present tense and the imperative form.

túsmi pál dopál. You are coming.

túsmi pál. Present tense.

pálli! Imperative.

túsmi mollúm pál. You come to me.

is ...ing form.

imperative.

gathámli máisur, tlakorún, vusijáktokoi! Take the book, teacher!

to begin to ...

to try to ...

vusijáktokoi somkúpa kardén dópal máisur, tlakórun.

The teacher puts the book on the chair.

habitual.

to be about to ...
Playésha brushantsúr kardén máisur, tlakorún.
Playésha puts the book in the box.

imperative

to have to ...

máisur yá gathám másun, tlashantsúr. He does not take the box.

probably

can ...
 Lesson 9 - prútlen sijakkánikh

háshba dópal
Counting

südhin
0

prún gán bín mrín tlón

1 2 3 4 5

gabí-n hrún gámi-n prútlen tlén

6 7 8 9 10

prùtlén gátlèn bìtlén mrìtlén tlòtlén

11 12 13 14 15

gabìtlén hrùtlén gàmitlén prùtletlén sémrun

16 17 18 19 20

prùsémrun gásèmrun bìsémrun mrìsémrun tlòsémrun

21 22 23 24 25

gabìsémrun hrùsémrun gàmisémrun prùtlessémrun bílun

26 27 28 29 30

sìmin halón latsán hrunálin gamálin

40 50 60 70 80

prutlenílin mriktán
90 100

gàmriktán bìmriktán mrìmriktán tlòmriktán gabìriktán

200 300 400 500 600

hrùmriktán gàmimriktán prùtlemriktán tauknélin

700 800 900 1000

tlòtauknélin gámriktán gamálin

5280
háshbali! lúm háshba. túsmi háshba.
Count! I count. You count.

túsmi mikprú molmrí háshba. lúm miktlé moltlòtlé háshba.

You count from one to four. I count from ten to fifteen.

lúm zhúr moyí? túsmi háshba.

What do I do? You count.

túsmi zhúr moyí? lúm háshba.

What do you do? I count.

mssúran qùrushantsúryal gual.

These are all the boxes.

háshbali mmsúri, qùrutlakorúnyal.

Count all the books.

gathámli mmsúri, zhàtlakorúnyal.

Take some books.

brushantsúryal kardénli mmsúri, qùrutlakorúntal.

Put all the books into the boxes.

lümshantsúryal guál.
There are not enough boxes.

gathámli mmsúri, mssùrantàitlakorúnyal.

Take a few of the books.

somralél kardénli mssúri, kárin mssùranqùrutlakorúnyal.

Put all these red books on the table.

prún lél prún gán guál. gán lél gán mrín guál.
One and one are two. Two and two are four.

bín lél tlón déste guál? bín lél tlón gámi-n guál.
How much are three and five? Three and five are eight.
tlón bíyal déste guál? tlón bíyal tlòtlé guál.
How much are five times three? Five times three are fifteen.
(lit. Five threes are how much?) (lit. Five threes are fifteen.)

déste korúnyal somralél guál? gabí-n.

How many books are on the table? 6

déste su!úryal onótl guál? gámi-n.

How many pens are over there? 8

déste kúpayal brunótl guál? tlén.

How many chairs are in the room? 10

déste lodhúlyal? déste tsónyal?

How many windows? How many doors?

déste tsányal mikJakálla molAvanthár guál?

How many tsán is it from Jakálla to Avanthár?

máisur háshba. másun háshba.

He counts. She counts.

miksémru molbílu háshbali. túsmi molosün ssúmimin háshba?

Count from twenty to thirty. From which number do you count?

máisur molosún ssúmimin háshba?

Up to which number does he count?

mssúran ssúmimin osünikh guál?

Which numbers are these?

bín bìtlén bílun halón

3 13 30 50

prùkorúnkoi gàkorúnyal bìkorúnyal

one book two books three books

prùkakh gàkúpayal bìkúpayal

one chair two chairs three chairs
 NOTE

When referring to a number of “things” the numbers can be used as prefixes (as above) with the
adjectival formant suffix (“-n” or “-in”) removed. These suffixes are added to the ends of
numerals when they stand alone. The numerals can be used as separate adjectives for emphasis, if
desired. Thus, “gàkorúnyal” and “gán korúnyal” both mean “two books”, but the second has
more emphasis on the “two”.

When 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 include :

qùru- all
hlòn- any
hlònil- very
bùru- many, much
tài- a few
zhà- some
lüm- too few, not enough
kàu- too many, too much
yàlu- none, no

These prefixes follow the demonstrative prefixes and precede the locative prefixes, this
“mmsurànbìbrukorúnyal” means “in these three books”. Thus your current concept of a noun
should be :

Demonstrative + Quantifier + Locative + NOUN + (Ig)Noble/Plural

Prefix Prefix Prefix STEM + Suffix
 Exercises

mikrprú molmrí háshbali. Count from one to four.

Count from one to twenty.

Count from five to fifteen.

Count from one to one thousand.

Count from one to five hundred twent-

five.

mssúran shantsúryal guál. These are the boxes.

These are all the boxes.

These are some of the boxes.

There are books in some of the blue

boxes.

Put all of the books into the boxes.

How many books are there?

There are many books.

There are too many books.

There are no green books.

 Lesson 10 - tlén sijakkánikh

bátekh
The body

tómikh shaolékh tsàhlíkh súmikh kéhlmri-kh káyi-kh

head hair nose mouth shoulder eye

lyúkh pawánikh yádhikh hmákh üpükh chópekh

ear foot hand tooth cheek finger

póishmakh kayókhdhíkh ká!zakh pámikh

forehead neck back chest arm

dichérin yádhikh fayárin yádhikh

right hand left hand

mssùrankorúnyal chángilin rándukh guál? mssúri kárin guál.

Which colour are these books? They are red.

mssùranshantsúryal táthen guál, né? yá, mssúran táthen yá guál.

Are these boxes grey? No, they are not grey.

hárri màsunbásrimkoi guál? máisur Kagésh guál.

Who is this man? He is Kagésh.

hárri mssùranbásrimyal guál? mssúri Kagésh lél Kasulü guál.

Who are these men? They are Kagésh and Kasulü.

hárri màsunhumédikh guál? másun Playésha guál.

Who is this woman? This is Playésha.

hárri mssùranhumédyal guál? mssúran Playésha lél Sí guál.

Who are these women? They are Playésha and Sí.

tlúmiyel Tsolyáni guál, né? ssá, lúmama Tsolyáni guál.

Are you (plural) Tsolyáni? Yes, we are Tsolyáni.

tlúmiyel Yán Koryáni guál? yá, lúmama Yán Koryáni yá guál.

Are you Yán Koryáni? No, we are not Yán Koryáni.
 NOTE

Plural first and second person pronouns differ from their equivalent singular
forms (see Lesson 5). For example, there are two forms of the first person
plural pronoun (“we”). The form used depends on whether the person spoken
to is included in the group being spoken about :

we (inclusive) lúmi
we (exclusive) lúmama

These forms are used regardless of the class of the speaker and his party. As
Ti!únme hiChakotlékka says in his treatise “Atlésudhàliyal hiDaritsánsadhàli
hiKolumébabàr” (The Beauteous Pronouns of the Powerful and Elegant
Language of the Imperium) :

“In the singular, a man may see himself and know his own rank and
status relative to others. In the plural, however, men may join together
and act, and they may be of various ranks and classes. Shall we then
have one pronoun for a group of five men of the middle classes and one
of noble rank, versus another for four men of the former and two of the
latter? To permit diversification would make speech impossible!”
Canto XXXVII, verses 94 - 98
Translation by M. A. R. Barker

In the second person (“you”), there are three forms of the plural pronoun. The
pronoun to be used depends upon the class of the people spoken about :

tlúmi low class

tlúmiyel middle class
túsmidali high class
mìsritúsmidáli noble class

Note that the high class and noble class forms of “you” (plural) are the same as
the corresponding forms of “you” (singular). For example : “túsmidali pál
dópal” means either “You (high class, singular) are going” or “You (high class,
plural) are going”.

másun lúmmra tamssárikh guál. mssúran lúmmra ámbuyal guál.

This is my hat. These are my gloves.

másun túsmimra járdukh guál. mssúran túsmimra galcháyal guál.

This is your purse. These are your sandals.

chángilin tamssárikh lúmmra guál? másun.

Which hat is mine? This one.
chángilin ssyúkoi túsmimra guál? máisur.
Which sword is yours? This one.

NOTE

As you have probably gathered from the preceding examples, the suffix “-mra”
is used as the possession indicator, very similar to the English suffix “-’s”.
This type of suffix is totally new to our concept of the noun. We shall
therefore add it, thusly :

Demons. + Quantifier + Locative + NOUN + Possessive + (Ig)Noble/Plural

Prefix + Prefix + Prefix + STEM + Suffix + Suffix

chángilin korúnkoi sijáktomrakoi guál? máisuronul.

Which book is the student’s? That one.

chángilin su!úryal túsmimra guál? mssúranonul.

Which pens are yours? Those.

másun hárrimra tamssárikh guál? másun Kagéshmra guál.

Whose hat is this? It is Kagésh’s.

chángilin korúnyal sijáktomrakoi guál? mssúrionul.

Which are the student’s books? Those.

mssúran hárrimra kúpayal guál?

Whose chairs are these?

mssúran tamssáryal Playéshamra lél Símra guál.

These are Playésha’s and Sí’s hats.

máisur Kagéshmra korúnkoi guál. máisur korúnkoi hiKagésh guál.

This is Kagésh’s book. This is Kagésh’s book.
(lit. “This is the book of Kagésh.”)

mssúran Playéshmra lél Símra tamssáryal guál.

These are Playésha’s and Sí’s hats.

mssúran tamssáryal hiPlayésha lél hiSí guál.

These are Playésha’s and Sí’s hats.
(lit. “These are the hats of Playésha and Sí.”)
 Exercises

másun su!úrikh lúmmra guál. This is my pen.

This is my book.

This is my head.

This is my box.

This is your box.

This is your arm.

This is Kagésh’s hand.

These are our (inclusive) legs.

This is Playésha’s box.

(Use “box of ...” form)
 Lesson 11 - prùtlén sijákkanikh

molsijákkan múle dópal

Going to school

lúm molsijákkan múle dópal

I am going to school.

lúm molsijákkan mál guál múle.

I will go to school.

lúm molsijákkan zhúlin mál úl guál múle.

I will go to school tomorrow.

túsmi molsijákkan hági-n mályal úl guál múle bárü.

You will go to school daily.

NOTE

The phrase “mál úl guál” indicates the future tense of the verb (“will ...”). It is
used with all verbs. When the action will be repeated more than once in the
future, the form “mályal úl guál” is used.

lúm molsijákkan zhúlin mál úl guál tlatsír.

I will run to school tomorrow.

lúm molsijákkan zhúlin mál úl guál múle.

I will walk to school tomorrow.

NOTE

As you probably noticed (at least I hope you noticed), the sentence for “I will
walk to school” in Tsolyáni is the same as the sentence for “I will go to
school.” The verb “múle” means both “walk” and “go”. This is because there
are no riding animals in Tsolyánu and the only forms of vehicle are the litter
(very expensive) or the Chlén-cart (very slow). Thus, the assumed mode of
travel is walking.

lúm molsijákkan zhúlin mál úl guál múle.

I will go to school tomorrow.
lúm molsijákkan zhúlin mál úl múle.
Let me go to school tomorrow.

NOTE

The “Let me ...” or “Let us ...” tense of a verb is called the hortative tenses of
the verb. This form is indicated in Tsolyáni by preceding the verb with the
phrase “mál úl”. This is different from the future tense (“mál úl guál”), which
could be translated as “Let it be that ...”

lúmi brusijákkan siják kaidün lél súrim dópal.

We are learning to read and write in school.

lúmi mál úl guál siják súrim mssúran, lúmimra tlakhatúnyal.

We will learn to write our names.

NOTE

The verb “siják” (“to learn”) is the root for a number of other words which we
have already learned. This allows us to illustrate a few new formative affixes.

The first of these words is “sijáktokoi” (“student”). This verb illustrates the
suffix “-to” which may be appended to any verb and means “the person who
performs the action as a profession”. Thus, “sijáktokoi” means “a professional
learner”. (The noble suffix “-koi” is appended because learning is considered a
noble profession. If an ignoble profession were being considered, the ignoble
suffix (“-ikh” or “-kh”) would be used.)

The second, “vusijáktokoi” (“teacher”) illustrates the verbal prefix “vu-”. This
prefix means “to cause to ...”, thus “vusiják” means “to cause to learn” or “to
teach”, and “vusijáktokoi” means “a person who teaches (causes to learn) as a
profession” or “a teacher”.

The third word, “sijákkanikh” illustrates the “-kan” suffix. This suffix, like “-
to”, converts the verb it is appended to into a noun, but the meaning of the
noun is “the place where the action is performed”. This, “sijákkanikh” means
“the place where learning is done” or “school”.
Given these three suffixes, try to figure out how the following words were created:

kaidükanikh reading-room
súrimtokoi scribe
súrimkanikh writing-room
vayúntokh gate-guard, doorman

lúm súrim másun, lúmmra tlakhatún.

I write my name.

lúm súrim dópal másun, lúmmra tlakhatún.

I am writing my name.

lúm mál úl guál súrim másun, lúmmra tlakhatún.

I will write my name.

súrimli másun, túsmimra tlakhatún.

Write your name.

lúm kaidün dópal másun, tlakashkéru hiHrúggadàlisa.

I am reading the Epic of Great and Might Hrúgga.

NOTE

If you analyse the word, “hiHrúggadàlisa” in the previous sentence, you will
probably notice that the portion “-dálisa” is unfamiliar to you. This is made up
of two suffixes “-dàli” and “-sa”. These suffixes are called general attitude
suffixes. There are several of these in the language, including :

-dàli big, large (from dáli-n, “big”, “large” in Lesson 4)

-sa powerful, mighty
-dhàli beautiful, pretty
-ga hated
-ni small
-nikèl ever-living
-la good, excellent
-ra contemptible, despicable or female

The suffix “-ra” deserves more discussion. For example, “sijáktokoi”

(“teacher”) becomes “sijáktorakoi” (“female teacher” or “despicable teacher”).
The difference in meanings can only be determined by context.

The suffixes may be repeated for emphasis. This “básrimsakoi” means “the
powerful man”, and “básrimsasakoi” means “the very powerful man”. In
addition, more than one of these suffixes may be used in a given noun phrase,
 such as “básrimdàlisakoi” (“the great and powerful man”). Thus, our new
picture of the noun phrase is as follows :

Demons. + Quant. + Loc. + NOUN + General + Posess. + (Ig)Noble/Plural

Prefix + Prefix + Pfx. + STEM + Attitude + Suffix + Suffix
Suffix

Kagésh básrimdàlikoi guál. Playésha humédhdhali-kh guál.

Kagésh is a large man. Playésha is a beautiful woman.
 Exercises

Transformation Exercises

Transform the following sentences into the future tense.

Example

lúm múle. I go
lúm mál úl guál múle. I will go.

lúm molsijákkan múle. I go to school.

lúmi moltsón múle. We (inclusive) go to the door.

vusijáktokoi dhalúr másun, tlatsón. The teacher closes the door.

sijáktokoi molsijákkan zhúlin múle. The student goes to school.

 Lesson 12 - gàtlén sijákkanikh

tajái dópal mssúran, tlapurdállu

Buying weapons

Chargésh hipurdállugashèn bruhaudár múle dópal.

Chargésh is going to the weaponshop in the bazaar.

Chargésh : purdállugashukh! lúm panjáng tajái máisur tlassyú.

Chargésh : Weaponer! I want to buy a sword.

purdállugàshukh : lúm mén másun, tlassyúdhàlisasa.

Weaponer : I have a very beautiful and strong sword.

Chargésh : máisur déste guál?

Chargésh : How much is it?

purdállugàshukh : gabìtlén káitaryal.

Weaponer : Fifteen Káitars.

Chargésh : mssúri káun guál! gámi-n káitaryal.

Chargésh : That is too much! Eight Káitars.

purdállugàshukh : chégukh! lúm chaluhéssi vussáing lanmrála.

Weaponer : Please! I must feed my family.
(lit. “I must cause my family to eat.”)

Chargésh : tlén káitaryal, srán.

Chargésh : Ten Káitars, perhaps.

purdállugàshukh : prùtlén, lél lúm chaluyalashán moltúsmi mál úl guál fazhá másun,
tlasarelqé.
Weaponer : Eleven, and I will give you the sword-clip for nothing.

Chargésh : shráithukh!
Chargésh : Agreed!
(lit. “Agreement!”)
 NOTES

Several comments may be made on the preceding dialogue :

1) The word “chegúkh” literally means “kindness”. However, idiomatically

it means “Please”, “Thank you”, and “May I help you?”.
2) The suffix “-lu” when appended to a verb means “the object with which the action
is performed”. For example, “purdállukh” is made up of the verb “purdál” (“to fight”) and the
suffix “-lu” (with an ignoble suffix added on for form). Can you now figure out how
“vayúnlukh” was derived?

3) The suffix “-gáshu” when added to a noun means “seller of (object)”. For
example, “purdállugàshukh” means “seller of weapons”, and “korúnggáshukh” means
“seller of books”. (Note that when this suffix is appended to a word ending in “n”, the sound
is not “n” + “g”, but “ng” + “g”.

4) The suffix “-gashén” when added to a noun stem indicates “place where the
object is sold.” For example, “purdállugashènikh” means “weaponshop” and
“korúnggashènikh” means “bookshop”. (As above, when this suffix is
appended to a word ending in “n”, the sound is “ng” + “g”.)

5) The following new nouns were introduced :

ssyúkoi sword
haudárikh bazaar
héssi-kh family
sarelqékh sword-clip
shráithukh agreement

6) The following new verbs were introduced :

tajái to buy
panjáng to want
mén to have
vussáing to feed
(from ssáing to eat
fazhá to give

hlézakh talmírikh dímlalukh kalólikh zhúkatlikh

dagger scimitar mace club morning star
cháingikh pa!ánikh tlarkéshkoi trítlukh
flail axe two-handed sword halberd

ghúttukh hípekh náikh lúttakh hajkélikh

pole-axe javelin spear staff pike

siúsalukh qohákh chréghakh siúsadàli-kh

sling bullet bolas staff-sling

pajélikh su!íshikh hapajélikh dhichútlikh turükh

bow composite bow crossbow arrow quarrel

dhúnimikh tsukéhlmri-kh angókh qadlélikh dlarumékh

helmet gorget and breatplate vambrace scabbard
shoulder guard

qaléngikh jódukh gaizánikh ssóchnekh

greave small targe medium shield large pavise

Kagésh thamssyú dímlal máisur, tlabásrim.

Kagésh hit the man with the sword.

Kagésh thamdhichútl járshü máisur, tlabásrim.

Kagésh hit the man with the arrow.

NOTE

There are two forms on the verb “to hit” in Tsolyáni. One (“dímlal”) is used
when the “subject” hits the “direct object” directly (with his hand, a melee
weapon, etc.). The (“járshü”) is used when the “subject” uses a missile to hit the
“direct object”.

ghárukh jéfukh nikhélikh gúshtrakh doqólukh

rope pole spike stake mallet

hlatélikh rísidàli-kh chiqáyanikh rísikh kmékh hihlün

torch lantern flint and steel lamp flask of oil
(for lamps)

lauzhúlukh bómukh bézukikh kubáinikh chráikh

compass pouch backpack blanket bed-mat

dháigalukh vékh sepagállukh máni-kh izhúkh

razor soap mirror food water bottle
humálikh allgásikh
water/wine skin pot
 Exercises
lúm panjáng tajái máisur, tlassyú. I want to buy a sword.

I want to buy a dagger.

I want to buy a shield.

I want to go to school.

I want to buy some rope.

I want to open the door.

I want to close the book.

I want to open the backpack.

I want to take the bed-mat.

I want to have the compass.

I want to hit the man with the sword.

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 take the blue pen?

lúm mén máisur, tlassyú. I have a sword.

I have a hat.

I have a head.

He has a club.

She has a crossbow.

You have a backpack.

 Lesson 13 - bìtlén sijákkanikh

gadaleshánikh
Religion

horúkoi Kagésh molkatakán hiThúmisdàlidàlisa múle dópal.

Lord Kagésh is going to the temple of Thúmis.

Kagésh : ngángmuru. lukán pagshárto panjáng hesdóm.

Kagésh : Greetings. I want to speak with a priest.

shártokoi : ngángmuru brujútle. lúm shártokoi guál. chegúkh, horúkoi?

Priest : Greetings. I am a priest. May I help you, Lord?

Kagésh : lukán molThúmisdàlidàlisa panjáng káta mssúri, zhàtlapúrdiyal.

Kagésh : I want to sacrifice some fruit to great and powerful Thúmis.

shártokoi : netléka. somkasrár kardénlitúsmi tlamssúri.

Priest : Certainly. Put them on the altar.

shártokoi : molThúmisdàlidàlisa galáilitúsmi!

Priest : Pray to great and powerful Thúmis.

Kagésh : lukán panjáng túsmi vuchranyél tlagápru hilukán.

Kagésh : I want you to revivify my friend.
(lit. “I want you to cause my friend to live.”)

shártokoi : másunmra shadákikh tlètauknélin káitaryal mál úl guál guál!

Priest : That will cost ten thousand Káitars!
(lit. “Its price will be ten thousand Káitars!”)

Kagésh : lukán mál úl guál tlúr tlamásun.

Kagésh : I will pay it.

shártokoi : pagtsám kardéthalitúsmi tlamáisur.

Priest : Leave him with me.

Kagésh : jilmitlányal parshálli tlalukán.

Kagésh : Tell me about the gods.

shártokoi : mitlányal tonggün tlatlomítlanyal lél tlatlokìriqáluyal.

Priest : The gods are divided into the Lords of Stability and the Lords of
Change.
tlón tlomítlanyal guál.
There are five Lords of Stability.

parshélin Hnálladàlidàlisanikel, tikákoi hijér, guál.

The first is great, powerful, and ever-living Hnálla, Master of Light.

gán Avánthedalidhàli, thiálakoi hidhalishán, guál.

The second is great and beautiful Avánthe, Maiden of Beauty.

bín Karakándàlidàlisasa, tikákoi hiqadárdàli, guál.

The third is great and powerful Karakán, Master of War.

mrín Thúmisdàlidàlisa, tikákoi hipenga-sán, guál.

The fourth is great and powerful Thúmis, Master of Knowledge.

tlón Belkhánudàlidàlisa, tikákoi hichállu, guál.

The fifth is great and powerful Belkhánu, Lord of the Excellent Dead.

tatlán tlón tlokìriqáluyal guál.

There are also five Lords of Change.

parshélin Hrü!ügaganikel, tikákoi hichusú, guál.

The first is despicable and everliving Hrü!ü, Master of Darkness.

gán Vimúhladàlidàliga, tikákoi hihlatsál, guál.

The second is great, despicable Vimúhla, Lord of Flame.

bín Ksáruldàligaga, tikákoi níri-n hináti, guál.

The third is great and despicable Ksárul, Lord of the Blue Room.

mrín Sárkudàligaga, tikákoi hirihúlyal, guál.

The fourth is great and despicable Sárku, Lord of Worms.

tlón Dlamélishdhàliga, tikárakoi hithrozégayal, guál.

The fifth is beautiful and despicable Dlamélish, Lady of Sins.
 NOTES

The preceding dialogue includes some new words and forms :

1) In case you had not noticed, Lord Kagésh used the “upper class” (“lukán”)
form of the first person pronoun (“I”), and was in turn called “túsmidàli”
(upper class second person pronoun) by the priest (see lessons 5 and 10). This
is an example of a conversation in which the class distinction between upper
and middle class is evident. It is very important that the proper forms be used
to avoid insulting the individual to whom you are speaking. If any question
arises, guess “high” (towards upper class) when speaking of others, and “low”
(towards lower class) when speaking of yourself. This will usually be mistaken
for politeness, instead of ignorance or insult.

2) The following new verbs were introduced :

hesdóm to speak with, converse

káta to sacrifice
galá to pray
tlúr to pay
vuchanyél to revivify
(from: chanyél to live)
kardétha to leave, abandon

3) The following new nouns were introduced :

gadaleshánikh religion
púrdhikh fruit
kasrárikh altar
shadákikh price
gáprukoi friend
mítlanyal gods
tlomítlanyal Lords of Stability
tlokìriqáluyal Lords of Change
tikákoi lord, master, ruler, overlord
jérikh light
thiálakh maiden (noble if referring to a god)
dhalishánikh beauty
qadárdàlikoi war
pengatsánikh knowledge
chálikh corpse, dead man
chusúkh darkness
hlatsálkoi flame (noble - Sacred Flame)
riyúlikh worm
throzékh sin
All the new words listed above follow the rules we have learned for words of their type. Thus,
“lúm káta dópal” means “I am sacrificing”, and so on. No irregular words appear in these lists. In
fact, the Tsolyáni language has very few irregular words at all! So don’t worry about all of this
new vocabulary. Special notes will indicate any irregularities.
 Exercises

Answer the following questions (in Tsolyáni, of course) about the dialogue in the previous
lesson.

1) fénul molkatakán múle dópal?

2) máisur chángilin molkatakán múle dópal?

3) máisur brukatakán zhúr moyí dópal?

4) chángilin mítlankoi tikákoi hihlatsál guál?

 Lesson 14 - mrìtlén sijákkanikh

hiriláktekh
The Hirilákte Arena

NOTE

The Hirilákte Arena is a place where gladiatorial spectacles occur for the amusement of the crowds,
and where a warrior may gather honour through glorious combat. Betting between patrons is quite
frequent, although there are no “house” bets.

Kagésh lél Kasulü hihirilákte múle dópal.

Kagésh and Kasulü are going to the Hirilákte Arena.

Kasulü : shüvünlukh hihirilákte déste guál.

Kasulü : How much is the ticket to the Hirilákte Arena?

Kagésh : shüvünlukh chaluhorúyal yá guál.

Kagésh : There are no tickets for noble persons.

Kasulü : marakál púrdalmoyal hespúrdal?

Kasulü : When do the fights start?
(lit. “When do the gladiators start fighting one another?”)

Kagésh : tùpehági-n.
Kagésh : At noon.

Kasulü : lúm fadílin lél aijómin guál. lúmi tajái tlayésh másun, tlahlyéthu, né?
Kasulü : I am hot and thirsty. Can we buy something to drink?

Kagésh : netléka. kuidürikh, mollúmama fazhá mssúran, gatlangáluyal.

Kagésh : Certainly. Peddler, give us two (bottles of) wine.

Kasulü : pá! púrdalmoyal shüvün dópal hihirilákte.

Kasulü : Look! The gladiators are entering the arena.

Kagésh : túsmi sanmssúri panjáng burdáng mssúran, zhàtlakáitaryal, né?

Kagésh : Do you want to bet some money on them?

Kasulü : lúm burdáng mssúran, mriktàkáitaryal pár ksíbi-n púrdalmokoi mál úl

guál hitlásh máisur, tlapúrdal.
Kasulü : I bet one hundred Káitars that the tall gladiator will win the fight.
Kasulü : lúmmra púrdalmokoi zhágu táino.
Kasulü : My fighter has fallen.

Kagésh : máisur missúmin guál nizál muní. tlúrli másun, tlaburdáng.

Kagésh : He has just been killed. Pay the bet.

Kasulü : lúm chawánin guál. lúmi molvéshu mál úl múle.

Kasulü : I am tired. Let’s go home.

NOTES

The previous dialogue contains a number of new language elements that need discussion :

1) A number of words in the dialogue were derived from the root word “púrdal”
(“to fight”). These words are :

hespúrdal to fight one another

púrdalikh fight
púrdalmokoi gladiator

2) The prefix “hes-” on a verb denotes the reciprocative form of the verb. This
form means “action upon one another”. Thus, “hespúrdal” means “to fight one
another” and “hesdímlal” means “to hit one another”.

3) The word “muní” signifies an event which took place just once in the past or on
just one occasion. For example, “lúm múle muní” means “I went (once).”

4) The word “nizál” denotes an action which has recently ceased (“just ...ed”). For
example : “lúm múle nizál muní” means “I just went”. It is not precisely a past
tense, as one can use it in such forms as “máisur mál úl dimlál nizál tlamáisur.”
meaning “He will have just struck him.”

5) The interrogative “marázal” means “when?” or “what time?”.

6) Some new verbs were used in the dialogue. These were :

burdáng to bet hitlésh to win

tlúr to pay zhágu to fall
7) Some new nouns were also used in the dialogue. These were :

shüvünlukh ticket kuidürikh peddler

ngálukh wine burdángikh bet
véshukh home

8) Some new adjectives were used in the dialogue :

tùpehágin at noonfadílin hot

aijómin thirsty missúmin killed
chawánin tired
 Exercises

lúm molsijákkan múle tlayésh. I can go to school.

I can open the door.

I can close the book.

You can give the book to me.

You can sit.

He can count.

She can come to you.

We (inclusive) can stand.

lúm vayún nizál másun, tlakorún. I just opened the book.

You just closed the door.

We just went to school.

She just paid me for the keys.

We (inclusive) just went to the Hirilákte

Arena.
 Lesson 15 - tlòtlén sijákkanikh

thékukh tiJakálla
A trip through Jakálla

ngángmuru brujútle. lúmi tiJakálla qámi-n mál úl guál théku págal mssúran, tlapágmodhàlidhàli.
Greetings. Today we will travel through Jakálla to see the very beautiful sights.

lúmi hatskhotó hisákbe molJaikalór théku otún.

We begin to travel near the gate of the Sákbe-road to Jaikalór.

kátakandàlidhàliyal qùruhimítlanyal gashén sompásle higaimátsu moyí másun, tlamatlanái.

Large and beauteous temples of all the gods line both sides of the avenue.
(lit. “Large and beauteous temples of all the gods form a line on both sides of the avenue.”)

varkúng-ü mssúri, tlakátakanyal, lúmi hináng másun, tlanáuma hihéngga himítlanyal.

Having passed the temples, we reach the Bridge of the Splendour of the Gods.

luyánikh hifatléryal brufayár guál.

The Foreigner’s Quarter is on the left.

pagmáitsu mikkátakan hiSárkudàlidàlisa münikoi hifátlanyal guál. fatléryal molmáisurònul múle

káris múil mssúri noshüvün máisur, tlaTsolyánu.
Across the avenue from the temple of the great and powerful Sárku is the Palace of Foreign Lands.
Foreigners must go there when they enter Tsolyánu.

gemmüni hifátlanyal náumakh hihitlásh hikólumel guál. pasmásun münikoi hitíkanikel, Chirinnga,
jaithulénkoi hiJakálla guál.
Beside the Palace of Foreign Lands is the Bridge of the Victory of the Emperor. Across it is the
Palace of the Ever-living Lord, Chirinnga, Governor of Jakálla.

thékungü kenqól, lúmi págal másun, tlanraggashén hiSiridlánu, dé bùrunrágayal brumásun hági-n
dhufán guál bárü.
Having travelled for a while, we see the Siridlánu Slave-market, where many slaves are sold daily.

qadlánai molmashíq, lúmi págal másun, tlahirilákte, dé púrdalmoyal brumásun hespúrdal nokáim
mssúran, tlajuthmáyal.
Turning east, we see the Hirilákte Arena, where gladiators fight to please the crowd.
jézu mikhirilákte khotókh molsavál hichál guál. yagáin bùrudhúmineyal hikólumelsayal
màsunónulbrusavál guál.
Beyond the Hirilákte Arena is the gate to the City of the Dead. Many ancient tombs of powerful
emperors are in that city.

NOTES

1) The following new nouns were introduced ;

thékukh trip pagmókh sight

khotókh gate sákbekh Sákbe-road
páslekh side gaimátsukh avenue
náumakh bridge héngganikh splendour
lúyanikh quarter fatlérikh foreigner
münikoi palace fatlánikh foreign land
hitláshikh victory kólumel emperor
jaithulénkoi governer nraggashénikh slave-market
nrágakh slave mashíqikh east
dhúminekh tomb
juthmáyal crowd (always plural)

2) The following new verbs were introduced :

théku to travel varkúng to pass

hináng to reach dhúfan to sell
qadlán to turn nokáim to please
(from “káim” - “to like”)

3) The following new adjectives were introduced :

qámi-n today gashén both

kenqól a while

4) The suffixes “-ü” (for verbs ending in consonants) and “-ngü” (for verbs ending
in vowels) translate as “having ...ed”, i.e. An action performed by the subject of
the sentence, but performed before the main verb. In English, this is
idiomatically expressed by two verbs connected by “and”; i.e. “He goes home
and sleeps.” Native speakers of Tsolyáni consider connecting two verbs by “lél”
inelegant and prefer : “Having gone home, he sleeps.”

5) The suffixes “-ai” (for verbs ending in consonants) and “-dai” (for verbs ending
in vowels) translate as “while ...ing”. This form denotes an action performed by
the subject or the object of the main sentence, but performed simultaneously
with the main verb. For example : “seyúdai, másun múle dópal” means
“Laughing, she is walking along”. (“seyú” means “to laugh”), and “máisur
 pagál tlatshám, dímlalai másun, tlhumédh” means “He sees you hitting the
woman.”

6) The verbal prefix “no-” transforms a basically intransitive verb stem into a
transitive one. For example : “notsokó” (“to seat”) is transitive as opposed to
“tsokó” (“to sit”), and “nokáim” (“to please”) is transitive as opposed to
“káim” (“to like”).
 Exercises

lúm molsijákkan múle otún. I begin to go to school.

I begin to sit on the chair.

I begin to laugh.

Having closed the door, he began to read

a book.

Turning to the left, she began to walk

along the avenue.

túsmi molsijákkan múle káris. You are about to got to school.

She is about to sit in the chair.

He is about to fall.

I was about to go to school.

Opening the door, he was about to exit

the room when I entered. (Note : The
conjunction “when” is written “muíl”.)
 Lesson 16 - gabìtlén saijákkanikh

shüvün dópal másun, tlatsuru!úm

Entering the Underworld

juthatsánikh hibásrimkeyal shüvün dópal másun, tlatsuru!úm.

A party of brave men enters the Underworld.

mssúri méra thumésudàli-kh lél qurnúngin chénuyal.

They seek great wealth and powerful magical items.

mssúri parshén fa!ár másun, tladláqodàli.

First, they meet a huge Dláqo-beetle.

bálashkoi thambálash hiqámsa hibarádne zháin nosrodüm tlamásun.

The sorcerer easily defeats it with a spell of Zoic Domination.

zhamrúryal gatlí-n hangái tlamssúri, malél mssúri thamú!un tuqadárni nosrodüm hu!ú
tlamssúran.
Next some Mrúr (zombies) attack them, but they (the party) manage to defeat them after a long
battle.

mrúryal nlésh nizál múni mssúran, bimrìktatlakáitaryal lél hayalún tlakáyila.

The Mrúr were guarding three hundred Káitars and an Excellent Ruby Eye.

básrimyal miktsuru!úm másunpagkumésu misín.

The men leave the Underworld with this treasure.

NOTES

1) The following new nouns were introduced :

tsuru!úm underworld juthatsánikh party, group

thumésekh wealth chenúkh item, thing
dláqokh Dláqo-beetle bálashikh spell
bálashkoi sorcerer barádnekh wild animal
qámsakh control qadárnikh battle
mrúrikh zombie
káyikh Eye (a type of magico-technological artifact)
kumésukh treasure

2) The following new verbs were introduced :

méra to seek fa!ár to meet

nosrudüm to defeat srodüm to be defeated
 hangái to attack nlésh to guard
misíto to depart, to leave

3) The following adjectives were introduced :

qurnúngin magically powerful, strong

parshén first zháin easily
gatlí-n next, following hayalún ruby
thamú!un long (time)

4) No new verbal affixes were introduced in this lesson. However, a new general
attitude suffix, “-ke” (meaning “brave”) was mentioned.
 Exercises

Answer the following questions about the above story (in Tsolyáni).

1) hárri shüvün muní másun, tlatsuru!úm?

2) mssúri dépu shüvün múni tlamásun?

3) mssúri parshén fa!ár múni tlazhúr?

4) mssúri gatlín fa!ár múni tlazhúr?

5) mssúri gathám tlazhúr?

 Lesson 17 - hrùtlén saijákkanikh

fáshdri-kh
The Letter

The following is a letter from a father to a daughter (both of high clan). The daughter has gotten into
trouble with the Copper Tomb Society (she robbed the wrong tomb) and has had to leave town. Her
father took care of disposing of the loot.

tùplanngésakh,

sálum lyútha múra tlatúsmi salás múra lél túsmidali yá tsülchobén dópal. sálum
nráidhu másun, tlathéku yá nochawán tlatúsmi.

sálum nodishén múra másun, másuntlafáshdri, zhàbrusurtléyal shorúnin chamás

sálum yá timán másun, tlasóngmu hidhúmine himíss mál úl guál hmün tlayesh
tlamásun. búrunggalun su!í-kh, dütélyal lél brásin chénuyal tsüldhufán múra
(záiman chalushadák gayún). dlántükoi mén másun, tlahatsnélu.

sálum, chiwàimunggü hitsáipi, pálmü lanmrála másun, tlahasú hitúsmi

chalusadák hichranyél. fa!arkánikh bruJákalla moltúsmi hlònugatléru mál úl
guál fazhá mssúran, tauknèltlakáitaryal. mssúran warán hu!ú tlatúsmi.

sálum lyútha múra másun, tlatúsmi mál úl guál kaidün pagKolgák hiKolmárik
hikatakán hiKsárul. máisur bùruchenalünyal vusijáktokoi hisalúm guál dáimi.
máisur nitólin yá hráis dópal, chámas molmáisur jilsalúm dómlitùsmi.

túsmimra mrishánkoi,
Chugrin
The English translation of this letter is as follows :

Beloved Daughter,

I have heard that you have arrived and you are not harmed. I hope the trip did
not tire you.

I have hidden this letter in some common documents, therefore I do not believe
the Copper Tomb Society wll be able to track it. Most of the glass, jewellry and
other things have already been sold (for a cheap price, unfortunately). The clan-
elder has a letter of credit.

I, because of the possibility of discovery (lit. “finding”), must decrease your

living allowances (lit. “your money for the price of living”). The clanhouse in
Jakkála will give you 1000 Káitars each month. This should support you.

I hear you will be studying with Kolgák hiKolmárik of the temple of Ksárul. He
was my teacher many years ago. He probably does not not remember me,
therefore speak about me to him.

Your father,
Chugrín

NOTES

1) Did you have trouble with this lesson? If you had more trouble than usual, then
you have been depending too much on the English translations beneath each
sentence. Practice your Tsolyáni without the English translations for a while to
improve your proficiency.

2) The following new nouns have been introduced :

fáshdri-kh letter
ngésakh daughter
surtlékh paper, document
sóngmukh society
dhúminekh tomb
míssikh copper
sóngmukh hidhúmine himíss -- Copper Tomb Society
su!í-kh glass
dütélikh jewellery (piece)
dlántükoi clan-elder
hatsnélukh letter of credit
tsáipakh discovery (fr : “tsaípa” “to find”)
fa!arkánikh clanhouse
 gatlérukh month
chenalünikh year

3) The following new verbs have been introduced :

lyútha to hear, listen

nráidhu to hope
nochawán to cause to tire
nodishén to hide (something)
from : dishén to hide (yourself)
timán to believe, obey, undestand
hmün to track (prey)
pálmü to decrease
warán to keep, maintain, support
hráis to remember

4) The following new adjectives have been introduced :

shórunin common brásin other

záiman cheap gayún unfortunately

5) Notice that the father uses “salúm” (noble clan) for himself, and “túsmi” for his
daughter. This is true for two reasons.

First, the daughter is female, and females use a pronoun one level lower than
that of their class (see lessons 5 and 10). This circumstance applies to females
both when they are referring to themselves and when males refer to them.

Secondly, the father is claiming the respect due to him as an elderly individual
in the clan as well as this girl’s father. Respect for one’s elders is as much a part
of Tsolyáni culture as it is of ours.

6) This lesson completes our studies. As a reward for persevering this far, there
are no exercises for this lesson. You now have a sound base in Tsolyáni
language elements. Extend your studies through The Tsolyani Language (op.
cit.) You have scratched the surface of a beautiful culture, and have achieved a
level of proficiency you can be proud of.
 BEFORE LOOKING AT THIS ANSWER KEY READ THIS NOTE!!

Please do not look at these answers until you have at least tried to do the problems yourself.
There are enough examples in the text to illustrate all of the principles taught. Use the exercises
as exercises, not more examples!

Lesson 1 :

Problem Set 1 :

a) másun shantsúrikh guál, né? b) másun vayúnikh guál, né?

c) másun hruchánmekh guál, né? d) másun kapráikh guál, né?
e) másun rínmüyal guál, né? f) másun kúpayal guál, né?
g) másun lodhúlyal guál, né?

Problem Set 2 :

a) máisur korúnkoi guál. b) másun kapráikh guál.

c) másun tsónikh guál. d) másun timúngikh guál.
e) másun su!úrikh guál. f) másun taqúnkh guál.
g) másun rísikh guál. h) másun ralélikh guál.
i) mssúri korúnyal guál.

Problem Set 3 :

a) másun kúpakh yá guál, vál ralélikh.

b) másun lodhúlikh yá guál, vál hruchánmekh.
c) másun korúnkoi yá guál, vál rísikh.
d) másun taqúnikh yá guál, vál timúngikh.
e) másun kapráikh yá guál, vál vayúnlukh.
f) mssúran tsónyal yá guál, vál rínmüyal.

Lesson 2 :

Problem Set 1 :

a) másun ra korúnkoi ra tamssárikh guál?

b) másun ra náulakh ra tsónikh guál?
c) másun ra mlékükh ra su!úrikh guál?
d) másun ra ámbukh ra charwánikh guál?
e) másun ra timúngikh ra taqúnikh guál?

Problem Set 2 :

a) ssá, másun wéshmakh guál. b) ssá, másun tamssárikh guál.

 c) ssá, másun galcháikh guál. d) ssá, másun vraithúrukh gual.
e) ssá, mssúran rafáyal guál. f) ssá, másun kapráikh gual.

Problem Set 3 :

a) másun nyáilukh yá guál. b) másun mlékükh yá guál.

c) másun járdukh yá guál. d) másun rafákh yá guál.
e) mssúran ámbuyal yá guál.

Problem Set 4 :

a) yá, másun tamssárikh yá guál, vál galcháikh.

b) yá, másun rafákh yá guál, vál járdukh.
c) yá, másun ámbukh yá guál, vál charwánikh.
d) yá, másun timúngikh yá guál, vál taqúnikh.
e) yá, másun mlékükh yá guál, vál tamssárikh.
f) yá, másun ra korúnkoi ra náulakh yá guál, vál tsónikh.

Lesson 3 :

Problem Set 1 :

a) tamssárikh kárin guál. b) tamssárikh níri-n guál.

c) tamssárikh zhuráun guál. d) wéshmakh zhuráun guál.
e) wéshmakh abásun guál. f) korúnkoi zhuráun guál.
g) korúnyal kárin guál. h) korúnkoi mikárun guál.
i) korúnkoi kárin lél níri-n guál. j) nyáilukh zháurun lél zhuráun guál.
k) nyáilukh páravün guál. l) másunnyáilukh páravün guál.
m) másunnyáilukh níri-n guál. n) másunònulnyáilukh níri-n guál.
o) mssúrannyáiluyal kárin guál. p) mssùranònulkorúnyal páravün guál.
q) másunkorúnkoi kárin guál. r) taqúnikh mikárun guál.

Problem Set 2 :

a) chángilin korúnkoi máisur guál? b) chángilin wéshmakh másun guál?

c) chángilin ralélikh másun guál?
 Problem Set 3 :

a) korúnkoi mikárun guál, né? b) korúnkoi níri-n guál, né?

c) ralélikh zháuran guál, né? d) galcháikh páravün guál, né?
e) hruchánmekh abásun guál, né? f) hruchánmekh kárin guál, né?
g) hruchánmekh zhuráun guál, né? h) vayúnlukh zhuráun guál, né?

Lesson 4 :

Problem Set 1 :

a) kárin su!úrikh ksíbi-n guál. b) tathén galcháikh ní-n guál.

c) páravün náulakh ksíbi-n guál. d) níri-n korúnkoi dáli-n guál.
e) abásun korúnkoi ní-n guál. f) zhuráun korúnkoi dáli-n guál.
g) níri-n shantsúrikh ní-n guál. h) zháuran shantsúrikh qadímin guál.
i) ní-n shantsúrikh mikárun guál.
j) ksíbi-n shantsúrikh mikárun lél ábasun guál.

Problem Set 2 :

a) náulakh ra ní-n ra ksíbi-n guál?

b) náulakh ra kárin ra níri-n guál?
c) tamssárikh ra kárin ra níri-n guál?
d) rinmükh ra dáli-n ra ní-n guál?
e) ralélikh ra ksíbi-n ra ní-n guál?
f) zháurun ralélikh ra ksíbi-n ra ní-n guál?
g) kárin korúnkoi ra qadímin ra ní-n guál?

Lesson 5 :

Problem Set 1 :

a) lú ksíbi-n guál.
lúm ksíbi-n guál.
lukán ksíbi-n guál.
salúm ksíbi-n guál.

b) tsám ksíbi-n guál.

túsmi ksíbi-n guál.
túsmidàli ksíbi-n guál.
mìsritúsmidàli ksíbi-n guál.
c) tsám vusijáktokoi guál.
túsmi vusijáktokoi guál.
túsmidàli vusijáktokoi guál.
mìsritúsmidàli vusijáktokoi guál.

d) tsám básrimkoi guál.

túsmi básrimkoi guál.
túsmidàli básrimkoi guál.
mìsritúsmidàli básrimkoi guál.

e) tsám humédhikh guál.

túsmi humédhikh guál.
túsmidàli humédhikh guál.
mìsritúsmidàli humédhikh guál.

f) lú básrimkoi guál.
lúm básrimkoi guál.
lukán básrimkoi guál.
salúm básrimkoi guál.
g) lú ní-n guál.
lúm ní-n guál.
lukán ní-n guál.
salúm ní-n guál.

h) tsám sijáktokoi guál.

túsmi sijáktokoi guál.
túsmidàli sijáktokoi guál.
mìsritúsmidàli sijáktokoi guál.

i) lú sijáktokoi guál.
lúm sijáktokoi guál.
lukán sijáktokoi guál.
salúm sijáktokoi guál.

j) lú ksíbi-n sijáktokoi guál.

lúm ksíbi-n sijáktokoi guál.
lukán ksíbi-n sijáktokoi guál.
salúm ksíbi-n sijáktokoi guál.
Lesson 6 :

Problem Set 1 :

a) korúnkoi somkúpa guál. b) korúnkoi brushantsúr guál.

c) korúnkoi hatsshantsúr guál. d) su!úrikh somhruchánme guál.
e) su!úrikh dhuruchánme guál. f) másun somhruchánme guál.
g) níri-n su!úrikh kárin somralél guál.
h) kárin korúnkoi níri-n gurengkorún guál.
i) níri-n korúnkoi kárin dhikorún guál.
j) níri-n hruchánmekh kárin brukorún guál.
k) vayúnluyal páravün brushantsúr guál.
l) dáli-n kárin korúnkoi ní-n zhuráun dhukorún guál.
m) ksíbi-n níri-n su!úrikh qádimin kárin hatssu!úr guál.
n) níri-n lél zhuráun vayúnlukh qadímin zháurun lél páravün brushantsúr guál.
o) níri-n vayúnlukh onótl guál.
p) páravün shantsúr dáhlte guál.
q) ksíbi-n vusijáktokoi ní-n dhiralél.

Lesson 7 :

Problem Set 1 :

a) vusijáktokoi gathám máisur, tlakorún.

b) vusijáktokoi vayún máisur, tlakorún.
c) vusijáktokoi dhalúr máisur, tlakorún.
d) lúm gathám máisur, tlakorún.
e) túsmi gathám máisur, tlakorún.
f) lúm somralél kardén máisur, tlakorún.
g) lúm gathám másun, tlasu!úr.
h) túsmi gathám mssúran, tlakorún lél tlasu!úr.
i) vusijáktokoi vayún máisur, kárin tlakorún.
j) sijáktokoi mikvusijákto gathám máisur, tlakorún.
k) vusijáktokoi zháuran somkúpa kardén máisur, kárin tlakorún.
l) vusijáktokoi somkúpa vayún máisur, tlakorún.
 Problem Set 2 :

a) gathámli másun, tlasu!úr.

b) gathámli másun, tlaralél.
c) somralél kardénli másun, tlasu!úr.
d) brushantsúr kardénli másun, tlavayúnlu.
e) brurafá kardénli másun, tlavayúnlu.
f) vayúnli másun, tlashantsúr.
g) dhalúrli másun, tlatsón.

Lesson 8 :

Problem Set 1 :

a) lúm molralél múle.

b) túsmi molralél múle.
c) túsmi molsijákkan múle.
d) túsmi titsón múle.
e) túsmi titsón múle dópal.
f) túsmi molsijákkan múle dópal.
g) vusijáktokoi brunáti pál.
h) vusijáktokoi mikJakálla pál.
i) vusijáktokoi somkúpa tsóko.
j) vusijáktokoi hatstsón jlákpe.
k) sijáktokoi somralél tsóko.
l) sijáktokoi somralél tsóko táino.
m) sijáktokoi somralél tsóko dópal.
n) lúm somkúpa tsóko tlayésh.
o) túsmi molkatakán múle bárü.
p) lúm vayún otún másun, tlatsón.
q) másun molsijákkan múle tané.
r) máisur vayún worél másun, tlatsón.
s) horúkoi Kagésh bruJakálla guál niyás.
t) horúkoi Kagésh molkatakán notólin múle bárü.
u) lúm molsijákkan múle hu!ú bárü.

Problem Set 2 :

a) túsmi mollúm pál dopál.

pálli mollúm!
b) vusijáktokoi gathám otún máisur, tlakorún.
vusijáktokoi gathám worél máisur, tlakorún.

c) vusijáktokoi somkúpa kardén bárü máisur, tlakorún.

vusijáktokoi somkúpa kardén kárin máisur, tlakorún.

d) kardénli brushantsúr máisur, tlakorún, Playésha!

Playésha brushantsúr kardén lanmrála máisur, tlakórun.

e) máisur yá gathám niyás másun, tlashantsúr.

máisur yá gathám tlayésh másun, tlashantsúr.

Lesson 9 :

Problem Set 1 :

a) mikprú molsémru háshbali.

b) miktló moltlótlè háshbali.
c) mikprú moltauknéli háshbali.
d) mikprú moltlòmriktattlòsémru háshbali.

Problem Set 2 :

a) mssúran shantsúryal guál.

b) mssúran qùrushantsúryal guál.
c) mssúran zhàshantsúryal guál.
d) korúnyal níri-n zhàbrushantsúryal guál.
e) brushantsúryal kardénli mssúri, qùrutlakorúnyal.
f) déste korúnyal guál?
g) bùrukorúnyal guál.
h) kàukorúnyal guál.
i) zháurun yàlükorúnyal guál.
Lesson 10 :

Problem Set 1 :

a) máisur korúnkoi lúmmra guál.

b) másun tómikh lúmmra guál.
c) másun shantsúrikh lúmmra guál.
d) másun shantsúrikh túsmimra guál.
e) másun pámikh túsmimra guál.
f) másun yádhikh Kagéshmra guál.
g) mssúran ráinyal lúmimra guál.
h) másun shantsúrikh hiPlayésha guál.

Lesson 11 :

Problem Set 1 :

a) lúm molsijákkan mál úl guál múle.

b) lúmi moltsón mál úl guál múle.
c) vusijáktokoi mál úl guál dhalúr másun, tlatsón.
d) sijáktokoi molsijákkan zhúlin mál úl guál múle.

Lesson 12 :

Problem Set 1 :

a) lúm panjáng tajái másun, tlahléza.

b) lúm panjáng tajái másun, tlagaizán.
c) lúm panjáng molsijákkan múle.
d) lúm panjáng tajái másun zhàtlagháru.
e) lúm panjáng vayún másun, tlatsón.
f) lúm panjáng dhálur máisur, tlakorún.
g) lúm panjáng vayún másun, tlabézuk.
h) lúm panjáng gathám másun, tlachrái.
i) lúm panjáng mén másun, tlalauzhúlu
j) lúm panjáng thamssyú dimlál máisur, tlabásrim.
k) lúm panjáng thamdhichútl járshü máisur, tlabásrim.
l) túsmi panjáng vayún máisur, tlakorún.
m) túsmi panjáng ssáing másun, tlamáni, né?
n) túsmi panjáng gathám másun, níri-n tlasu!úr, né?
Lesson 13 :

Problem Set 1 :

1) horúkoi Kagésh molkatakán múle dópal.

2) máisur molkatakán hiThúmisdàlidàlisa múle.
3) máisur molThúmisdàlidàlisa panjáng káta mssúri, zhàtlapúrdiyal.
4) Vimúhladàlidàliga tikákoi hihlatsál guál.

Lesson 14 :

Problem Set 1 :

a) lúm vayún tlayésh másun, tlatsón.

b) lúm dhalúr tlayésh máisur, tlakorún.
c) túsmi mollúm fazhá tlayésh máisur, tlakorún.
d) túsmi tsóko tlayésh.
e) máisur háshba tlayésh.
f) másun cha;uvayúnlu tlúr nizál.
g) lumáma molhirilákte múle nizál.

Lesson 15 :

Problem Set 1 :

a) lúm somkúpa tsóko ótun.

b) lúm seyú ótun.
c) dhalúrngü másun, tlatsón, máisur kaidün ótun máisur, tlakorún.
d) qadlánai fayárikh, másun pasmatlánai múle ótun.

Problem Set 2 :

a) másun somkúpa tsóko káris.

b) máisur zhágu káris.
c) lúm molsijákkan múle káris.
d) vayúnngü másun, tlatsón, másun mísin káris nizál muíl lúm shüvün múni.
Lesson 16 :

Problem Set 1 :

1) juthsánikh hibásrimkeyal shüvün múni másun, tlatsuru!úm.

2) mssúri méra thumésudàli-kh lél qurnúngin chénuyal.
3) mssúri fa!ár másun, tladláqodàli.
4) mssúri fa!ár mssúran, zhatlamrúryal.
5) mssúri gathám bimrìktatlakáitaryal lél hayalún tlakáyila.