ENGLISH-BISAYA GRAMMAR

In Twenty Eight Lessons.

Abridged from the Grammars

OF THE RECOLETO

Fathers, Guillen, Nicolas and Zueco

AND TRANSLATED INTO ENGLISH FOR THE USE OF THE AMERICAN PEOPLE

BY

R. P. Fr. Pedro Jimenez

RECOLETO.

Cebú—1904

IMPRENTA DE «EL PAIS» Page 2

Nos Don Severino Piczon y Quinto,

PRESBITERO PROVISOR VICARIO GENERAL Y GOBERNADOR ECLESIASTICO DEL OBISPADO DE CEBU S.V.

Por el tenor de las presentes y por lo que á nos toca, damos licencia para que pueda imprimirse y publicarse la Gramática Anglo-Visaya escrita por el R.P.Fr. Pedro Gimenez, Recoleto, atento á que según lo manifestado por el M.R. Vicario Provincial de la órden, ha sido censurada por dos Religiosos de la misma, que la han juzgado digna de que se dé á la estampa, no conteniendo cosa alguna contraria á la fé y buenas costumbres, y mandamos que se inserte este nuestro permiso al principio de cada ejemplar.

Dadas en Cebú, firmadas de nuestra mano, selladas con el de nuestro oficio y refrendadas por el infrascrito Secretario de Gobierno á treinta de Enero de mil novecientos cuatro.

SEVERINO PICZON.

(Hay un sello) (Hay una rúbrica)

Por mandado de SS. el Sr. Gobernador Eclesiástico.

JUAN P. GORORDO
(Hay una rúbrica.) Page 3

Preface

In presenting this English-Bisaya Grammar I do not pretend to be considered an author, my only aspiration is to be useful to my Américan brethren in the priesthood, in order that they in turn, may be so to the Bisaya people. The priest for the Bisaya people must be one who will devote all his attention to them, live among them, study their ways, their character, their tendencies, and therefore, the study of their dialect is absolutely necessary to him, since they, for the most part, do not know how to speak either Spanish or English. In preparing this compilation I have used every effort to do it as well as possible, but I am only a pupil in both the English and Bisaya languages, and I believe, the work is not as perfect as would be desired, but I indulge a hope that the kindness of my readers will excuse my faults.

Bisaya Alphabet.

The letters made use of in the Bisaya alphabet, are twenty in number as follows:

The vowels are A, E, I, O, U, and Y at the end of a word. The vowels are never silent, except U in the syllables que, qui, the sound of which corresponds to that heard in the English words Kedge, Keep, Key.

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First Lesson.

OF THE ARTICLE.

1.a The article in the Bisaya dialect is divided into determinate and indeterminate and of the proper names.

2.a The determinate article is ang for singular, and ang mga or sa mga according to the cases for plural.

3.a The indeterminate article is usa, one for the singular; and uban, pila or mapila, some for the plural.

4.a The article of the proper names is si for both masculine and feminine.

Declension of the Articles.

DEFINITE ARTICLE.

SINGULAR.

PLURAL.

INDEFINITE ARTICLE.

SINGULAR

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PLURAL.

Some wish, while others do not—ang uban bu-ut, ang uban dili—Some of the trees, which are there—Pipila sa mga cahuy dihá.

THE ARTICLE OF THE PROPER NAMES

SINGULAR.

Remark l.a The article of the proper names is used also to point out a person and his companions, as:

2.a This article serves also to express kindness or love: as.—My Mother, Si nanay.—My father, Si tatay.—The female child, Si inday—The parish Priest, Si amoy—My eldest sister, Si manang.

3.a The English compounded words, wooden, golden etc. change the affix en into nga, as:—The wooden cross, Ang cruz nga cahoy—The golden ring, Ang singsing nga bulauan.

4.a When we point out the destination of a thing, it is employed the article sa—Thus: The water vat, Ang tadyao sa tubig.—The bottle of wine, Ang botella sa vino.

5.a When it refers to the property of any one, it is as follows.—John's hat, Ang calo ni Juan.

6.a The article sa is employed, when the Page 8thing it refers to is determinate, but when it is indeterminate, the article ug must be used, as: Bring the money, Magdala ca sa sapi. Give me money, Taga-an mo acó ug salapi.

PLURAL.

1.a The plural is formed in Bisaya by placing mga after the article ang or sa.

Declension.

2.a When the possessive case is placed before the name, it must be placed between ang and mga, thus—My friends, ang acong mga higala—Your shoes, ang imong mga sapin.

3.a Rem. The Bisaya article like the English, does not distinguish the gender, but there are two ways of distinguishing the masculine and feminine in this dialect: 1. By using different words: Ex, ang bana, the husband; ang asaua, the wife; ang amahan, the father: ang inahan, the mother. 2. By the suffixes lalaqui and babaye; Ex. ang iro nga lalaqui, the dog, ang iro nga babaye, she dog; ang bata nga lalaqui, the boy; ang bata nga babaye, the girl.

Examples of the article.

Joseph's soul, ang calag ni José—John's ground. ang yuta ni Juan, or ang can Juan nga yuta—Who is at Peter's house, ang sa can Pedro nga balay, or ang sa balay ni Pedro—Bring the rice: Magdala ca ug bugas—My mother and sister are at John's cottage, Si nanay ug si inday tua sa camalig ni Juan—My brothers are rich, Ang acong mga igso-on salapia-*non Page 9man—Are you Peter's father?, Icao ba ang amahan ni Pedro?—I am, Acó man—Who is the owner? ¿Quinsa ba ang tagia?—Where is your son?, Hain ba ang imong anac?—He is at the cockfight, Tua sia sa bulangan—Has he much money?, Daghan ba ang iang salapi?—He has but a few coins, Pipila lamang ca dacó—Let us go. Tala na quitá—Good by. Ari na came—That man is a drunkard. Palahubóg man canang tao—He is a drinker, but not a drunkard. Palainom man sia, apan dili palahubóg—Where is my father?, ¿Hain ba ang acong amahan?—Here he is; Ania dinhi—Who are those men?, ¿Quinsa ba canang mga tao?—They are my friends. Mao ang acong mga higala.

Exercise.

I

Have you the bread?—Yes, sir, I have the bread: Have you your bread?—I have my bread.—Have you the salt?—I have the salt—Have you my salt?—I have your salt.—Have you the soap?—I have the soap—Which (onsa nga) soap have you?—I have your soap—Which shirt have you?—I have my shirt, (ang acong sinina)?—Have you much money?—I have much money—Where is your sister?—She is at the garden (tanaman sa mga bulac)—Where is your father?—He is here.

Second Lesson.

Of the nouns.

Supposing the pupil knows the classification of the nouns into proper, common or appellative &., we shall occupy ourselves with their formation, being as it is, so much diverse and usual.

A great number of nouns and verbs are compounded in Bisaya by means of roots and particles. Page 10

The root is the word which contains in itself the signification of the thing, but can not express it without any other word, which we call a particle, to which the root must be united.

1.a With the particle ca at the beginning of the root, and an after, are formed collective nouns, and nouns of place, as:—Grove, cacahoyan—Banana plantation, casagingan.

2.a With the particle ca before, are formed the nouns of quality, as:—Whiteness,—Ang caputi.

3.a By placing the particle pagca before the roots, are formed the abstract nouns, and those pointing out the essence of the things, as:

4.a With the particle isigca before the root, are formed correlative nouns, placing the possessive pronoun in genitive case, as:

5.a With the particles mag and man are formed substantive and adjective nouns, duplicating the first syllable of the roots, thus:

6. With the particle pala before, are formed several substantives, as:

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7.a With tag before the root, are formed nouns expressing the owner of a thing, as:

8.a Putting this same particle before the words signifying the seasons of the year or the atmospherical changes, points out the time of these changes: and placing it before words signifying the farming-works, it shows the time of those operations. In some provinces are used also in this same sense, the particles tig and tin, thus:

9.a The particle taga before the nouns of countries or nations, serves to ask some one about his town, as:

10.a Taga signifies also until, and points out the end of the action, as:

11.a By means of the articles pag and pagca are formed the verbal substantives. Ex:

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12.a Placing the particle tagi before the root it points out permanency on a place, as:

Declension of the common nouns.

SINGULAR.

PLURAL

Practical examples

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Exercise.

II

Good morning, how are you?—Very well, I thank you—Where are you from?—I am from Spain—Of which town?—From Conago—Who (quinsa) has my book?—I have it—Who is that young Lady?—She is Miss Kate—Where is my trunk (caban)?—The servant has it—Have you my fine glasses?—I have them—Have you the fine horses of my neighbours?—I have not them—Who are you?—I am John—Are you Peter's father?—I am.

Third Lesson.

OF THE CARDINAL NUMBERS.

The father Encina divides the numbers into primitives, ordinals, distributives and vicenales.

The primitive numerals are those which serve to count, and are the followings:

Remarks:

1.a The English forms "a hundred, a thousand"*, are rendered into Bisaya by usa ca gatus, usa ca libo. Expressions like "eighteen hundred" must be translated as:—one thousand eight hundred, ex: The year 1898.—Usa ca libo ualo ca gatus casiaman ug usa.

2.a The unity begins by a consonant duplicates, the first syllable, when points out any quantity. The denaries are formed by putting before unity the particle ca and an after, as we have seen. Ca serves also to join the numbers to the nouns, thus: Usa cataoo.—Napolo ca pisos, upat ca adlao. Page 15

Ordinal Numbers.

The month.—Ang bulan.
The day.—Ang adlao.
The week.—Ang semana.

What is the date to day.—¿Icapila quita caron?—To-day is the sixth of March of the year 1901.—Sa icaunum ca adlao sa bulan sa Marzo sa usa ca libo siam ca gatus ng usa ca tuig.

Days of the week

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Months of the year.

(The months and the days of the week are taken from the Spanish language).

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Partitive Numbers

The partitive numbers are formed by adding to the cardinals—ca bahin—thus:

Ex:

Distributive numbers

The distributive numbers are formed by putting tag or tinag before the cardinal numbers, thus:

Vicenal Numbers

The vicenal or proportional numbers, so called for explaining the proportion between two unities, one of which is contained in the other, are formed in Bisaya by putting the particle naca or maca before the cardinal numbers. Naca for past tense, and maca for the future: Thus:

III Exercise

Where is my book!—Under the chair—Where is my hat?—It is on the table—Is it on the table?—No; it is upon the bed—Did you read the book?—I did not—How many books have you written?—I have written one—How many times have you read the letter?—Many times—How many times have you weeped?—Five times—How much is your daily wage?—Two dimes—How old are you?—I am twenty seven years old—How old is she?—She is not yet twenty years old—Have you burnt yourself?—Each man has his taste—Have you a mind to sleep?—No: I have a Page 19mind to speak—Do you fear this man?—I don't fear him—At what o'clock do you go to bed?—I go to bed at sunset, and I get up at sunrise.

Fourth Lesson

OF THE PRONOUNS.

The Bisaya pronouns are divided into personal, demonstrative, possessive and relative. The personal pronouns are:

Declension of the personal pronouns

First Person

(1) Quitá is used when the speaker excludes not those, to whom he is speaking, and camé when he does.

2d. Person

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3d. Person

The pronoun Icao may be used indifferently before or after the verbs. The nominative case ca must be placed before the verbs in the negative and final sentences; in other cases, always after them.

Both singular and plural objective cases of the first, second and third persons begin by a vowel, are placed before the nouns and verbs, and those begin by a consonant must be put after them: thus:

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Demonstrative pronouns.

Declension.

The demonstrative pronouns are used instead of repeating the substantives. They also serve for distinguishing between substantives exprosed or understood; and when employed with substantives, for pointing out clearly the distinction between them.

Remark

Quini, refers to the persons or things nearest to the speaker: cana, to the persons or things nearest to the persons spoken to: cadto, is used to point out persons or things distant, both from the speaker and from the Page 22person spoken to. It is also employed this pronoun, but in genitive case, when speaking of events long time ago past, as: In those days.—Niadtong mga tiempo.

The adverb caron, is employed also as a demonstrative pronoun: thus:

Possessive pronouns.

Are formed by the genitives of the personal pronouns, and are always joined to a noun before it, when begin by a vowel, and after, when by a consonant, Ex:

Relative pronouns.—Interrogative.

The relative—interrogative pronouns, are:

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Remark

The particle ba, has not signification, but serves to point out the interrogative and dubitative sentences.

The relative pronouns simple, are translated into Bisaya by nga, as:

Exercise

IV.

Where are you going?—I am going into the church—Have you this pen or that?—I have neither this nor that, but I have this other.

When did he arrive?—He arrived yesterday about this time—Where is she? She is at home—Do you speak Bisaya?—Not yet—I have bought the horse of which you spoke to me.

When did you buy it?—Yesterday—Where do you intend to take me to?—What is the date to day?—To day is the twenty first—I speak to those to whom you have spoken.

Where did you speak to them?—I spoke to them at the street. Page 24

Fifth Lesson.

Of the adjective.

Remark: 1.a The Bisaya adjectives are formed by putting before the root the particle Ma as:

2.a Putting after these adjectives the syllables on, hon, an, han are formed the followings:

3.a By putting the particles on, hon, an, han, after the root, are formed adjectives signifying qualities both moral and physical: ex.

4.a With the particle ha before are formed adjectives of distance: by means of the particle hi are formed those pointing out frequency in the action: thus:

5.a Inserting la, li, lo, between the first two syllables of the root, ang placing on, after the last are formed adjectives of quality, as:

6.a Are also formed adjectives of quality by putting mangi before the root, and an after, as:

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7.a With the particle Maca, and duplicating the first syllable of the root are formed adjectives, as:

8.a With the particle ma before the root and inserting in between the first two syllables, and adding on to the last, are formed adjectives of quality, thus:

9.a Inserting pa between ma and the first syllable of the root, and adding on to the last, are formed adjectives of quality; and also by means of pa, before the root, as:

Ex:

V.

I see the children to whom you have given the books, and I have met also with the men to whom you have spoken The wise men understand the high explanations. The merciful man helps to his neighbour—What have you to do?—I have to speak to the men—When have you to speak to them?—This evening—At what o'clock?—At half past eight—Have you my shirt or my sister's?—I have both—Have you the golden ribbons of my mother?—I have not them—Who has them?—My sister has them—Do you wish to go out?—I wish not to go out—Why?—Because I am sick. Page 26

Sixth Lesson

DIMINUTIVE ADJECTIVES.

l.a The diminutive adjectives not only express diminution, but also an accessory idea of either tenderness, love or contempt.

The diminutives are formed in Bisaya by means of the adjective diutay. When they have but two syllables, are formed by duplicating the root, and also, by placing the syllables la, li, lo, after the first letter of the root, Ex:

2.a The adjectives of ma, become diminutives by putting before, the particle malo, as:

3.a The same adjectives become diminutives by duplicating the root, as:

4.a Adding a, to the nouns, are formed diminutives expressing contempt or disregard, as:

5.a When this letter a is added, but not in contemptible sense, serves to point out that the subject or object is unknown to us, as:

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Degrees of Comparison

The degrees of comparison are formed in Bisaya by adding to the superiority Lapi pa, to the equality ingon, and to the inferiority, as we have seen, Diutay pa.

Ex.

Ex:

Remarks l.a The comparative of inferiority is formed by translating the adverbs less by diutay, diriut pa, ingon nga, culang, and than, into sa.

Ex.

2.a The comparative of equality is formed by translating the adverbs as or so into magsama, and the second adverb as into ug, and both terms of comparison in nominative case, as:

Ex:

3.a The comparative of superiority is formed by translating more by labi pa, and than into sa; and also into dili, but in this case, both terms of comparison must be placed in nominative case, like in the comparatives of majority and of inferiority: Ex.

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4.a The relation of majority more, may be also rendered by daghan pa, and than, by sa or dili.

Ex:

VI

I have as much money as you—Have you as many friends as I?—We have less money than they—This book is small, that is smaller, and that is the smallest of all—This hat is large, but that is larger—Is your hat as large as mine? It is larger than yours—Do your children write as much as we?—They write more than you—My father has more silver than gold—Your ring is not so nice as my mother's—Your father is less wise than mine—I have less rice than coffee—Do you read as often as I?—Do you listen to what your brother tell you?—Yes, I listen to it—God is the best Father.

Seventh Lesson

UNITIVE PARTICLES.

Before coming to the end of this part of the nouns, we shall have a short speech about some ligaments, called unitive particles, which serve for uniting elegantly the nouns, pronouns and adjectives, and for joining together the sentences, and to give them a particular energy. These particles are the followings:

Nga.

l.a This particle (when it is not used as relative) serves to link the pronouns with the nouns and the adjectives. Page 30

When the preceding word ends by a vowel the letter a of nga, must be suppressed, joining ng to the vowel, as:

2.a Serves also for joining both the sentences and verbs with the adverbs, ex:

Ug

It is employed instead of the article in the objective cases of indefinite objects, and in compounded sentences when are employed instead of objective case. It serves also to link the cardinal numbers: Ex:

Ca.

This particle links the cardinal numbers with the nouns: Ex.

Ing.

Serves for joining the sentences and the objective Page 31cases, when it is spoken in indeterminate sense.

VII.

You speak as much as I—They have not so many toys as books—Have you as many books as I?—I have fewer than you—Has our friend as many birds as chickens?—He has more of the former than of the latter—Are we right in speaking?—You are not wrong in speaking, but you are wrong in cutting my trees—Have you time to work?—1 have time, but not mind to work—Have you still a mind to buy any thing?—Yes, I have a mind to buy one more horse—Have you as much good as bad paper?—I have as much of the one as of the other—Have our neighbours as much honey as sugar?—They have more honey than sugar—Have your sons as many slippers as shirts?—They have more of the latter than of the former—I have a favour to beg of you.

Eighth Lesson

THE VERB.

The verb is the most important part of all languages, and also the most difficult. By this reason, to speak with somewhat perfection the Bisaya dialect, it is necessary a perfect acquaintance with it. The Bisaya dialect has not verbs, and they must be formed by adding to the roots particles, which shall be placed either before of after, as we shall explain.

In Bisaya the verbs is divided into substantive, adjective, passive, neuter, reciprocal and reflexive. Page 32

Of the substantive verb

TO BE—MAO, MAN.

The verb TO BE and its like TO HAVE, are irregulars in their conjugation, and to form their sentences, it is necessary to use a very new form. They are expressed by means of particles, adverbs, conjunctions, and sometimes by means of the employment of both nominative and genitive cases.

Conjugation of the verb

TO BE—Mao, Man.

Indicative mood—Present Tense.

Rem. The particle man, is euphonic, when the sentences are not of the verb TO BE, ex;

PAST TENSE.

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FUTURE

IMPERATIVE.

SUBJUNCTIVE MOOD.

Conditional Future.

INDEFINITE FUTURE.

Rem. l.a It will be observed by the preceding conjugation, that the particle Mao—To be, is used but in the present tense of indicative mood.

2.a The particle Man—To be, does not point out by itself the tense, but it does the determining, may it be a noun or a whole sentence.

3.a To point out the subjunctive mood is used unta, when the sentences are obtative, in another cases are employed cun, ug, or pa.

4.a As auxiliaries of the verb Man, are employed the article ang before or after the noun, or the particle Y after the subjective case.

5.a The same must be said of the particle Nay. Are formed also sentences of the verb Man, by placing the attribute, before the subject it refers to. Page 34

6.a With pagca or mag, before the adjective are formed also these kind of sentences.

A few examples may elucidate these remarks:

VIII.

Who is the Priest?,—The Priest is God's succeeder, and the father of the souls—Are pretty the flowers?—Yes; all the flowers are pretty; but the lily is the most beautiful, then it is the symbol of purity, chastity, virginity, innocence and candour—Where are you from?—I am from Aloran, my parents are from Cornago, my eldest brother from Page 35Oroquieta, and my younger from Tagbilaran—Do you wish to send one more horse to our friends?—I wish to send many more to them—Are you going for any thing?—I am going for some thing—What are you going for?—I am going for some wine—Does your father send for any thing?—Yes, sir: he sends for some wine—Whom does your neighbour send for?—He sends for the physician—Does your servant take off his shirt to make the fire?—He takes it off to make it.

Ninth Lesson

TO BE—Ani-a, na-a or Ana-a, Tua.

When the verb TO BE points out TO BE IN A PLACE, is translated into Bisaya by ani-a, to be here: na-a or ana-a, to be there: and tua, to be far from the speaker.

Instead of the English adverbs HERE, THERE, are used in Bisaya dinhi, here: diha, there: didto, there (further).

The indicative present does not need adverbs of place.

INDICATIVE PRESENT.

PAST TENSE.

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FUTURE.

CONDITIONAL FUTURE.

Subjunctive Mood

FUTURE.

ABSOLUTE INDEFINITE.

CONDITIONATE INDEFINITE.

IMPERATIVE MOOD.

GERUND.

Rem. When the verb TO BE, points out the actual conditions of persons or things, the root pointing out such a condition, becomes verb by means of the particle ma of the neuter verbs.

INDICATIVE MOOD.

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PAST TENSE.

ABSOLUTE FUTURE.

CONDITIONAL FUTURE.

GERUND.

CONJUGATION OF THE VERB TO HAVE.

The verb TO HAVE in a determinate sense is translated into Bisaya by ania, for first persons; na-a or ana-a, for the seconds; and tua, for the thirds.

INDICATIVE MOOD—PRESENT TENSE.

PAST TENSE.

Rem. The others tenses of this conjugation, are formed by means of the adverbs Dinhi, Dihá. Page 38and Didto, according to the persons, placing the person in ablative case immediately after the adverb or particle.

TO HAVE—(IN PARTITIVE SENSE.)

l.a The verb TO HAVE in partitive sense, is translated into Bisaya by May, Duna or Aduna, with the person in nominative or genitive case.

INDICATIVE MOOD—PRESENT TENSE.

PAST TENSE.

ABSOLUTE FUTURE.

CONDITIONAL FUTURE.

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SUBJUNCTIVE MOOD.

GERUND.

2.a When speaking of immaterials things, the root becomes verb with the particle Na of neuter verbs; thus.

3.a The root Tugnao admits gui instead of Ma and the root Init admits also gui with the passive of an.

The impersonal expression—There—To be.

Duna

INDICATIVE MOOD—PRESENT TENSE.

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When does your father intend to depart?—He intends to depart to day—At what o'clock?—At four o'clock—Where is he going?—He goes to Madrid—Does the butcher kill oxen?—He kills sheep instead of killing oxen—Do you always take off your hat, when you speak to my father?—I always take it off—What do you take in the morning, tea or coffee?—I take coffee—Do you take coffee every morning?—I take coffee every morning and every evening—What does your father take?—He drinks chocolate—How far did the children go this morning?—As far as their cousin's—Has any one stolen any thing from you?—Some one has stolen a fine horse from me.

Tenth Lesson

THE ADJECTIVE VERBS.

The verbs, as we have said, are formed by means of roots and particles equivalents to the four tenses, Present, Past, Future and Imperative of the Bisaya conjugation. The other tenses are formed with the particles of the four primitives, as we shall see in the conjugation.

The particles we refer to, are Naga and its compounds: Nagaca, Nagapa, Nagapaca, Naca, mi, and many others we shall use at their place.

In order to aid the scholars in the knowledge and formation of the tenses, we shall conjugate here a verb in active voice, by means of the particle Naga, which is the most common.

The pupils shall not lose of sight, that, in this dialect all the last syllables are like, being only changed the persons. Page 41

TO CHOOSE—PAGPILI.

INDICATIVE MOOD.

PRESENT TENSE.

IMPERFECT PRETERIT.

PAST PERFECT.

PLUPERFECT.

IMPERFECT FUTURE.

PERFECT FUTURE.

Page 42

IMPERATIVE.

SUBJUNCTIVE MOOD—PRESENT.

IMPERFECT PRETERIT,

PERFECT PRETERIT.

Page 43

PLUPERFECT.

IMPERFECT FUTURE.

PERFECT FUTURE.

Rem. It must be observed that the adverbs and conjunctions we have made use of in subjunctive mood, are not characteristic signs of this mood, and very often we speak in subjunctive without them.

Although the passive voice is the most usual in the Bisaya Dialect, the active sentences have however a very important place at the conversation, and therefore it is necessary to know, that when the speech begins by a nominative agent, express or tácite, the sentence is active. Page 44The same must be said when the sentence is about an indeterminate thing, when exclamatory, interrogative or emphatical, and when points out a part of a whole, Ex:

X.

Can you walk, and do you not can go to Church?—I am not able to go the Church, because I am sick—Will you can endure it?—Do not pretend to be a learned man, because your own wit avails but little—Do you wish to work?—I wish to work and they let me not—Where is your wife?—I do not know—When did you see her?—I saw her at seven o'clock in the morning—Whom are you speaking to? I am speaking to my sister—Do you speak to her every day?—What does this man spend his time in?—He is a good for nothing fellow; he spends his time in drinking and playing—Who are the men that have just arrived?—They are Russians—Is your father arrived at last?—Every body says that he is arrived but I have not seen him yet—Has the Physician hurt your son?—He has hurt him. for he has cut his finger. Page 45

Eleventh Lesson

OF THE PASSIVES.

The Bisaya dialect being almost completely passive, the study of this speaking mood is of great importance. Three are the passives or moods of expressing the verbs in passive voice. Passive the first or passive of I (ee). The second passive or of On, and the third passive or of An. The passive of I (ee) is formed by putting Gui before the root for present and past tenses, and I (ee) for future and imperative. Passive the second or of On, is formed by placing the particle Gui before the root for present and past tenses; the future by duplicating the first syllable of the root putting On after: or by placing one of the particles of future tense before the root, and On after.

The third passive or of An is formed by putting the particle Gui before the root and An after, for present and past tenses; the future is formed by duplicating the first syllable of the root, and placing before the root one of the particles of future tense and An after.

The imperative mood is formed by putting An after the root.

Conjugation of the Passives

PASSIVE OF I. (EE)

PRESENT AND PAST TENSES.

FUTURE AND IMPERATIVE.

Page 46

INFINITIVE.

PASSIVE OF ON.

PRESENT AND PAST TENSES.

FUTURE.

IMPERATIVE.

INFINITIVE.

IMPERATIVE.

PASSIVE OF AN.

PRESENT AND PAST TENSES.

FUTURE.

IMPERATIVE.

Page 47

IMPERSONAL IMPERATIVE.

Rem. The other tenses are formed by means of conjunctions and adverbs of the active conjugation. To speak well the Bisaya dialect, it is absolutely necessary to understand when and how every one of the passives must be used, and also the mechanism of their sentences, which is the more difficult part, since are so many the moods and so diverse their syntax, In order to make easy to the learners the use of the passive tenses, we shall explain them as clearly as possible by Examples.

XI.

Are you pleased with your servant?—I am much pleased with him, for he is lit for any thing—Has your brother returned at last from Spain?—He has returned thence, and has brought you a fine horse—Has he told his groom to bring it to me?—He has told him to bring it to you—¿What do you think Page 48of that horse?—I think that it is a fine and good one, and beg you to lead it to my brother's that he may see it—In what did you spend your time yesterday?-I went to my father's in law, and afterwards to the ball—When did that man go down in to the well?—He went down into it this morning—Has he come up again yet?—He came up an hour ago—Where is your brother?—He is in his room—Will you tell him to come down (nga manaug sia)?—I will tell him so, but he is not dressed.

Twelfth Lesson

SOME RULES UPON THE PASSIVES AND THEIR SENTENCES.

Passive of I. (ee)

This passive is made use of when the agent person exercises its action removing from itself the patient person.

The sentences of this passive are formed by putting Gui before the root for the present and past tenses, and I (ee) for the future and imperative. This passive points out the harm, detriment, obsequiousness or favour made to another, placing the receiver person in nominative case, the donor in genitive, and in accusative with ug or sa the favour or harm.

PASSIVE OF ON.

It is employed when the agent person attracts towards itself to the patient person. When it is spoken by means of this passive, the present and past tenses are formed by placing Gui before the root; the future doubling the first syllable of the root and putting On after, and the imperative mood by placing On after the root. Page 49

PASSIVE OF AN.

It is employed when the agent person excercises its action upon a place or quasi-place, putting the said place or quasi-place in nominative case. The present and past tenses are formed with gui, before the root and An after it; the future, by duplicating the first syllable of the root and by adding An to it, and the imperative mood by putting An after the root. Examples:

XII

On what lived our ancestors?—They lived on fish and game, for they went a hunting and a fishing every day—You have learned your lesson: why has not your sister learned hers?—She has taken a walk with my mother, so that she could not learn it, but she will learn it to-morrow—When will you correct my exercises?—I will correct them when you bring me those of your sister—Do you think you have made faults in them?—I do not know—If you have made faults, you have not studied your lessons well; for the lessons must be learned well to make no faults in the exercises—It is all the same; if you do not correct them to day—I shall not learn them before to-morrow—You must not make any faults in your exercises, for you have all you want in order to make none—Who is there?—Page 50It is I—Who are those men?—I do not know—Of what country are they?—They are Americans—Why do you sit near the fire?—My hands and feet are cold; that is the reason why I sit near the fire—Are your sister's hands cold?—No; but her feet are cold—What is the matter with your cousin?—fem—Her leg hurts her—What is the matter with this woman?—Her tongue hurts her.

Thirteenth Lesson

OF THE PARTICLES

NAGA.

l.a The particle Naga, the most usual in the Bisaya dialect has the same signification as the root to which is joined. Its tenses are formed with naga for the present time, nag for past; maga for the future; and mag for the imperative mood. they all before the root. As:

2.a This particle admits the three above mentioned passives, and its tenses are formed by placing some times before, and some times after, the particles at 12th. Lesson mentioned. They may be also formed by putting Paga before the root for future tense, and Pag for the imperative. Examples:

PRESENT AND PAST.

FUTURE.

Page 51

IMPERATIVE.

3.a This particle signifies to do what the root to which precedes points out, but in many ways, as we shall demonstrate.

4.a Placing it before the nouns of dress, garment or garb, signifies to use them or to put on them. thus:

5.a Before roots of musical instruments, signifies to play on them, as:

6.a When it is joined to the nouns of nations and in is inserted between the first two syllables of the root, signifies to speak or to translate into that nation's language, and in this case, the second passive will be employed; but when addressing a person, the third must be used, Ex:

XIII.

One of the valet de Chambres of Louis XIV requested that prince, as he was going to bed, to recommend to the first President a lawsuit which he had against his father-in-law, and said in urging him: "Alas; Sire, you have but to say one word." "Well," said Louis XIV, "it is not that which embarrasses me, but tell me, if thou wert in thy father-in-law's place, and thy father-in-law in thine; wouldst thou be glad, if I said that word?"—If the men should come, it would be necessary to give them something to drink—If he could do this he would do that—I have always flattered myself, my dear brother, that you loved me as much as I love you; but I now see that I have been mistaken—I have heard, my sister, that you are angry with me, because I went a-walking without you; but I assure you that had I known that you were not sick, I should have come for you; but I inquired at your physician's after your health, and he told me that you had been keeping your bed the last eight days.

Fourteenth Lesson

OF THE IMPERATIVE, CALLED IMPERSONAL.

1.a The second and third passives have a second imperative called impersonal, because does not Page 53mention the person: wherefore, their sentences are called impersonals. The imperative of the second passive ends by a, and that of the third by i. Their sentences are formed by placing the object in nominative case, and the verb in imperative mood, Ex:

2.a When the sentence is negative, the English not, is translated into Bisaya by Ayao or uala Ex:

3.a The impersonal imperative of the passive of an, is not compounded with the particle Pag, Ex:

PRESENT PARTICIPLES OR GERUNDS.

We have said, that the Bisaya conjugation has but four tenses, but in order to make the scholar Page 54acquainted with the tenses, the English conjugation must be referred to, we make use of all the tenses. The sentences of present participle are formed some times by placing sa and Pag before the root. Examples:

3.a The Gerunds are formed also with the adverb labon nga, and the verb in future or in subjunctive, as:

4.o By means of verbal nouns are formed also gerunds called of time or causals, and their sentences are formed by placing the leading verb in nominative with Pag before the root, and the subordinate is formed with the particle Na or Maoy and the particle of future Iga Ex:

XIV.

Would you have money if your father were here?—Should have some if he were here—A French officer having arrived at the court of Vienna, the Empress Theresa asked him if he believed that the Princess of N. whom he had seen the day before, was really the handsomest woman in the world, as Page 56was said: Madam, replied the officer, I thought so yesterday—What has become of your uncle?—I will tell you what has become of him: here is the chair upon which he often sat—Is he dead?—He is dead—When did he die?—He died three weeks ago—I am very sorry at it—Why do you not sid down?—If you will sit down to my side, I will sit down also; but if you go, I shall go along with you—WIll you tell me what has become of your sister?—I will tell you what has become of here.—Is she dead?—She is not dead—What has become of her?—She is gone to Manila—What has become of your sisters?—I can not tell what has become of them, for I have not seen them six years ago.

Fifteenth Lesson

INFINITIVE SENTENCES.

1.a The infinitive sentences are composed of leading verb and subordinate verb, the latter in infinitive mood, as:

2.a When the sentences have between both leading and subordinate verbs a relative pronoun, extress or tacit, this pronoun is translated into Bisaya by nga, and the subordinate verb must be placed in subjunctive mood or in future, either active or passive. In a same way are they formed, when between leading and subordinate verbs, is the conjunction if, which is translated into Bisaya by cun. Ex:

3.a When the leading verb is the verb to be, the sentences are also of to be, and the subordinate verb, is used as a substantive with the particle pag or pagca in nominative, preceded by the article ang, to wit:

4.a In this manner are formed these sentences with the neuter verbs, Example:

5.a When the governed verb is preceded by the propositions to, for, in order to, these sentences are called finals, and are translated into Bisaya by cay aron, being the governed verb translated by subjunctive mood, active or passive, Examples:

6.a When the leading verb is one of the auxiliary may, can or to be able, it is translated by the potential Naca. Signifying to incite, to invite, is Page 55rendered by Naquig; when to implore, to be fond of or to give one's mind to, is translated by Naqui; when signifies to have made, to bespeak, by Naga and Pa; and when to allow, to let, must be rendered by Napa; which particles before the root include in themselves the signification of the governed verb, Examples:

Remark upon the change of letters.

The most important changes which the scholar is advised attentively to study to avoid ambiguity are these:

l.a Roots beginning by c or qu, changes in composition these letters into g, as: To see, Quita nan-gita.

2.a When the first syllable is b or p, it is changed into m, and those beginning with m, retain this letter, but the particle drops the final n, as: To make—Buhat, namuhat: To speak, Po-long, namolong: To grow dark—Molat, namolat. Page 56

3.a When the initials are d, s, or t, change the said syllables into n, and the component particle drops the n, thus: To be angry, Tuyo, nanuyo.—To cry, Singgit, naninggit—To visit, Duao, nanuao.

XV

Why do you open the door?—Do you not see how it smokes here?—I see it, but you must open the window instead of opening the door—The window does not open easily; that is the reason why I open the door—When will you shut it?—I will shut it as soon as the smoke is gone—Is it useful to speak much?—When we wish to learn a foreign language it is useful to speak a great deal—Is it as useful to write as to speak?—It is more useful to speak than to write; but in order to learn a language one must do both—Is it useful to write all that one says?—That is useless—Where did you take this book from?—I took it out of the room of your friend—Is it right to take the books of other people?—It is not right, I know; but I wanted it, and I hope that your friend will not be displeased, for I will return it to him as soon as I have read it.

Sixteenth Lesson

PA.

The particle Pa which is also an adverb of time and mood, and signifies yet, still, notwithstanding, has a very important place in the Bisaya dialect, and is sometimes used only redundantly, to give more force to the sentence.

For the benefit of learners, we shall explain it here, before speaking of the verbals particles to which is joined to form the sentences.

l.a Before some verbs has the signification of to wish, to try, to desire and to allow that Page 57the signification of the root may take place on the subject, as:

2.a Before nouns of place signifies to go there, as:

3.a It is employed also as a joining conjunction, and in this case, is used to exaggerate the phrase, placing the thing or the object refers to, before; thus:

4.a Bisan pa ngani, answers to the English conjunctions though, notwithstanding, for all that &*.

Ex:

Page 58

5.a Serves also to point out the beginning and the end of an action, Ex:

IGA OR ICA.

These particles signify the instrument, tool, or mean with which a thing is done. They answer to the future of the passive mood, Ex:

XVI.

This man has altered a great deal—Where did you be born?—I will not to answer you—If you do not make your appearance before him, I will not speak to him—How is this said?—That can not be said in Bisaya—Children must be accustomed early to the labor—I am accustomed to write—I cannot express myself in Bisaya. because I am not in the habit of speaking it—The man laughs and weeps by turns—If I knew what you have done.... will you allow me to go to the shore?—I do not permit you to go there—Do it in haste—Why does Ferdinand complain of his wife?—Thomas complains of Fructuosa and Fructuosa of Thomas —Who is right?—They are both wrong, for Thomas wishes to take Fructuosa's toys and Fructuosa Thomas's. Page 59

Seventeenth Lesson

NAGAPA.

This particle is formed from the particles naga and pa; and signifies to allow, to order, to have done what the root points out. The active tenses are formed according to the rules laid down for naga adding invariably pa.

ACTIVE VOICE—PRESENT.

PAST TENSE.

FUTURE.

IMPERATIVE MOOD.

2.a This particle admits the three passives according to the above mentioned rules for each of them.

The present and past tenses of the first passive are formed by placing Guipa, before the root, the future and imperative with Ipa, before, and the infinitive mood with Pagpa.

PRESENT TENSE.

PAST TENSE.

Page 60

FUTURE.

IMPERATIVE.

3.a The sentences of this first passive are formed by placing in nominative case the object of the commandment, the verb in passive voice; in genitive the orderer, and in dative, the errand.

4. a The present and past tenses of the second passive, are formed with Guipa, before the root; the future and imperative by putting Pa before the root, and On after; and the infinitive mood with Pagpa, before.

PRESENT.

PAST.

FUTURE.

Page 61

IMPERATIVE MOOD.

5.a The sentences of this passive are formed by putting the object upon which the action falls in nominative case: the verb, in passive voice; in genitive, the errand person; and in accusative that who performs the thing, if there be. Ex:

6.a The present and past tenses of passive the third, are formed by putting Guipa, before the root and An after: the future and the imperative with Pa before, and An after; and the infinitive mood by placing Pagpa, before the root.

Page 62

7.a The sentences of this passive are formed by placing the spot, person or thing in nominative case; the verb in the third passive; the orderer in genitive; in dative the errand-boy, and in accusative the errand. Examples:

8.a The negative sentences are formed in Bisaya by means of the adverbs Dili, uala and ayao.

Dili is employed in the future sentences, and is formed with the particles of imperative mood, and sometimes of indicative.

Uala, is made use of, when the sentence is of past time, and is formed like Dili.

Ayao, is employed to forbid any thing, and its sentences are formed with the particle pag, and sometimes with mag. Examples:

Page 63

XVII.

How far are we going?—We are going as far as the Church—Are you going as far as the river?—No: I am going as far as Dauis—Have you ever stolen any thing?—I have never stolen any thing—Do you dye any thing?—I dye my hat—What color do you dye it?—I dye it black—Do you get your hat dyed?—I get it dyed green—What hat has the boy?—He has two hats, a white one and a black one—How far does this road lead?—It leads as far as Baclayon—Where does your friend live?—He lives on this side of the road—Is the garden of your sister on this or that side of the wood?—It is on that side—Would you be sorry if your mother were to arrived to day?—I should rather be gladded for it—Are you angry with me?—No: I am angry with Miss. Valeriane who went to the ball without telling me a word of it.

Eighteenth Lesson

NAGAPACA.

l.a This particle is composed of Naga and Pa and its active tenses are formed according to the rules above mentioned for Naga adding paca invariably.

The passive voice is formed with Guipaca or Pinaca, for the present and past tenses; and the future and imperative, with Paca, before, and on after the root. This particle admits but the second and third passives and signifies to feign what the root signifies. But when added to abstracts nouns or to neuter verbs, signifies to do heartily what the root signifies. Ex:

2.a Before nouns of time signifies to do till the root points out, and then is rendered into Bisaya by Guica, as:

3.a This particle is employed also when we make use of a thing out of its natural employment. Thus:

4.a When in the sentence there is an expression pointing out doubt or incertitude, it is translated into Bisaya by Cahá, Examples:

XVIII.

Is it right to laugh thus at every body?- I laugh at your clothes, I do not laugh at every body— Does your daughter resemble any one?—She resembles no one—Can you not get rid of that man?—I can not get rid of him, for he will absolutely follow me—Has he not lost his wits?—It may be—What does he ask you for?—I do not know—Whose gun is that?—It is my uncle's—Who are those men? —The one who is dressed in white is my neighbour, and who is dressed with black it is the son of the physician, who has given my neighbour a blow with a stick—Are there many learned in Roma; are there not?—Milton asked a Roman "Not so many as when you were there" answered the Roman.

Nineteenth Lesson

NACA.

3.a This particle is divided into potential and causal. The potential naca, signifies to do in fact, what the root to which precedes points out, containing in itself the faculty of doing. Page 66This is the reason why the English verbs to can, to be able, are not translated into Bisaya. In the active voice the present and past tenses are formed with the particle naca, and the future and imperative with maca. When speaking in passive voice, the present and past are formed with na, and the future and imperative by means of ma. Instead of naca and maca, are used nacag and macag respectively, when the signification of the root is often done.

These rules will be more easily understood by the following examples:

2.a Besides the particle naca, the Bisaya dialect has some other words compensatory of the English verbs, to can, to be able, such as arang, gahúm and himo employed sometimes alone, and some times in composition with naca.

Arang, signifies to possess power of doing any thing, but subordinated to another. Examples:

Gahúm, signifies vigour, strength, courage, and it is employed in both material and moral acceptations, as:

Himo, signifies to possess the power of doing any thing, as:

XIX.

Why do you associate with those people?—I associate with them because they are useful to me—If you continue to associate with them you will get Page 68into bad scrapes, for they have many enemies—Do you know a good place to swim in?—I know one—Where is it?—On the side of the river behind the wood, near the high road—When shall we go to swim?—This evening if you please—Will you wait for me before the city gate?—I shall wait for you there, but I beg you not to forget it—You know that I never forget my promises—Is this man angry with you?—I think he is angry with me, because I do not go to see him; but I do not like to go to his house, for when I go there, instead of receiving me with pleasure, he looks displeased—Why do you look so sad?—I have experienced great misfortunes—You must not afflict yourself so much, for you know that we must yield to necessity—But, bless me, why do you cry so?

Twentieth Lesson

NACA-CAUSAL.

This particle is made use of, when the nominative produces on the accusative, that which the root signifies. It is also a nominative of this particle the cause or place where the effect is produced. The active voice is conjugated according to the rules laid down for naca potential. The scholar must pay particular attention to this particle in order to use it properly in its two acceptations.

The potential naca, is compounded but with roots of active verbs, and the causal with those of neuter verbs and of adjective nouns.

The present and past tenses of this passive are formed by putting guica, before the root and an after; the future and imperative with ca, before and an after: and the infinitive mood placing pagca or ca, before.

Remark. At Cebú and Bohol provinces is very often used na, instead of guica, with an invariably after the root. Examples: Page 69

2.a When speaking with this particle the natives insert between the subject and the verb, the verb maoy or mao, and ang, to express with more energy and precision the causality idea.

Remark. The recoleto P. Zueco, of great authority on the matter says, that the verb mao, must be always inserted between, both in active and passive voices, when speaking with the particle naca causal. Thus:

ACTIVE.

PASSIVE.

3.a When speaking by means of this particle in passive voice, the subjective and the objective cases stand invariably, changing only the verb. Examples:

XX.

What is the price of this cloth?—I sell it at six reals (tolo ca cahate) the rod—It seems to me very dear—Will you have the kindness to show me some other pieces of that new cloth?—I am ready to serve you—Does this rea*d cloth suit you?—It does not suit me—Why so?—Because it is too dear—Are you learning Bisaya?—Yes, I am learning it—Page 71Who is your teacher?—A Recoleto Father—Does he teach also English?—Yes, he teaches English to the natives, and also Spanish to his American friends—I wish to make his acquaintance, wherefore, I beg of you to introduce me to him—I should like to know, why I do not know to speak as well as you?—I will tell you: you would speak as well as I if you were not so timid; but if you had studied well your lessons, you would not be afraid to speak; because in order to speak well, it is necessary to have knowledge of, and it is very natural that he who does not know well what he has learned, should be timid, if you were sure to make not faults, you would be not timid.

Twenty First Lesson

MI.

The particle mi, signifies to do what the root points out, and is ordinarily compounded with verbs denoting motion. It is formed by putting mi, before the root for present tense, min for past, and mu for the future. The imperative mood is formed with um before the root, when begins with a vowel; but when with a consonant, um must be placed between the first and the second radical letters. Ex:

NA

l.a The particle na, is joined to the neuter verbs and signifies what the root points out. In active voice is made use of na for present and past tenses, and of ma, for the future.

In passive voice the tenses are formed by placing na, before the root and an after, for present and past; and ma, before the root and an after, for the future tense.

This particle serves also to point out the place or cuasi-place of the action. These passive particle sentences are formed by putting in subjective case the place or cuasi-place, and the verb in its correspondent tense. Ex:

2.a The neuter verbs of action, are formed by means of the particles of active verbs maga or mi, as: Page 73

XXI.

Of what illness did your brother die?—He died of fever—How is your brother?—My brother is not Page 74longer living, he died last week—He was very well last year, when I was in Tagbilaran—Of what illness did he die?—He died of small-pox—How is the mother of your friend?—She is not well, she had an attack of ague the day before yesterday, and this morning the fever has returned—Do your pupils learn their exercises by heart?—They will rather tear them than learn them by heart—Why does the mother of our servant shed tears?—She sheds tears because the Father, our friend, who used to give her alms, died four days ago—Of what illness did he die?—He died oppressed by his old age—Will you help me to work when we go to Panglao?—I will help you to work, if you help me now to get a livelihood—How does your sister like those oranges?—She likes them very well, but she says that they are a little too sweet—Do you wish to dine here?—I will dine here, provided that you had prepared a good meal.

Twenty Second Lesson

NANAG.

The particle nanag, is employed when the agent is more than one. The present and past tenses are formed by means of nanag; and the future and imperative with manag. When speaking in passive voice, the present and past are formed by putting guipanag, before the root, and the future and imperative, with panag, before and on after, as:

NAN.

The particle nan, is made use of to point out the continuance of an action, to give particular energy to the object, and also when the agent Page 76person is more than one. The active tenses present and past, are formed with nan, and the future and imperative with man. In passive voice is made use of guipa, for the former tenses, and of pa, for the latter.

The use of the change of letters, very usual in this particle, is explained about the end of the 15.a Lesson, Page 58, which the learned is desired to consult.

Remark. The roots compounded with the particle nan, may be also recompounded with the particle naca potential, according to its active conjugation; but in such a case, says the P. Zueco, if the first syllable of the root is a consonant, pang, must be inserted between naca, and the root, as:

XXII.

Are you a judge of horses?—I am a judge of horses—Will you buy one for me?—If you will give me the money I will buy you two—Is that man a judge of cloth?—He is not a good judge of it—How do you manage to do that?—I will show you how I manage it—What must I do for my lesson of to morrow?—You will make a fair copy of your exercises, do three others, and study the next lesson—How does your brother manage to learn Bisaya without a dictionary?—He manages it very desterously—Have you already seen my son?—I have not seen him yet—How is he?—He is very well, you will not be able to recognize him, for he has grown very tall in a short time—What kind of Page 77weather is it?—It is very warm—Is it long time since we had any rain?—No; and I believe we shall have to-day a storm—It may be—The wind rises, it is thundering, do you hear it?—Yes, I hear it: but the storm is still too far—Not so far as you think—Do you not see how it lightens?—Bless me! what a shower!—If we go into some place, we shall be sheltered from the storm.

Twenty Third Lesson

NAQUIG.

The particle naquig, signifies to stimulate to perform what the root points out, and is employed with reciprocal verbs, and those implying company in the action. The present and past tenses of active voice, are formed by means of naquig, and the future and imperative with maquig. It may be recomposed with the particle naga, but in this case changes the letter n into p. The signification does not undergo any change. Examples:

NAQUI.

This particle signifies to beg, to implore, to entreat, and also, to fancy or to give one's mind to that which the root refers to, points out. The Page 78present and past of this particle are conjugated by means of naqui, and the future and imperative with maqui. This particle like the preceding naquig, may be recomposed with naga, changing also the initial n into p. When the action falls upon the subject, naqui is translated into napaqui, being napaqui, for the present and past, mapaqui, for future, and paqui or mapaqui for the imperative mood. Examples:

XXIII.

Being lately (sa usá ca adlao) in town, I received a letter from your teacher in which he strongly complained of you—Do not weep—now go into your room learn your lesson, and be a good boy (magma-ayo ca) otherwise (cun dili) you will get nothing for dinner—I shall be so good, my dear father, that you will certainly be satisfied with me—What must be do in order to be happy?—Love and practise virtue, and you will be happy both in this life and in the next—Since (cay) we wish to be happy, let us do good to the poor, and let us have pity on the unlucky (nalisdan)—Let us obey our masters, and never give them any trouble—How has my son behaved towards you?—He has behaved well towards me, for he behaves well towards every body—His father told him often: the behavior of others is but an echo of our behavior; if we behave well towards them, they will also behave well towards us; but if we use them ill, we must not expect, (dili atong pa-abuton) better from them, (ang batasan nila nga ma-ayo canato). Page 80

Twenty Fourth Lesson

NAHA OR NAHI.

This particle is used to express that the action of the verb to which is joined, took place out of mind, or by chance. The present and past tenses are formed with naha or nahi; the future and imperative mood by putting maha or mahi and the infinitive mood with paha or pagpaha before the root. When speaking in passive, the present and past are formed with the particle hin, and the future and imperative with hi.

The particle naha admits only the passive of an, or the 3^d passive, excepting the verb gugma which must be conjugated by the passive of on.

The roots Budlay, Butang and Bu-ut, change their initial B into M, to form the verbs.

EXAMPLES.

NAPA.

This particle is joined to the reflexive verbs, and signifies what the root points out. The present and past tenses are formed with napa; the future with mapa, and the imperative by means of pa.

Examples:

Remark. As it may be seen by the examples, this particle has no passive voice.

NASIG.

This particle is placed before roots of reflexive verbs, and it is the most proper to express reciprocalness. Like the preceding, it has not passive voice, and its active tenses are formed with nasig the present and past, and by means of masig the Page 82 future and imperative. As:

NASIGHI.

This particle, as well as nasig signifies reciprocalness, but depending on any one circumstance. Its tenses are formed with nasighi and masighi respectively. It is also in lack of passive.

NANGI.

The particle nangi, is employed but with the root Laba, which signifies to ask for protection, to beg, to beseech any thing from God or from the Saints. Its tenses are formed with nangi and mangi respectively; and the passive by means of guipangi: the present and past tenses and with pangi the future and imperative moods. Examples:

Page 83

NANHI

This particle governs only the roots Coco, Bungut and Quiqui. The active tenses are formed with nanhi and manhi; and in passive voice with guipanhi and panhi respectively. Examples:

NANIG.

It is used before the adverb ingon, and signifies to imitate. It is conjugated with nanig and manig and with guipanig and panig respectively.

NANUM.

The particle nanum, is only used with the root Balay, Ex:

NANI.

This particle precedes to the roots Odto and hapon: and admits the three passives. Thus:

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XXIV.

How do you do?—Very well at your service—And how are all at home, your parents and your brothers?—Tolerably well, thank God—As for you, you are health itself: you cannot look better—Please to sit down, here is a chair—I will not detain you from your business I know that a merchant's time is precious—I have nothing to do at present, I only wished in passing, to inquire about your health—You do me much honor—What o'clock is it?—It is half past one—You say it is half past one, and by my watch (dinhi sa acong orasan) it is but half past twelve—Pardon me: (tabi canimo): it has not yet struck one—I assure you it is half-past one, for my watch goes very well—Who has arrived?—They say my cousin has arrived—Where does he come from?—He is coming from Manila—Has he spent a long time on the sea?—He has suffer a delay of fortnight, for the weather was very bad—Have you bought this hat in Manila?—I have not bought it, my cousin who has just arrived, has made me a present of it.

Twenty Fifth Lesson

IMPERSONAL VERBS.

The impersonal verbs are those which express the atmospherical phenomena, and are only used in the third person singular, compounded with the particle naga or mi out of the roots init and Tugnao which are compounded with na. Ex:

XXV.

Why is your mother troubled?—She troubles at receiving no news from her son who is in Spain—She must be not troubled about him, for whenever he gets into a bad scrape, he knows how to get out of it again—Last year, when we were to hunt together, night grow upon us (guicagabhian camé) very far from our house—Where did you pass the night?—At first I was very afflicted, but your brother not so: on the contrary, he tranquillized me, so that I lost my restlessness—We found at last a Page 87shepherd's hut where we spent the night—There I had opportunity to observe the cleverness of your brother—A few canes of a truss of straw served him to make a comfortable bed—He used a bottle as a candlestick, and with two or three birds he prepared the most comfortable supper—Where we awoke in the morning we were as rested and healthy as if we had slept on the most comfortable bed in the world.

Twenty Sixth Lesson

DEFECTIVE VERBS.

The defective verbs of this dialect are employed but in coexistent past, putting the person in genitive case. They are eight in number, as follows:

1.o Apat, governs the subordinate verb in the subjunctive mood, as:

2.o Buuti, signifies, from what I can see, in my opinion, and must be placed at the end of the sentence, Thus:

3.o Matod or polong, is made use of, when citing the saying or sentence of any one, as:

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4.o Abi. This verb is employed in the coexistent past, placing the personal pronoun in genitive case, as:

5.o Bacut co, Baut co. It is employed with the first person of the absolute preterit of indicative mood, thus:

6.o Ambut.

7.o Conó. This verb must be always placed at the end of the sentence, and answers to the English dictions "It is said" "They or people say".

8.o Bantug.

XXVI.

Why are you at variance with John?—Because he always finds faults with every thing he sees—What does that mean?—That means that I do not like to speak with you, because you are a liar—Do you wish to know why did not write your brother his exercise?—Because it was too difficult—He has sat up all night and has not been able to do it, because it was out of his reach (cay canang tema dili mahimo nia)—As soon as (igo) Peter sees me, he begins to speak Bisaya, in order to practise, (sa pagsumay-sumay) and overwhelms me with attentions; so that I often do not know what to answer. —His brothers do the same, however, (bisan pa niana) they are very good people—They are not only rich and amiable, but they are also generous and charitable.—They love me sincerely; therefore (busa) I love them also, and shall never say any thing against their reputation, I should love them still more (dacó pa ngani unta ang paghigugma co canila) if they did not make so much ceremony; but every man has his faults, aid my fault is to speak too much of their compliments. Page 90

Twenty Seventh Lesson

XXVII.

I suspected that you would be thirsty and your brother hungry; that is the reason (busa man ngani) I brought you hither—I am sorry, however, not to see your mother—Why do you not drink coffee?—If I were not sleepy I would drink it—Sometimes you are sleepy, sometimes cold, sometimes are you hungry and sometimes thirsty—A man having seen that old men used spectacles (nagasalamin) to read, went Page 92to a merchant and asked for a pair. The man then took a book, and having opened it, said the spectacles were not good. The merchant gave him another pair of the best, which he could find in his shop; but the man being still unable to read, the merchant said to him: "My friend, do you know how to read"?—If I know to read, answered the man, I should not want your spectacles.

Twenty Eighth Lesson

XXVIII.

Being one day hunting the Emperor Charles V. lost his way in the forest, and having arrived to a house he went in, in order to rest himself. There were there four men, who affect to sleep. One of them got up, and approaching to the Emperor told him he had dreamed he should take his watch, and took it. Then another rose and said that he had dreamed his overcoat fitted him well, and took it. The third took his purse. At last, the four came up and said: "I hope you will not take it ill if I search you" and in doing it saw around the Emperor's neck a golden chain to which a whistle was tied, which he wishes to rob him of; but the Emperor said: "my good friend, before depriving me of this jewell (hias) I must teach you its virtue, and saying this, he whistled. His attendants who were seeking him, hastened to the house and were astonished of seeing his majesty in such a state. But the Emperor seeing himself out of danger (gaoas sa calisud) said: "behold, these men who have dreamed all that they like. I wish in my turn to dream" and after a short musing, he said: "I have dreamed that you all four deserve to be hanged" which was not sooner spoken than executed before the house.

End. Page 94

Key to the Exercises

I.

¿Na-a ba canimo ang pan? Oo, ania canaco ang pan. Na-a ba canimo ang imong pan? Ania canaco ang acong pan. Na-a ba canimo ang asin? Ania canaco ang asin. Na-a ba canimo ang acong asin? Ania canaco ang imong asin. Na-a ba canimo ang sabon? Ania canaco ang sabon. Onsa nga sabon ang ana-a canimo? Ania canaco ang imong sabon. Onsa nga sinina ang na-a canimo? Ania canaco ang acong sinina. Daghan ba ang imong salapi? Daghan man ang acong salapi. Hain ba ang imong igso-on nga babae? Tua didto sa tanaman sa mga bulac. Hain ba ang imong amahan? Ania dinhi.

II.

Ma-ayong buntag canimo: comusta ca? Ma-ayo man acó calo-oy sa Dios. Taga di-in ca ba? Taga España man acó. Taga di-in ca nga longsod? Taga Cornago. Hain ba ang acong libro? Ania canaco. Quinsa ba canang dalaga? Sia man si Catalina. Hain ba ang acong caban? Tua sa bata. Na-a ba canimo ang acong mga vaso nga matahum? Ania canaco. Na-a ba canimo ang mga matahum nga cabayo sa acong mga silingan? Ualá canaco. Quinsa ca ba? Acó man si Juan. Icao ba ang Amahan ni Pedro? Acó man.

III.

¿Hain ba ang acong libro? Sa ilalom sa silla. Hain ba ang acong calo? Tua sa ibabao sa lamesa. Tua ba ang calo co sa ibabao sa lamesa? Ualá: tua sa ibabao sa higda-an. Guibasa mo ba ang libro? Page 95Ualá co basaba. Pila ca libro ang guisulát mo? Guisulát co usá. Sa nacapila ba icao nagbasa sa sulát? Sa nacadaghan na. Sa nacapila ba icao naghilac? Sa nacalima. Tagpila ang sohol canimo ang adlao? Tagudha ca peseta, ang adlao. Pila ba ca tuig ang imong edad? Caluha-an ug pito ca tuig ang acong edad. Pila ba ca tuig ang iyang edad? Ualá pa sia ug caluha-an ca tuig. Napasó ca ba? Tagsa ca tao, tagsa ca gugma. Nahigugma ca ba matolog? Dili: nahigugma acó magsulti. Nahadluc ca ba ni-ining tao? Dili acó mahadluc cania. Onsa nga oras ang imong paghigdá? Nagahigdá acó sa pagsalup sa adlao ug mibangon acó sa pagsubáng sa adlao.

IV.

¿Asa ca ba paiugón? Muadto acó didto sa Singbahán. Na-a ba canimo quining pluma, cun cadto ba? Ualá canaco quini ug cadto, apan ania canaco cari. Canus-a sia minabut? Naca-abut sia cahapon maingon niaron. Hain ba sia? Tua sa balay. Nacapamolong ca ba ug binisaya? Ualá pa. Guipalit co ang cabayo nga guihisgutan mo canaco. Canus-a guipalit mo sia? Cahapon. Asa ca bu-ut magdalá canaco? Icapila quitá caron? Sa icacaluha-an ug usá ca adlao. Guisultihan co cadtong mga lalaqui nga guisultihan mo. Hain guisultihan mo sila? Guisultihan co sila sa dalan.

V.

Guiquita co ang mga batang diutay nga imong guihatagan sa mga libro; ug hinquit-an co upod, ang mga lalaqui nga imong guisultihan. Ang mga maquina-admanon macatuquib sa mga hata-as nga casayoran. Ang tao nga maloloy-on nalo-oy sa iyang isigcatao. Onsay bubuhaton mo? Dunay acong isulti sa mga tao. Anus-a ca ba magsulti canila? Caron gabi-i. Onsa nga oras? Sa á las ocho y media. Na-a ba canimo ang acong sinina, cun ang sinina sa acong Page 96igso-on? Ania canaco ang usa ug usá, Na-a ba canimo ang mga cintas nga bulaoan sa acoag inahan? Ualá canaco. Hain ba? Tua sa acong igso-on. Mahagugma ca ba muguican? Dili acó mahagugma muguican. Ngano? Cay masaquít acó.

VI.

Magsama ang cadaghan sa salapi co ug sa salapi mo. Magsama ba ang cadaghanan sa mga higala ug ang aco? Diriot pa ang among salapi sa ila. Quining libro diutay man, cadto labi pang diutay ug cari mao ang labing diutay sa ngatanan. Quining calo dacó man, a pan cadto labi pang dacó. Ang imong calo dacó ba ingon sa aco? Ang acong calo dacó pa dili ang iñó. Ang pagsulat sa imong mga anac tagingon ba sa pagsulat namo? Ang pagsulat nila labi pa dili ang iñó. Daghan pa ang salapi sa acong amahan sa bulaoan nia. Ang singsing mo dili ingon nga ma-anindut sa can Nanay. Ang imong amahan culang (less) sa quina-adman sa amahan co. Diriot pa ang acong bugás sa capé. Nagabasa ca ba sa masubsub ingon canaco? Guipatalinhog mo ba ang gui-ingon canimo sa imong igso-on? Guipatalinhog co. Ang Dios mao ang ualay ingon nga Amahan.

VII.

Ang imong pagsulti sama sa aco. Diriot pa ang ílang mga libro dili ang ilang mga dula-an. Magsama ba ang cadaghanan sa mga libro mo ug ang aco? Diriot pa ang mga libro co sa imo. Magsama ba ang cadaghanan sa mga langgam sa atong amigo ug ang sa iyang mga pisó? Daghan pa ang mga langgam dili ang mga pisó. May catarungan camé sa pagsulti? May catarungan camó sa pagsulti, apan ualá camoy catarungan sa pagputul sa acong mga cahuy. Duna bay imong tiempo sa pagbuhat? Dunay acong tiempo, apan dili acó bu-ut. Bu-ut ca ba mu-*palit Page 97bisan onsa? Oo, bu-ut acó mupalit usá pa ca cabayo. Magsama ba ang cadaghan sa imong papel nga ma-ayo ug ang sa papel nga dautan? Magsama ang cadaghan sa usá ug ang sa usá. Magsama ba ang cadaghan sa dugús sa atong mga silingan ug ang sa ilang asucar? Daghan pa ang ilang dugús sa ilang asucar. Magsama ba ang cadaghan sa mga sinelas sa imong mga anac ug ang sa ilang mga sinina? Diriot pa ang ilang mga sinina dili ang ilang mga sinelas. Duna acó ing ihangyo canimo.

VIII.

¿Quinsa ba ang Pare? Ang Pare mao ang ilis sa Dios ug mao man usab ang amahan sa mga calág. Ma-anindut ba ang mga bulac? Oo, ang mga bulac ngatanan ma-anindut man, apan ang labing ma-anidut mao ang asucena, tungud cay sia man ang maga-asuy sa pagcaulay, sa pagcacastos, sa pagcaputli, sa pagcaualay salá ug sa pagcaputóng. Taga di-in ca ba? Taga Aloran man acó, ang acong guinicanan taga Cornago, ang acong magulang taga Oroquieta ug ang acong manghod taga Tagbilaran. ¿Bu-ut mo ba ipadalá usa pa ca cabayo didto sa balay sa atong amigo? Bu-ut co ipadalí ug daghan pa. ¿Duha bay imong cuhaon? Mucuha acó ug bisan usá. ¿Onsa bay cuhaon mo? Mucuha acó ug vino. Duna bay guipacuha sa imong amanan? Oo, guipacuha nia ug vino. Quinsay guipacuha sa imong silingan? Guipacuha nia ang mananambal. Nagahubo ba sa sinina ang imong sologo-on sa pagdagcut sa calayo? Nagahubo sia sa sinina sa pagdagcut sa calayo.

IX.

¿Anus-a ba muguican ang imong amahan? Caron adlao. Onsang orasa? Sa á las cuatro. Asa ba sia paingon? Muadto sia sa Madrid. Mupatay ba ang carnicero ug mga vaca? Mupatay sia ug mga carnero, labon nga mupatay sia unta ug mga vaca. ¿Guibocas Page 98mo ba ang calo sa pagsulti mo sa acong amahan? Guibocas co ang calo sa pagsulti cania. Muinóm ca ba ug capé, cun chá ba, sa buntag? Muinóm acó ug capé. Muinóm ca ba ug capé sa buntagbuntag? Muinóm acó ug capé sa buntagbuntag ug sa hapon-hapon. Onsay gui-inóm sa imong amahan? Muinóm man sia ug chicolate. Asa ba cutub naca-adto caniha sa buntag ang mga batanar diutay? Naca-adto sila didto cutub sa balay sa ilang ig-agao. Guicaoatan ca ba ug bisan onsa? Guicaoatan man acó sa usá ca cabayo nga ma-ayo.

X.

¿Macasoroy-soroy ca ba idiay! ug dili ca ba maca-adto sa Singbahan? Dili acó maca-adto sa Singbahan, cay masaquít acó. May gahúm ca ba sa pag-antos niana? Ayao ca magpacama-alam, cay cabús icao ug hunahuna. Bu-ut ca ba magbuhat? Bu-ut acó magbuhat ug dili acó tugutan nila. Hain ba ang imong asaoa? Ambut. Anus-a guiquita mo sia? Naquita co sia sa á las siete sa buntag. Quinsa ba ang imong guisultihan? Nagasulti acó sa acong igso-on nga babaye. Guisultihan mo ba sia sa adlao ngatanan? Onsay calingaoan ni-ining tao? Maoy usá ca tampalasan nga nalingaolingao sa pag-inóm ug sa pagsugál. Quinsa ba ang mga tao nga bag-o pa minabut? Taga Rusia man sila. Sa catapusan; miabut na ba ang imong amahan? Ang mga taong tanan muingon nga miabut na, apan ualá co sia maquita. Nacadaut* ba ang mananambal sa imong anac? Nacadaut man cania, cay nacaputul sa todlo nia.

XI.

¿Miangay ca ba sa imong sologo-on? Miangay acó ca-ayo cania, cay mahibaló sia sa ngatanan. Napauli ba ang imong igso-on guican sa España? Napauli na sia guican sa España, ug guidad-an ca nia ug usá ca cabayo nga ma-ayo. Gui-ingón ba nia ang Page 99sologo-on nga hatdan acó nia niana? Gui-ingnon sia nga ihatud nia canimo. Onsa ba sa imong paghunahuna? Ma-anindut ug ma-ayo man, sa acong pagsabut, ug magahangyo acó canimo nga ihatud mo didto sa balay sa acong igso-on, cay aron maquita nia. ¿Onsa ba ang imong calingaoan cahapon? Naca-*adto man acó didto sa balay sa acong ugangan, ug dihádihá naca-adto man acó sa sayao. ¿Canus-a ba nanaog cadtong tao dihá sa atabay? Nanaog sia caniha sa buntag. ¿Nacasacá na ba sia pagusáb? Dugay na usá ca oras nga minsacá sia pagusáb (or) (nga nagusáb sia pagsacá). Hain ba ang igso-on mo? Tua sa iyang cuarto. Bu-ut mo ba sia ingnon nga ma-*naog sia? Bu-ut acó, apan ualá pa sia mag-ilis.

XII.

¿Onsay guipangabuhi sa among mga guinlioatan? Ang isdá ug ang mga langgam nga bihag mao rá ang ilang pagpangabuhi, cay sa adlao-adlao nanagat ug namusil man sila. Icao nagto-on sa imong lección, ngano nga ualá ton-i sa imong igso-on nga babae ang iya? Nagsoroy-soroy sia uban sa acong Inahan; busa, ualá sia macato-on sa iyang lección, apan ton-an nia ogmá. Anus-a ba saoayon mo ang acong mga tema? Saoayon co cun dad-an mo acó sa mga tema sa igso-on mo. Nagahunahuna ca ba, nga nasayóp ca dihá nianang imong mga tema? Am-*but. Cun nasayóp ca, ualá ca magestudio pagayo sa imong mga lección, cay quinahanglan ang pagto-*on ug ma-ayo sa mga lección, aron dili quitá ma-sayóp dihá sa mga tema. Mao sa guihapon; cun dili saoayon mo caron, dili acó magato-on niana hasta ogma. Quinahanglan ang dili pagcasayóp dihá sa mga tema; cay na-a man canimo ang ngatanan nga quinahanglan, cay aron dili ca masayóp. Quinsa ba dihá? Acó man. Quinsa ba canang mga tao? Ambut. Taga di-in ba sila? Taga America man sila. Ngano nga nagalingcod ca do-ol sa calayo? Matug-*nao ang acong camút ug ti-il, busa, nagalingcod acó Page 100sa do-ol sa calayo. Mabugnao ba ang mga camút sa imong igso-on? Dili, apan mabugnao ang iyang ti-il. Onsay guibati sa imong ig-agao? Masaquít ang iyang pa-a. Onsay saquít ni-ining babaye? Masaquít ang dila nía.

XIII.

Usá sa mga ayuda sa Cámara ni Luis XIV naghangyo ni-ining Principe sa paghigdá nia, nga itugyan nia untá sa dacó sa mga ministro ug usá ca capolonganan (lawsuit) nia contra sa iyang ugangan, ug nagingón sa paghangyo cania: "Señor:* mao rá ang imo ang pagpamolong ug usá ca polong". Ma-ayo: matod ni Luis XIV, dili man caná ang cabilinggan (which embarrasses me): apan sayri acó: (tell me) cun dihá ca untá sa cabutangan sa imong ugangan ¿mahimu-ut ca untá, nga ipamolong co canang polong? Cun muanhi unta ang mga tao, quinahanglan untá ang paghatag canila bisan onsa, nga imnón nila. Gun macahimo untá sia ni-ini, bu-ut sia untá magbuhat niadto. Nagapadayeg acó guihapon, igso-on co nga hinigugma, cay nahagugma ca canaco ingón sa paghigugma co canimo; apan, caron nailá co, nga nasayóp acó. Nasayod acó, igso-on nga hinigugma, nga nanuyó ca canaco, cay nagsoroy-soroy acó sa ualay tingug co canimo, apan nagamatood acó canimo, nga cun masayod acó untá nga dili ca masaquít, anha-an ta icao untá; apan nangutana acó sa balay sa imong mananambal ug ma-ayo ca ba ug laoas, ug nagingón sia canaco, nga ualo na ca-adlao ang imong paghigdá.

XIV.

¿Duna ba untá imong salapi, cun dinhi untá ang imong amahan? Duna untay acong salapi, cun dinhi sia untá. Sa pagabut se usá ca Oficial nga Frances didto sa corte sa Viena, guipangutana sia sa Emperatriz nga si Teresa, cun mito-o pa ba sia Page 101nga ang Princesa N. nga naquita nia cahapon, mao gayud ang babaye nga labing ma-anindut sa calibutan ingón sa guibantug. "Señora: mintubág ang Oficial, minto-o acó niana cahapon". ¿Naonsa ba ang imong oyo-an? Sayran ta icao, cun naonsa ba sia: ania man dinhi ang siya nga guilingcoran nia sa masubsub. ¿Namatáy ba sia? Namatáy man. ¿Canus-a ba sia namatáy? Dugay na, totoló ca semana. Masaquít ug dacó ang acong casingcasing. ¿Ngano nga dili ca mulingcod? Cun bu-ut ca mulingcod sa acong luyó, mulingcod acó upod; apan cun pauli ca, pauli usáb acó. ¿Bu-ut ca ba magingón canaco, cun naonsa ang igso-on mo? Bu-ut magingón canimo cun naonsa sia. ¿Namatáy ba sia? Ualá sia mamatáy. ¿Naonsa ba sia? Na-adto man sia didto sa Manila. ¿Naonsa ba ang imong mga igso-on? Dili macasuguilon canimo, cun naonsa ba sila, cay dugay na, unúm ca tuig nga ualá silá maquita.

XV.

¿Nganong guiablihán mo ang pultá: dili ba maquita mo nga ma-asó dinhi? Naquita co, apan quinahanglan ang pagabli sa ventana, dili nga (labón) ablihán unta ang pultahán. Ang ventana dili ma-abli ug ma-ayo, busa guiablihán co ang ventana. Anus-a ba sirhán mo? Sirhán co igo nga ualáy asó untá. ¿May pulus ba (ang) sa pagsulti ca-ayo? Cun bu-ut quita magto-on ug usá ca pinolongan nga dili caogalingon, may pulus sa pagsulti ca-ayo. ¿Magsama ba ang pulus sa pagsulát ug sa pagsulti? May pulus pa sa pagsulti dili sa pagsulát, apan sa pagto-on ug usa ca pinolongan, quinahanglan ang pagsulát ug ang pagsulti. ¿May pulus ba sa pagsulát sa ngatanán nga guipamolong? Ualáy pulus. ¿Di-in nacuha mo quining libro? Nacuha co didto sa cuarto sa imong amigos. ¿Ma-ayo ba ang pagcuha sa mga libro nga dili caogalingon? Dili ma-ayo, nasayod acó, apan quinahanglan co caná, ug nagasalig acó nga dili manuyó ang imong higala, cay iuli cania igo co basaha. Page 102

XVI.

Quining tao nalain ca-ayo. ¿Hain ba icao natao? Dili acó bu-ut inutug-an canimo. Cun dili icao muatubang cania, dili acó magsulti cania. ¿Onsa-onsaon ba ang pagpamolong ni-ini? Cana dili aráng ipamolong sa binisayá. Quinahanglan ang pag-anad sa mga batang diutay cutub sa pagcabata, sa pagbuhat. Anad man acó sa pagsulát. Dili acó macasangput sa binisayá, cay ualá acoy batasan sa pagsulti. Ang tao usahay mucataoa, usahay muhilac. Cun mahibaló acó untá sa guibuhat mo.... ¿Guitugutan mo ba acó sa pag-adto sa baybayon? Dili ta icao pa-adto-on didto. Dalion mo caná pagbuhat. ¿Ngano nahigaoad si Fernando sa iyang asaoa? Si Tomás nagamahay can Fructuosa ug si Fructuosa can Tomás. ¿Quinsa ba ang may catarungan? Silang duhá ualáy catarungan, cay si Tomás bu-ut mucuha sa mga dula-an ni Fructuosa ug si Fructuosa, bu-ut mucha sa mga dula-an ni Tomás.

XVII.

¿Asa ba cutub muadto quitá? Muadto quitá cutub sa Singbahán. ¿Muadto ca ba cutub sa subá? Dili; muadto acó cutub sa Daois. ¿Duna bay imong guicaoat usahay? Ualá acóy sugod mangaoat. ¿Duna bay imong guitina? Guitina co ang acong calo. ¿Onsay guitina mo? Maitóm ang guitina co sa calo co. ¿Guipatina mo ba ang imong calo? Verde ang guipatina co sa acong calo. ¿Onsa nga calo ang tua sa bata? Duruhá man ang iyang calo, ang usá maputi ug ang usa maitóm. ¿Asa cutub quining dalan? Didto cutub sa Baclayon ¿Hain ba nagapuyó ang imong higala? Nagapuyó sia dinhi dapit sa dalan. ¿Tua ba ang tanaman sa mga bulac sa imong igso-on nga babae dinhi dapit cun didto ba dapit sa cacahuyan? Tua didto dapit. ¿Masucó ca ba untá, cun muabút untá caron nga adlaoa ang imong inahan? Malipay Page 103acó untá hino-o, (rather). ¿Nanuyó ca ba canaco? Dili: nanuyó acó can Valeriana, nga naca-adto sa sayao sa ualáy tingug canaco.

XVIII.

¿Ma-ayo ba ang pagyubit maingón niana (thus) sa mga taong tanán? Guiyubit co ang imong mga visti, dili acó magayubit sa inga taong tanán. ¿Quinsay maingnan ug dagoay sa anác mo? Ualáy maingnan nia ug dagoay. ¿Dili ca ba macapahalayó nianang taoha? Dili acó macapahalayó cania, tungud cay bu-ut sia mag-apas canaco sa lugus (sa linugsa-nay). ¿Ualá ba sia mabu-ang? Tingali cahá. (It may be). ¿Onsay tuyo nia? Ambut. ¿Quinsay tag-iya nianang pusil? Ang acong oyoan maoy tag-iya. ¿Quinsa ba cadtong mga tao? Ang nagavisti ug maputi mao ang acong silingan, ug ang nagavisti ug maitóm, mao ang anác sa mananambal nga nacatampaling sa acong silingan. Daghan man ang mga maquina-admanon didto sa Roma, ¿dili ba mato-od?—nagotana si Milton sa usá ca tao nga taga Roma. Dili man daghan inaingón sa didto ca pa—mitubág ang taga Roma.

XIX.

¿Ngano nga napado-ol ca nianang mga tao? Napado-ol acó canila, cay may pulus acó canila. Cun mudayon ca pa sa pagdo-ol canila, mangita ca sa mga casamucan, cay daghanan ang ilang mga ca-aoay. ¿Nasayod ca cun hain ba ang ma-ayong cala-ngoyan? Nasayod acó, cun hain dunay usa. ¿Hain ba? Didto dapit sa tabóc sa suba sa licód sa cacahuyan do-ol sa dalan. ¿Anus-a ba quita mulangoy? Carón hapon cun bu-ut ca. ¿Bu-ut ca ba muhulát canaco didto sa tungud sa pultahán sa longsod? Pa-abuton ta icao didto apan nagahangyó acó canimo nga dili ca malimot. Nasayod ca na man nga dili acó malimot (mahacalimot) sa acong mga sa-ad. ¿Nanuyó ba canimo Page 104quining tao? Sa bu-ut co, (I think) nanuyó sia canaco, cay dili acó magaduao cania, apan dili acó mahagugma umadto didto sa ilá, cay sa pagadto co, labon nga daoaton acó nia sa ma-ayong dagoay, ingón ug dautan sia ug dagoay (he looks displeased). ¿Ngano nga mamingao ca ug dagoay? Dacó nga mga calisud ang guibati co. Dili ca masucó ca-ayo, cay ¿oonsaon ta man? Apan, Dios co! ¿ngano naninggit ca maingón niana?

XX.

¿Pilay vale ni-ining panapton? Guibaligyá co caná sa tagotló ca cahate ang vara. Sa bu-ut co (it seems me) mahal ca-ayo. ¿Bu-ut mo ba ipaquita canaco pipilá ca bulus ni-ining usá ca panapton? Bu-ut acó magpaquita canimo niana. ¿Angay ba canimo quining mapola? Dili angay canaco. ¿Ngano nga dili angay canimo? Cay mahal ca-ayo. ¿Nagato-on ca ba ug binisayá? Oo, nagato-on acó ug binisayá. ¿Quinsa ba ang imong magtoto-on? Ang acong magtoto-on maoy usa ca Pare nga Recoleto ¿Magatodló ba sia usáb ug Ininglés? Oo, nagatodlo sia ug Ininglés sa mga Filipino, ug quinachilá sa iyang mga amigos sa América Bu-ut acó macailá cania, busa, nagahangyó acó canimo nga ihatud mo acó didto sa ila Bu-ut acó untá masayod ¿ngano cay dili acó mahibaló magsulti ug ma-ayo ingón canimo? Ingnon ta; icao magsulti ug ma-ayo ingón canaco, cun dili ca untá mahadlucon; apan, cun nagto-on ca untá ug ma-ayo sa imong mga lección, dili ca untá mahadluc magsulti, tungud cay sa pagpamolong ug ma-ayo, quinahanglan ang pagcasayod, ug quinaiya man sa tao nga dili mahibaló ug ma-ayo sa guito-on nia, nga mahadlucon sia untá; cun nasayod ca pa untá nga dili ca masayóp, dili ca untá mahadlucon.

XXI.

¿Onsa nga saquít ang guicamatyán sa imong igso-on? Ang hilanat maoy guicamatyán nia. ¿Co-*inusta Page 105ang imong igso-son? Ang acong igso-on ualá nay quinabuhi, dugay na usá ca semana nga namatáy. Ma-ayo man sia ca-ayo ug laoas sa tuig nga miagui sa didto pa acó sa Tagbilaran ¿Onsay iyang guicamatyán? Ang buti (small pox) maoy namatyán nia. ¿Comusta ang inahán sa imong amigos? Dili man ma-ayo, guihilantan sia cahapon sa usá ca adlao (niadtong usá ca adlao) ug caniha sa buntag guibalicán sia sa hilanat (the fever has returned). Guisaolo ba (learn by heart) sa imong mga tinon-an ang mga tema? Onahon nila ang pag-guisi, dili ang pagsaolo (They will rather tear them than learn by heart). ¿Ngano nga nagahilác ang inahán sa atong sologo-on? Minhilac sia, tungud cay ang Pare nga atong amigos, nga nagalimós cania, namatáy dugay na upát ca adlao. ¿Onsay guicamatyán nia? Ang pagcatigulang (quinatigulang) maoy guicamatyán nia. ¿Mutabang ca ba canaco sa pagbuhat, cun muadto quitá sa Panglao? Tabangan ta icao sa pagbuhat, cun mutabang ca canaco pa pagpangita sa quinabuhi. ¿Onsa ba quining mga ocbán sa paghunahua sa imong igso-on? Ma-ayo man ca-ayo sa iyang pagsabút (she likes them very well) apan matolotam-is (matam-istam-is, matod nia. ¿Bu-ut ca ba maniodto dinhi? Bu-ut acó maniodto dinhi, cun guiandam mo ug ma-ayong can-on.

XXII.

¿Nacailá ca ba sa mga cabayo? Nacailá man acó. ¿Bu-ut mo ba acó palitán ug usa? Cun bu-ut ca muhatag canaco ug salapi, palitán ta icao ug duruhá. ¿Nacailá ba canáng tao sa mga panapton? Dili sia macailá ca-ayo. ¿Onsa-onsaon mo ba pagpatigayon? Bu-ut acó magpaquita canimo cun onsa-onsaon co pagpatigayon. Onsa may bubuhaton co cay aron mahimbaloan co ang lección, nga ipangutana nia ugmá canaco? Ibutáng mo sa limpio ang imong mga tema, buhaton mo ug totoló, ug magestudio ca sa lección nga sumunúd (next lesson). ¿Onsa-onsaon ba Page 106sa imong igso-on ang pagtoon ug binisayá sa ualáy diccionario? Naga ayom-ayom sia lamang (he manages it) sa dacong cacugui. ¿Naquita mo na ba ang acong anác? Ualá co pa sia maquita. ¿Comusta ba sia? Ma-ayo sia ca-ayo, dili ca macailá cania, cay mintobó sia ca-ayo (he has grown very tall) sa didiót nga tiempo (in a short time) ¿Onsa ba carón ang tiempo? Mainit man ca-ayo. ¿Dugay na ba nga ualá mag-olán? Dili: ug sa bu-ut co (I believe) may onús quitá carón adlaoa. Tingali cahá. Mahangin na, nagadalogdog; ¿nadungúg mo ba? Oo, nadungúg co apan halayó pa ca-ayo ang onús. Dili man halayó ingón sa imong paghunahuna. ¿Naquita mo ba nga nagaquilat ¡Dios co! ¡Pagcabascug sa olán! Cun musulúd quitá sa bisan di-in, magasalipód quitá sa onús.

XXIII.

Sa didto acó sa longsod sa usá ca adlao, nadaoat co ug usá ca sulát sa imong magtoto-on, nga igamahay ca-ayo nia canimo. Ayao paghilác adto ca caron sa imong cuarto, magto-on ca sa imong lección, ug magma-ayo ca; cun dili, dili ca maniodto caron nga adlaoa. Magama-ayo acó gayúd, amahán co nga hinigugma, nga muangay ca nga to-od canaco. ¿Onsa may atong buhaton cay aron mapaladan quitá? Higugmaon ug bubuhaton niñó ang ma-ayong buhat, ug mapaladan camó dinhi sa yuta ug sa lain nga quinabuhi. Cay bu-ut quitá mapaladan, bubuhatan ta sa ma-ayo ang mga pobres ug caloyan ta ang mga tao nga nalisdan. Sugtón ta ang atong mga magtoto-on, ug dili quitá magpacasaquit canila sa guihapon. ¿Onsa ba ang batasan sa acong anác canimo? Ma-ayo man ang batasan nia canaco, cay ma-ayo ang iyang batasan sa mga taong tanán, Ang iyang amahán nag-ngón cania sa masubsub: ang batasan sa ubán dili man cun dili usa ca aningal sa atong batasan; cun ma-ayo ang atong batasan canila, dili atong pa-abuton ang batasan nila nga maayo canato. Page 107

XXIV.

¿Comusta ca? Ma-ayo man sa pagsilvi canimo cun dunay imong sugo. ¿Ug comusta didto sa iñó ang imong guinicanan ug ang imong mga igso-on? Ma-ayo man silá sa dacóng calo-oy sa Dios. Sa tungud canimo, ualáy quinahanglan sa pagpangutana, cay ma-ayo ca man ca-ayo ug ang imong dagoay mao ang labing ma-ayo sa ngatanan. ?Bu-ut ca ba maglingcod? Aniay usá ca siya. Dili acó bu-ut maglingao-lingao canimo sa imong mga buhat, nasayod acó nga mahal ca-ayo ang tiempo sa mga comerciante. Carón ualá acóy buhat; sa pag-agui co dinhi, bu-ut lamang acó mangutana ug ma-ayo ca ba ug laoas. Dios magbayad. ¿Onsa ba nga oras? La una y media. La una y media, matod mo, ug dinhi sa acong orasán, las doce y media man. Tabi canimo, ualá pa magbagting sa á la una. Nagamato-od acó canimo nga la una y media na, cay ang acong orasán nagalacao sa ma-ayo (cay ma-ayo ang paglacao sa acong orasán). ¿Quinsa ba ang naca-abut? Naca-abut ang acong ig-agao, conó. ¿Di-in ba sia guican? Guican sia sa Manila. ¿Nadugay ba sia ca-ayo didto sa dagat? Nadugay sia napoló ug limá ca adlao, cay daután ca-ayo ang tiempo. ¿Guipalít mo ba quining calo didto sa Manila? Ualá co palita, guiregalo canaco sa acong ig-agao nga bag-o pa miabut.

XXV.

¿Ngano nga nasamocan ang imong inahán? Nasamocan sia tungud cay ualá sia dumaoat ug sulát sa iyang anác nga tua didto sa España. Dili sia untá masamocan tungud cania, cay bisan mangita sia guihapon sa mga casamocan mahibaló man sia maggaoás niana. Sa tuig nga miagui, sa pag-adto namo sa pagpamusil, guicagabhian camé halayó ca-ayo sa amo. ¿Hain ba camó nabuntagán? Sa sinugdan nasamocan acó ca-ayo, apan ang imong igso-on, ualá sia hino-o: nagapahinay canaco (sa acong casamuc)busa, nauad-*an Page 108acó sa casamocan. Sa catapusan, hinquit-an namo usa ca payág ug didto camé nabuntagán. Didto naqnita co ang cacugui sa imong igso-on. Pipila ca caoayan ug usá ca bugcus nga sagbut guipacahigdaan nia sa ma-ayong higda-an. Usá ca boteya guipacacandelero nia, ug sa duruhá cun totoló ba ca langgam guibuhat nia ug usá ca panihapon nga ualáy ingón. Sa paghimatá namo sa buntág, ingón ug napaholay ug ma-ayo camé maingón sa pagcatolog namo untá sa labing ma-ayong higda-an sa calibutan.

XXVI.

¿Ngano nga nanuyó (nasucó) ca can Juan? Cay nacaquita man sia guihapon ug mga sayóp sa ngatanán nga naquita nia. ¿Onsay casayoran niana? Ang casayoran niana mao nga dili acó bu-ut magsulti canimo, cay bacacon ca man. ¿Bu-ut ca ba masayod ngano nga ualá sulata sa imong igso-on ang iyang mga tema? Cay maculi man ca-ayo. Nagtucao sia sa tibo-oc nga gabi-i, ug ualá sia macasulát niana, cay canáng tema dili mahimo nia Igo naquita acó ni Pedro, nagsugud sia sa pagsulti ug binisayá sa pag-sumaysumay, ug daghanan ang iyang pagabi-abi canaco: busa usaháy dili acó mahibaló, cun onsa ba ang itubág co. Mao ra ang buhat sa iyang mga igso-on; bisan pa niana, ma-ayo man silá ca-ayo nga tao; dili lang cay sapian ug mahigugmaon silá cun dili nga malolot ug magbubuhat sila usáb sa ma-ayo. Nahagugma silá canaco sa minato-od gayud, busa man, nga guihigugma co silá usáb ug dili acó muingón guihapon nga macadaut acó canila. Dacó pa ngani untá ang paghigugma co canila, cun dili untá maga-abiabi silá ca-ayo; apan, tagsá ca tao dunay iyang mga sayóp, ug ang aco mao ang pag-hisgut sa ilang pag-abiabi.

XXVII.

Natahap na man acó, nga gui-uhao ca ug nga Page 109guigutum ang iniong igso-on, busa man ngani, guidalá ta camó dinhi. Bisan pa niana, masaquit ang acong bu-ut, cay dili acó muquita sa imong inahán. ¿Ngano nga dili ca muinom ug capé? Cun dili pa acó catolgon, muinom unta acó. Ubus ca na catolgon, ubus ca na matugnao; ubus ca na gutmon, ubus ca na uhao-on. Usá ca tao, sa pagquita nia nga nagasalamin ang mga tigulang sa pagbasa, naca-adto sia sa balay sa usá ca comerciante; ug nangayo man sia ug inga antiparas. Nacuha niadtong tao ug usá ca libro, ug sa human na nia ablihi, mi-ingon sia nga dili man ma-ayo ang antiparas. Guitaga-an sia sa comerciante sa uban nga labing ma-ayo nga naquita nia sa iyang tindahan, apan, cay ualá sia usáb macabasa, nangutana cania ang comerciante "higala co, ¿nahibalo ca ba magbasa?" Cun mahibalo acó unta magbasa, matod nia, dili co unta quinahangla-non* ang imong antiparas.

XXVIII.

Sa pagpamusil niadto sa Emperador uga si Carlos V naualá sia didto sa cacahuyan, ug sa pag-abut nia sa usá ca balay, minsulud sia didto cay aron magpahuay. Didto niadtong balaya duna may upát ca tao nga nagapacatológ. Ang usa nagbacod, ug sa pagdo-ol nia sa Emperador nag-ingon cania nga nagdamgó sia nga caoaton nia unta ang iyang orasán, ug guicaoat nia. Dihádihá (then) nagbacod ang usá ug nag-ingón cania nga nagdamgó sia nga angay unta cania ang pagpangaoat cania sa iyang colopo, ug guicaoat nia. Ang icatoló nangaoat sa bolsa. Sa catapusan: nagbangon ang icapat ug nag-ingon cania: nagapa-abut acó nga dili ca manuyó cun susihon ta icao, ug sa pagsusi nia, iyang naquita sa li-og sa Emperador ug usá ca bulaoan nga cadena nga hinigtan sa usá ca pito nga bu-ut nia caoaton cania, apan ang Emperador nag-ingon cania: higala co nga ma-ayo, sa dili mo pa acó cuha-an ni-ining hias, ipaquita co canimo ang iyang gahúm, ug sa pagpa-*molong Page 110nia ni-ining mga polong, nagtaghoy sia. Ang iyang mga tao nga nangita cania, nanigom didto dapit sa baláy ug naningala silá sa pagquita nila sa Emperador dihá nianang pagcabutang. Apan, ang Emperador sa pagquita nga nacagaoás na sia sa ca-*lisud mi-ingon sia: ani-a quining mga tao nga nag-*damgo sa ngatanán nga ilang bu-ut. Bu-ut acó usáb magdamgo; ug sa human na sia naghunahuna sa macadiót, mi-ingón sia: nagdamgo man acó, nga tacús bitayon silang tanán. Sa pagcahuman ni-ining mga polong. dihádihá guibitay sila sa atubangan sa balay.

Catapusan Page 111

A Table of the Particles and their Passives.

Page 113

TABLE

Containing a small dictionary of the words in general use for the benefit of the learners.

SUBSTANTIVE NOUNS

ABOUT THE ELEMENTS

ASTROLOGICAL NOUNS

THE TIME

THE FAMILY

THE BODY

CORPORAL SENSES, SENSATIONS AND QUALITIES

Page 121

THE SOUL

CLOTHING AND SHOES