TEXT: The
  Tsolyani
  Primer
  A Tékumel Netbook
  This is a netbook for the World of Tékumel, the creation of Professor 
  M.A.R. Barker.  Please support the Professor by purchasing your 
  netbooks at www.DriveThruRPG.com.
  The World of Tékumel
  For further information about Tékumel, we suggest you visit the 
  official Tekumel website at www.Tekumel.com - this website details the 
  World of Tékumel - steeped in history and tradition, with a complex 
  clan and social system, and myriad flora and fauna, awaiting adventure.
  The Tékumel Foundation
  The Tekumel Foundation works to preserve and promote the 
  creative legacy of Prof. M.A.R. Barker, the World of Tekumel.  For 
  more information about the Foundation, visit our website at www.
  tekumelfoundation.org 
  No part of this book may be reproduced or transmitted in any form 
  or by any means, electronic or mechanical, including photocopying, 
  recording, or by any information storage and retrieval system, without 
  permission in writing from the publisher. 
  The Tekumel Foundation
  Box 23, 2500 University Ave. W.
  St. Paul MN 55114
  www.TekumelFoundation.org
  
  Credits
  front layout and design
  Victor Raymond
  cover illustration
  Giovanna Fregni
  editorial help
  Chris Davis
  
  The Tsolyáni Language Primer
  by Curtis Scott
  Dedication
  To M. A. R. Barker:  for giving us a jewel more prescious than the Petal Throne itself:
  Tekumel.
  Acknowledgements:  I would like to thank Professor Barker for all of the help he gave me on this
  work.  I would also like to thank (in alphabetical order) Elizabeth Ewing, Joan Lamare, Anthony
  Petit, Stephen Posey, Steven Schwartz and Donald Sivori for their helpful suggestions.  Finally, I
  would like to thank my wife, Mary, for her patience with me while I wrote this book.
  Copyright 1982
  2nd Release (Electronic Version):  With Professor Barker, and Mary Scott’s permission, we are
  able to re-release The Tsolyani Primer in an electronic PDF version.  This book is released as
  shareware, please be sure to register it.  If the registration page is not present, please get in touch
  with Chris Davis:  45 Auburndale Drive, Creve Coeur, MO  63141   USA for details.
  Dedication:  2nd Release
  For Curtis Scott:
  Who loved Tekumel
  And who is a beloved memory now
  For all who knew him...
  Acknowledgements:  Thanks are due to Chris Claydon, for retyping the entire text into word
  processing files; Chris Davis, for converting the document to Adobe Acrobat format, Kenji
  Schwarz for being the impetus behind the whole project; Mary Scott for her permission to reprint
  Curtis’ work, and last but not least, Professor M.A.R. Barker, for his encouragement and support.
  December 1997
  
  Preface
  In my experience, very few people read the preface of books. Therefore, to those reading this
  passage, welcome!
  The Tsolyáni Language Primer is a short introductory course in the Tsolyáni language, which is
  spoken by the inhabitants of the Empire of Tsolyánu on Tékumel. For those who have never
  experienced Tékumel, suffice it to say that it is a world as filled with culture, drama, and interest
  as any in fiction (or possibly in non-fiction). Professor M.A.R. Barker’s Empire of the Petal
  Throne and Swords and Glory games have introduced many people to the creatures, peoples, and
  lands of Tékumel while providing hours of enjoyable adventures. Yet, like a jewel, Tékumel
  shows more and more facets with every glimpse and fascinates all who deal with it.
  One of the less commonly known publications about Tékumel, The Tsolyáni Language
  (Professor Barker, 1973), describes the language which is covered in this book. This work,
  however, was essentially designed for the formal linguist, and provided little or no help to the
  untrained student. Some people have managed to learn the language through perseverance, and to
  those people I say “báu!” (“Bravo!”), for they are better men (or women) than I. Professor Barker
  helped me in my studies of the language, and his patience and aid were invaluable to both my
  own knowledge and this volume.
  The Tsolyáni Language Primer does not replace Professor Barker’s work, but rather supplements
  it, as a stepping stone for those whose interest in Tékumel leads them to become more and more
  immersed in its intricacies.
  How To Use This Book
  1)
  Read all the Tsolyáni sentences aloud! You will never learn to pronouce the
  Tsolyáni language if you read silently or mumble. If you are embarrassed, find a
  small room off to the side where nobody will hear you and sing out!
  2)
  Perform all of the exercises. Otherwise, you will find yourself referring back to
  the previous lessons for things you should already have learned. If this happens,
  you did not learn the earlier lessons thoroughly enough, and a review may
  (make that, will) be in order.
  
  3)
  Make up sentences on your own. As you learn more of the language, you will
  be able to express more complex concepts. If you have friends who are also
  learning the language, write letters to one another, since even a simple note
  might teach your friend something he had not realised about the language.
  4)
  Set aside some time each week and do one lesson. Don’t try to learn the entire
  language in one sitting. Spend the intervening week thinking about what you
  have learned.
  5)
  Above all, try! Don’t give up because you “don’t feel like it right now.” Decide
  to learn the language and DO IT!
  
  Pronunciation
  The Tsolyáni language is written using a phonemic script called “vísumikh hikólumel” (“the
  servant of the Emperor”), used throughout the Imperium and its protectorates. However, this
  script is difficult to master for English-speaking students and, therefore, in this work the
  phonemic alphabet designed by Professor Barker and published in The Tsolyáni Language (op.
  cit.) is used. For those individuals who may not have the latter work, the author has provided a
  simplified pronunciation guide, with the technical linguistic pronunciation terms removed.
  The phonemes of Tsolyáni are broken into two parts: consonants and vowels. The consonants are
  pronounced :
  p
  as in “pin” or “pond”
  b
  as in “ball” or “boy”
  m
  as in “my” or “mail”
  f
  as in “fish” or “find”
  v
  as in “vine” or “vapour”
  w
  as in “wine” or “walk”
  t
  as in “table” or “talk”
  d
  as in “dog” or “duck”
  n
  as in “not” or “nail”
  th
  as in “thigh” or “thank”
  dh
  as in “thy” or “this”
  ch
  as in “church” or “change”
  j
  as in “judge” or “job”
  y
  as in “yes” or “yellow”
  k
  as in “king” or “key”
  g
  as in “gun” or “gold”
  kh
  “ch” in German “Achtung!”, or the Scottish “loch”
  This sound is sometime written “x” by linguists.
  gh
  as Arabic “ghayn”, a sort of trilled “g”
  q
  as Arabic “q”, a “k” spoken further back in the throat
  h
  as “hat” or “hold”
  ng
  as “sing” or “strong”
  !
  the “-” in “uh-oh”, or the “tt” of the Cockney “Bottle” (“Bo!le”)
  ts
  as “hats” or “fits”
  tl
  as a steroetypical Charlie Chan accent saying “tr” in “tree” (“tlee”)
  s
  as in “sing” or “salad”
  sh
  as in “shell” or “ship”
  z
  as in “zoo” or “zipper”
  zh
  as “z” in “azure” or “J” in “Jaques”
  ss
  as Sanskrit “s”
  r
  as Spanish “pero”
  l
  as “leg” or “lost”
  hl
  as “ll” in Welsh “Llewellyn”
  
  The vowels of the language are pronounced as follows :
  i
  as “machine” (American long e)
  a
  as “father”
  u
  as “flute” or “crude” (American long u)
  o
  as “note” or “float” (American long o)
  ü
  as German “Führer”
  e
  similar to “face” or “gate”, without the y-like offglide
  (i.e., not “fayce” or “gayte”)
  au
  as “ou” of “out”
  ai
  as “i” in “nice” (American long i)
  oi
  as “oy” of “boy”
  There are also several consonant pairs that have their own specific pronounciations. These are :
  tr
  as “tree” or “truck”
  mr
  as ”m” sound followed by an “r” sound, but spoken as one consonant
  dl
  a “voiced” tl, a “d” sound followed by an “l” sound
  In addition, a doubled consonant is simply held for longer than a single consonant, but they are
  pronouced with the same sound. Any consonant may be doubled except “s”, as “ss” is a different
  sound.
  Occasionally, a hyphen (“-”) is used to separate parts of a word. This hyphen is a grammatical
  convenience and is not pronounced. It is sometimes used to separate roots from their affixes and
  also to separate certain consonantal pairs (such as “k-h”) when two consonants are intended, as
  opposed to a single consonant with a two letter representation (such as “kh”).
  Syllable division in Tsolyáni is performed by a very simple rule. A syllable always begins with a
  consonant (or consonant pair) followed by one or two vowels. Optionally, there can also be a
  consonant following the vowel(s), but this will only be part of the syllable if there is another
  consonant to begin the next syllable or this consonant is the last letter in the word. (Words which
  begin with a vowel have an implied glottal stop (“!”) which is not written.) For example, the
  word “korúnkoi” (“book”) is divided into syllables as “ko-rún-koi”, and the word “Butrús” (the
  name of a city) is divided “Bu-trús” (consonant pairs are not separated).
  The accent marks (“‘“ and “`”) placd over the vowels in syllables denote primary and secondary
  stresses of syllables in the word. They do not change the pronunciation of the vowel. For
  example: the word “correct” would be stressed “corréct” (“cor-RECT”) by most speakers of the
  English language.
  Syllables in Tsolyáni are all pronounced with the same length, regardless of stress. Unstressed
  vowels are clearly pronounced, and not slurred into “uh”s as in English.
  
  This pronunciation guide is accurate as far as it goes. Those readers with some linguistic training
  should see The Tsolyáni Language (op. cit.) for the formal specification of the pronunciation of
  these phonemes.
  
  Lesson 1 - parshélin sijakkánikh
  másun zhúr guál?
  What is this?
  su!úrikh
  korúnkoi
  hruchánmekh
  shantsúrikh
  vayúnlukh
     pen
     book
     paper
      box
      key
  másun su!úrikh guál, né?
  ssá, másun su!úrikh guál.
  Is this a pen?
  Yes, this is a pen.
  másun shantsúrikh guál, né?
  ssá, másun shantsúrikh guál.
  Is this a box?
  Yes, this is a box.
  máisur korúnkoi guál, né?
  yá, másun korúnkoi yá guál, vál su!úrikh.
  Is this a book?
  No, this is not a book, but a pen.
  NOTE
  Several important facts about the previous sentences should be pointed out:
  1)
  The general form of these sentences (called “copula” sentences) is :
  Subject + Object + Verb
  thus : “This is a pen.” is written “This (a) pen is.”
  2)
  “másun” and “máisur” are both forms of the English word “this”. “másun” is
  used with ignoble nouns and “máisur” is used with noble nouns (see page 2).
  When asking a question, like “What is this?”, “másun” is generally used unless
  the object is of obviously noble origin. The plural forms (“that”) are
  “mssúran” (plural ignoble) and “mssúri” (plural noble).
  3)
  There are no articles (a, an, the) in Tsolyáni. Thus, “másun su!úrikh guál.”
  may mean “This is a pen.” or “This is the pen.”
  4)
  The present tense of a Tsolyáni verb such as “guál” (“to be”) is always simply
  the verb stem standing alone for all cases and genders.
  5)
  When asking a question in Tsolyáni, the order of the words in the sentence
  does not change from that of a statement. However, if no interrogative words
  (such as “zhúr”) are present in a “yes-or-no” question, the word “né” is added
  at the end. Its rough translation is “Isn’t that so?”.
  
  NOTE
  Nouns in Tsolyáni are divisible into three groups : (a) noble, (b) ignoble, and (c) unclassifiable.
  This division is basic to the language, and is the only fom of gender. This classification applies to
  singular nouns only, all plurals (noble, ignoble, or unclassified) are treated alike. There are
  suffixes to denote which nouns belong to which class (discussed below). These suffixes will not
  appear in certain circumstances, but you will learn about these later.
  The noble class includes noun stems denoting males, high-status terms, ranks, clan names,
  Imperial buildings and works, predominantly male or noble pusuits, and other concepts which
  posess positive status value. Nouns of this class are marked with the suffix “-koi.” Of the nouns
  we have covered so far, only “korúnkoi” (“book”) is of this class.
  The ignoble class includes noun stems denoting “non-noble” beings and objects, including most
  females (yes, the language is chauvinistic!), children, animals, inanimate things, abstractions,
  low-caste occupations, etc. Nouns of this class, are marked with the suffix “-ikh.” after noun
  stems ending with a consonant, and “-kh.” after noun stems ending in a vowel. Note that the
  hyphen is not written except in the case where the noun stem ends in “i”, in which case the
  hyphen remains. (This is so we can remove the suffix easily when it does not appear (see above).)
  Thus, for example, the noun stem “máni” (meaning food) is written with its suffix as “máni-kh”
  not “mánikh”. All of the nouns we have learned so far (except “korúnkoi”) are of this class.
  The “unclassifiable” nouns are either too noble or too ignoble to require the defining suffix.
  Proper names are also included in this class. These nouns have no suffix.
  The plural form of any noun is denoted by the suffix “-yal.” Thus, “korúnyal” means “books” and
  shantsúryal” means “boxes”.
  Your current picture of the form of a noun should now be :
  NOUN STEM + Noble/Ignoble/Plural Suffix
  This picture will become more complex as your studies continue.
  kúpakhralélikh
  rísikh
  tsónikh
  lodhúlikh
  chair
    table
  lamp
    door
   window
  rínmükh
  taqúnikh
  kapráikh
  timúngikh
  picture
    floor
    roof
      wall
  másun rísikh guál, né?
  yá, másun rísikh yá guál, vál ralélikh.
  Is this a lamp?
  No, it is not a lamp but a table.
  
  másun zhúr guál?
  másun taqúnikh guál.
  What is this?
  This is a floor.
  másun lodhúlikh guál, né?
  yá, másun lodhúlikh yá guál, vál timúngikh.
  Is this a window?
  No, this is not a window but a wall.
  másun rínmükh guál, né?
  yá, másun rínmükh yá guál, vál tsónikh.
  Is this a picture?
  No, this is not a picture but a door.
  mssúri korúnyal guál, né?
  ssá, mssúri korúnyal guál.
  Are these books?
  Yes, these are books.
  mssúran rísiyal guál, né?
  yá, mssúran rísiyal yá guál, vál kúpayal.
  Are these lamps?
  No, these are not lamps but chairs.
  prún
  gán
  bín
  mrín
  tlón
  1
  2
  3
  4
  5
  lán
  másun kula!árin guál!
  good
  It is done!
  ngángmuru!
  brumazík!
  Greetings!
  Goodbye! (lit. “in peace”)
  NOTE
  “ngángmuru” and “brumazík” are used with social equals. Other greetings are used with nobles
  and other social superiors, as well as social inferiors.
  “ngángmuru brujutlé” (lit. “greetings in humility” is used when greeting a social superior.
  “ngángmuru bruháya lél brumazík” (lit. “greetings in gloty and in peace”) is used when greeting
  a noble person. “Ohé!” (lit. “Hey!” is used when meeting a social inferior.
  “brujutlé” (lit. “in humility”) is used to say goodbye to a social superior. When speaking to a
  nobleman, one should use “túsmidálimra bruháya” (lit. “in your noble glory”). Social inferiors
  are dismissed with “pazángli!” (lit. “Stay!”).
  
  Exercises
  Write the following English sentences in Tsolyáni by following the pattern of the examples.
  másun su!úrikh guál, né?
  Is this a pen?
                                                  
  Is this a box?
                                                  
  Is this a key?
                                                  
  Is this paper?
                                                  
  Is this a roof?
                                                  
  Are these pictures?
                                                  
  Are these chairs?
                                                  
  Are these windows?
  másun hruchánmekh guál.
  This is paper.
                                                  
  This is a book.
                                                  
  This is a roof.
                                                  
  This is a door.
                                                  
  This is a wall.
                                                  
  This is a pen.
                                                  
  This is a floor.
                                                  
  This is a lamp.
                                                  
  This is a table.
                                                  
  These are books.
                                                  
  These are pens.
                                                  
  These are lamps.
  másun su!úrikh yá guál, vál shantsúrikh.
  This is not a pen but a box.
  
                                                              
  This is not a chair but a table.
                                                              
  This is not a window but paper.
                                                              
  This is not a book but a lamp.
                                                              
  This is not a floor but a wall.
                                                              
  This is not a roof but a key.
                                                              
  These are not doors but pictures.
  
  Lesson 2 - gál sijakkánikh
  dhélukh
  Clothes
  másun zhúr guál?
  másun tamssárikh guál.
  What is this?
  This is a hat.
  wéshmakh
  vraithúrukh
  nyáilukh
  galcháikh
  mlékükh
    cloak
  priestly robe
    tunic
    sandal
     kilt
  rafákh
  náulakh
  járdukh
  ámbukh
  charwánikh
  purse
  dress
    belt
   glove
      boot
  másun wéshmakh guál, né?
  Is this a cloak?
  ya, másun wéshmakh yá guál, vál vraithúrukh.
  No, this is not a cloak, but a priestly robe.
  másun ra nyáilukh ra galcháikh guál?
  Is this a tunic or a sandal?
  yá, másun nyáilukh ra galcháikh yá guál, vál rafákh.
  No, this is neither a tunic nor a sandal, but a purse.
  másun ra náulakh ra járdukh guál, né?
  másun náulakh guál.
  Is this a dress or a belt?
  This is a dress.
  gabí-n
  hrún
   gámi-n
  prútlen
  tlén
     6
     7
       8
       9
  10
  
  Exercises
  másun ra nyáilukh ra galcháikh guál?
  Is this a tunic or a sandal?
                                                              
  Is this a book or a hat?
                                                              
  Is this a dress or a door?
                                                              
  Is this a kilt or a pen?
                                                              
  Is this a glove or a boot?
                                                              
  Is this a wall or a floor?
  ssá, másun su!úrikh guál.
  Yes, this is a pen.
                                                              
  Yes, this is a cloak.
                                                              
  Yes, this is a hat.
                                                              
  Yes, this is a sandal.
                                                              
  Yes, this is a priestly robe.
                                                              
  Yes, these are purses.
                                                              
  Yes, this is a roof.
  másun náulakh yá guál.
  This is not a dress.
                                                              
  This is not a tunic.
                                                              
  This is not a kilt.
                                                              
  This is not a belt.
                                                              
  This is not a purse.
                                                              
  This are not gloves.
  
  yá, másun wéshmakh yá guál, vál rafákh.
  No, this is not a cloak but a purse.
                                                              
  No, this is not a hat but a sandal.
                                                              
  No, this is not a purse but a belt.
                                                              
  No, this is not a glove but a boot.
                                                              
  No, this is not a wall but a floor.
                                                              
  No, this is not a kilt but a hat.
                                                              
  No, this is neither a book nor a
  dress, but a door.
  
  Lesson 3 - bín sijakkánikh
  ránduyal
  Colours
  mikárun    abásun    kárin     níri-n   zháurun   páravün      zhuráun  tathén
  black
        white       red        blue       green     yellow         brown
    grey
  tamssárikh mikárun guál.
  wéshmakh páravün guál.
  The hat is black.
  The cloak is yellow.
  galcháikh níri-n guál.
  ámbukh tathén guál.
  The sandal is blue.
  The glove is grey.
  járdukh kárin guál.
  náulukh zháurun guál.
  The belt is red.
  The dress is green.
  korúnkoi zháurun lél páravün guál.
  The book is green and yellow.
  mlékükh níri-n lél abásun guál.
  The kilt is blue and white.
  galcháikh chángilin rándukh guál?
  galcháikh mikárun guál.
  What colour is the sandal?
  The sandal is black.
  nyáilukh chángilin rándukh guál?
  nyáilukh abásun gual.
  What colour is the tunic?
  The tunic is white.
  NOTE
  The word “chángilin” means “which”. It denotes selection from a limited list of
  possible choices (such as colours).
  
  vayúnlukh chángilin rándukh guál?
  vayúnlukh mikárun guál.
  What colour is the key?
  The key is black.
  su!úrikh chángilin rándukh guál?
  su!úrikh zhuráun guál.
  What colour is the pen?
  The pen is brown.
  korúnkoi chángilin rándukh guál?
  korúnkoi mikárun guál.
  What colour is the book?
  The book is black.
  vraithúrukh chángilin rándukh guál?
  vraithúrukh mikárun guál.
  What colour is the priestly robe?
  The priestly robe is black.
  ralélikh chángilin rándukh guál?
  ralélikh zháurun guál.
  What colour is the table?
  The key is green.
  vayúnlukh kárin guál, né?
  ssá, vayúnlukh kárin guál.
  Is the key red?
  Yes, the key is red.
  su!úrikh zhuráun guál, né?
  ssá, su!úrikh zhuráun guál.
  Is the pen brown?
  Yes, the pen is brown.
  korúnkoi ra zháurun ra níri-n guál?
  korúnkoi níri-n guál.
  Is the book greeen or blue?
  The book is blue.
  ámbukh ra tathén ra abásun guál?
  ámbukh tathén guál.
  Is the glove grey or white?
  The glove is grey.
  vayúnlukh níri-n guál.
  su!úrikh níri-n guál.
  The key is blue.
  The pen is blue.
  másun kárin vayúnlukh guál.
  másun zháurun vayúnlukh guál.
  This is the red key.
  This is the green key.
  másun kárin su!úrikh guál.
  másun zháurun su!úrikh guál.
  This is the red pen.
  This is the green pen.
  másun kárin korúnkoi guál.
  másun zháurun korúnkoi guál.
  This is the red book.
  This is the green book.
  
  NOTE
  To specify a particular item such as “this pen”, simply add the demonstrative
  prefix “másun-” (singular) or “mssúran-” (plural) to the noun. Thus, for
  example, “másunsu!úrikh” means “this pen” and “mssúransu!úrikh” means
  “these pens”.
  To specify “that pen” (referring to something that is a moderate distance
  away), the prefix “másunònul-” (for “that”) or “mssúranònul” (for “those”) is
  used. For objects a long distance away, “másunjàga-” (for “that”) or
  “mssúranjàga-” for “those”) is used.
  Thus, the current picture of a noun is :
  Demonstrative + NOUN + Noble/Ignoble/Plural Suffix
      Prefix
      STEM
  másunvayúnlukh kárin guál.
  másunvayúnlukh mikárun guál.
  This key is red.
  This key is black.
  másunhruchánmekh abásun guál.
  másunònulhruchánmekh páravün guál.
  This paper is white.
  That paper is yellow.
  másunvayúnlukh kárin guál.
  másunònulvayúnlukh mikárun guál.
  This key is red.
  That key is black.
  másunmlékükh níri-n guál.
  másunònulmlékükh zháurun guál.
  This kilt is blue.
  That kilt is green.
  su!úrikh mikárun guál, né?
  ssá, másun mikárun guál.
  Is the pen black?
  Yes, it is black.
  yá, másun mikárun yá guál, vál zháurun.
  No, it is not black but green.
  korúnkoi abásun guál, né?
  ssá, máisur abásun guál.
  Is the book white?
  Yes, it is white.
  yá, máisur abásun yá guál, vál níri-n.
  No, it is not black but green.
  
  másun abásun hruchánmekh guál.
  másun páravün hruchánmekh guál.
  This is the white paper.
  this is the yellow paper.
  chángilin vayúnlukh másun guál?
  másun kárin vayúnlukh guál.
  Which key is this?
  This is the red key.
  chángilin mlékükh másun guál?
  másun zháurun vayúnlukh guál.
  Which kilt is this?
  This is the green kilt.
  prútlèn
  gátlèn
  bítlèn
  mrìtlén
  tlòtlén
  11
  12
  13
  14
  15
  
  Exercises
  tamssárikh mikárun guál.
  The hat is black.
                                                              
  The hat is red.
                                                              
  The hat is blue.
                                                              
  The hat is brown.
                                                              
  The cloak is brown.
                                                              
  The cloak is white.
                                                              
  The book is green.
                                                              
  The books are red.
                                                              
  The book is black.
                                                              
  The book is red and blue.
                                                              
  The tunic is green and brown.
                                                              
  The tunic is yellow.
                                                              
  This tunic is yellow.
                                                              
  This tunic is blue.
                                                              
  That tunic is blue.
                                                              
  These tunics are red.
                                                              
  Those books are yellow.
                                                              
  This book is red.
                                                              
  The floor is black.
  
  chángilin vayúnlukh másun guál?
  Which key is this?
                                                              
  Which book is this?
                                                              
  Which cloak is this?
                                                              
  Which table is this?
  vayúnlukh kárin guál, né?
  Is the key red?
                                                              
  Is the book black?
                                                              
  Is the book blue?
                                                              
  Is the table green?
                                                              
  Is the sandal yellow?
                                                              
  Is the paper white?
                                                              
  Is the paper red?
                                                              
  Is the paper brown?
                                                              
  Is the key brown?
  
  Lesson 4 : mrín sijakkánikh
  daqóryal
  Shapes
  mikárun su!úrikh ksíbi-n guál.
  The black pen is long.
  kárin su!úrikh ksíbi-n yá guál.
  másun ní-n guál.
  The red pen is not long.
  It is short.
  mikárun su!úrikh ssúmin daqórikh guál?
  másun ksíbi-n guál.
  What shape is the black pen?
  It is long.
  kárin su!úrikh ssúmimin daqórikh guál?
  másun ní-n guál.
  What shape is the red pen?
  It is short.
  páravün shantsürikh ksíbi-n guál. 
  mikárun shantsúrikh ní-n guál.
  The yellow box is long.
  The black box is short.
  Note on ní-n
  The word “ní-n” (“small”) also means “narrow”, “short”, etc. It is used in place
  of all of these English words, and its exact meaning is implied by context. In
  addition, “ksíbi-n” (“long”) also means “tall” and “high”.
  páravün náulakh ní-n guál, né?
  Is the yellow dress short?
  páravün náulakh ra ní-n ra ksíbi-n guál?
  Is the yellow dress short or long?
  chángilin su!úrikh ksíbi-n guál, ra míkárukh ra kárikh?
  Which pen is long, the black one or the red one?
  
  NOTE
  The expression “the black one” is an example of referring to an object by an
  adjective describing the object. This is done in Tsolyáni by using the adjective
  in place of the noun, but using the noun ending (“-ikh”, “-kh” or “-koi”) instead
  of the adjectival ending (“-in” or “-n”). Thus, for example, to say “the black
  one” about an ignoble object, one would say “mikárukh”, whereas if one where
  speaking of a noble object, one would say “mikárukoi”. This general principle
  holds for all adjectives. Thus, “ksíbikoi” means “the long (noble object)”.
  mikárukh ksíbi-n guál.
  The black one is long.
  kárin korúnkoi ní-n guál.
  The red book is short.
  mikárun korúnkoi qadímin yá guál, vál ní-n.
  The black book is not wide, but narrow.
  zhúraun korúnkoi ssúmimin daqórikh guál?
  What shape is the brown book?
  máisur ra qadímin ra ní-n guál?
  It it wide or narrow?
  lodhúlikh qadímin guál.
  tsónikh ní-n guál.
  The window is wide.
  The door is narrow.
  páravün shantsúrikh ra ní-n ra qadímin guál?
  Is the yellow box narrow or wide?
  lodhúlikh ní-n guál, né?
  tsónikh qadímin guál, né?
  Is the window narrow?
  Is the door wide?
  kárin korúnkoi ssúmimin daqórikh guál?
  What shape is the red book?
  páravün náulakh ssúmimin daqórikh guál?
  What shape is the yellow dress?
  chángilin su!úrikh ní-n lél ní-n guál?
  Which pen is short and narrow?
  zhúraun kórunkoi ksíbi-n lél qadímin guál, chamás máisur dalí-n guál.
  The brown book is long and wide, therefore is is large.
  
  páravün náulakh dáli-n guál, né?
  mikárun shantsúrikh ní-n guál, né?
  Is the yellow dress large?
  Is the black box small?
  lodhúlikh ra dáli-n ra ní-n guál?
  ralélikh dáli-n guál, né?
  Is the window large or small?
  Is the table large?
  Jakálla dáli-n guál.
  Mrelú ní-n gual.
  Jakálla is large.
  Mrelú is small.
  Béy Sü ní-n guál, né?
  yá, Béy Sü ní-n yá guál, vál dáli-n.
  Is Béy Sü small?
  No, Béy Sü is not small, but large.
  Avanthár ssúmimin datlánikh guál?
  What size is Avanthár?
  Avanthár ní-n yá guál, vál dáli-n.
  Avanthár is not small, but large.
  Tsolyánu ra dáli-n ra ní-n guál?
  Is Tsolyánu large or small?
  gabìtlén
  hrùtlén
  gàmitlén
  prùtletlén
  sémrun
  16
  17
  18
  19
  20
  
  Exercises
  mikárun su!úrikh ksíbi-n guál.
  The black pen is long.
                                                              
  The red pen is long.
                                                              
  The grey sandal is short.
                                                              
  The yellow dress is long.
                                                              
  The blue book is large.
                                                              
  The white book is small.
                                                              
  The brown book is large.
                                                              
  The blue box is narrow.
                                                              
  The green box is wide.
                                                              
  The small box is black.
                                                              
  The long box is black and white.
  páravün náulakh ra ní-n ra ksíbi-n guál.
  Is the yellow dress short or long?
                                                              
  Is the dress short or long?
                                                              
  Is the dress red or blue?
                                                              
  Is the hat red or blue?
                                                              
  Is the picture large or small?
                                                              
  Is the table tall or short?
                                                              
  Is the green table tall or short?
                                                              
  Is the red book wide or narrow?
  
  Lesson 5 - tlón sijakkánikh
  máisur hárri guál?
  Who is that?
  básrimkoi
  humédhikh
    man
    woman
  máisur básrimkoi guál, né?
  másun humédhikh guál, né?
  Is this a man?
  Is this a woman?
  máisur horúkoi Kagésh guál.
  másun Playésha guál.
  This is Lord Kagésh.
  This is Playesha.
  lúm Kasulü guál.
  lúm vusijáktokoi guál, lél túsmi sijáktokoi guál.
  I am Kasulü.
  I am a teacher, and you are the pupil.
  NOTE
  The words for “I” and “you” (singular) in Tsolyáni depend upon the status of
  the person being spoken about. Thus, there are five common ways to say “I” :
  lín
  lowest class, very ignoble
  lú
  low class
  lúm
  middle class
  lukán
  upper class
  salúm
  noble class
  kosalúm
  emperor or empress only
  The following passages from Professor Barker’s The Tsolyáni Language (op.
  cit.) explains the use of these far more clearly than the author could :
  “Correct use of these pronouns implies a clear recognition of one’s place in
  Tsolyáni society. This is almost always easy since visible insignia of rank, clan,
  wealth, and social position abound. Slaves, peasant women and children and
  certain very low classes of free men (e.g. latrine sweepers) employ “lín”.
  Higher categories of slaves, male peasants, labourers, and others use “lú”. The
  most common for is “lúm”, since this is appropriate for middle class Tsolyáni
  such as merchants, soldiers, priests, officials of minor status, craftsmen,
  wealthier peasants, etc. “lukán” is employed by wealthier persons: clan-chiefs,
  senior merchants, upper-rank priests, military officers, minor nobility, etc.
  “salúm” is used by high priests, great nobles, generals, hereditary heads of
  important clans, Imperial bureaucrats of the upper echelons, members of the
  Imperial family, etc. The pronoun “kosalúm” can be employed only by the
  emperor or empress; misuse is a punishable offence.
  
  “A person may wish to honour (or flatter) a listener of equal or superior rank
  by choosing a pronoun lower than that which is appropriate for him. For
  example, in a group of people where “lúm” is proper for all, one speaker may
  elect to use “lú” for himself to show himself as humble. Similarly, a middle
  class person may select “lú” instead of “lúm” when addressing a minor noble.
  Persons for whom “lúm” or even “lukán” would be proper may refer to
  themselves as “lú” or even “lín” when in conversation with a high noble like a
  prince of the empire. All persons, without exception, employ “lín” when
  addressing the Imperial presence in Avanthár. It may be noted that the converse
  of this practice is not found; a speaker never uses a pronoun higher that his
  status permits in order to aggrandise himself; this would simply demonstrate his
  stupidity and inability to recognise his proper social place. A speaker who is
  entitled to “lúm” therefore never uses “lukán”, unless his status in the society is
  increased to the appropriate rank. Foreigners entering Tsolyánu should use
  “lúm” in dealing with most people but should be prepared to employ “lú” or
  “lín” when confronted with persons of the upper or noble classes.
  “A woman speaking to women employs the same system that men do. When
  speaking of herself in the presence of male equals, however, she employs a
  pronoun one rank lower than that appropriate to her status. A middle class
  woman thus uses “lúm” for “I” when conversing with females and inferior
  males, but when she speaks before men of her own class (i.e. males who use
  “lúm”), she refers to herself as “lú”. When a high noble lady speaks to high
  noble males, she uses “lukán” or even “lúm”. There are two exceptions to this :
  (1) an Aridáni woman (i.e. a woman who has legally declared herself
  independant of clan and family strictures and assumed equal status with males)
  uses the same pronouns as males do, and (2) an empress always uses
  “kosalúm”.
  “Certain Eastern dialects, such as those around Thráya and Jaikalór, have
  further forms for “I”. Under the influence of Salarvyáni, perhaps, these dialects
  have developed two complete series : male-noble versus female-ignoble. The
  male-noble series is the same as that given above. The female-ignoble set
  consists of : “lín” (equivalent to both “lín” and “lú” in the male set); “lén”
  (equivalent to “lúm”); “lutlén” (equivalent to “lukán”); and “salutlén”
  (equivalent to “salúm”). “kosalúm” remains the same. The same cultural
  considerations apply as in the west : e.g. a woman who uses “lén” to her female
  equals and male inferiors uses “lín” before males of her own social class; an
  upper class lady who uses “lutlén” to her female equals and to her male
  inferiors employs “lén” before males of her own rank etc.”
  
  There are also four ways to say “you” (singular) in common usage :
  tsám
  low class
  túsmi
  middle class
  túsmidàli
  high class
  mìsritúsmidali
  noble class
  Again, perhaps Professor Barker’s discussion of the subject would be most enlightening :
  “A person of the lower social orders (i.e. one who uses “lín” or “lú” for “I”)
  addresses an equal, male or female, as “tsám”. He calls his superiors “túsmi”,
  “túsmidàli” or “mìsritúsmidali” according to their status. A man of the middle
  class speaks to inferiors as “tsám”, to equals as “túsmi”, and to those of higher
  status as “túsmidàli” or “mìsritúsmidali” as they require. Persons of the upper
  and noble classes follow similar patterns. Men and women both use the same
  status-pronouns for the same type of addresses e.g. a lady of middle status calls
  her social equals “túsmi” just as her husband does.
  “There is also the added dimension of familiarity. In the privacy of the
  bedchamber even a high noble addresses his wife as “tsám”, and she may
  respond in kind. Amongst intimate family members and retainers he may call
  her “túsmi”, instead of “mìsritúsmidali”, and she may reply with “túsmi” or
  “túsmidali” in return. Close friends of both sexes often address one another as
  “tsám” or “túsmi” irrespective of rank. The beginner must be cautious in
  applying this principle, and it is proper to ask whether the other person minds
  being treated as a familiar or not. Note also that while practice may be applied
  to equals and inferiors, one cannot use it with superiors.
  Many other honorific and subtly connotated second person pronouns are employed. These are
  covered in The Tsolyáni Language (op. cit. pp.17-18).
  Kasulü hiViridáme Tsolyáni guál.
  Kasulü hiViridáme is Tsolyáni
  Zhú Kriyór Yán Koryáni guál.
  túsmi Tsolyáni guál, né?
  Zhú Kriyór is Yán Koryáni.
  Are you Tsolyáni?
  
  NOTE on Nationalities
  The following is a list of kingdoms and nationalities in the Tsolyáni area.
  Kingdom
  Nationality
  Tsolyánu
  Tsolyáni
  Yán Kór
  Yán Kóryani
  Mu!ugalavyá
  Mu!ugalavyáni
  Salarvyá
  Salarvyáni
  Livyánu
  Livyáni
  lúm hárri guál?
  túsmi vusijáktokoi guál.
  Who am I?
  You are a teacher.
  túsmi hárri guál?
  lúm sijáktokoi guál.
  Who are I?
  I am a pupil.
  lúm horúkoi Kagésh guál, né?
  yá, túsmi horúkoi Kagésh yá guál.
  Am I Lord Kagésh
  No, you are not Lord Kagésh.
  túsmi Playésha guál, né?
  yá, lúm Playésha yá guál.
  Are you Playésha?
  No, I am not Playésha.
  másun hárri guál?
  másun Playésha guál.
  Who is this woman?
  This is Playésha.
  Prùsémrun
  gàsémrun
  bìsémrun
  mrìsémrun
  tlòsémrun
      21
     22
     23
     24
     25
  
  Exercises
  For the following exercises, translate each sentence four times, once each as if
  the subject were lower, middle, upper, and noble class respectively.
  lú ní-n guál.
  I am short.
  lúm ní-n guál.
  lukán ní-n guál.
  salúm ní-n guál.
                                                              
  I am tall.
                                                              
                                                              
                                                              
                                                              
  You are tall.
                                                              
                                                              
                                                              
                                                              
  You are the teacher.
                                                              
                                                              
                                                              
                                                              
  You are a man.
                                                              
                                                              
                                                              
                                                              
  You are a woman.
                                                              
  
                                                              
                                                              
                                                              
  I am a man.
                                                              
                                                              
                                                              
                                                              
  I am short.
                                                              
                                                              
                                                              
                                                              
  You are a student.
                                                              
                                                              
                                                              
                                                              
  I am a student.
                                                              
                                                              
                                                              
  
                                                              
  I am a tall student.
                                                              
                                                              
                                                              
  
  Lesson 6 - gabí-n sijakkánikh
  másun fénul guál?
  Where is it?
  korúnkoi somralél guál.
  tamssárikh somkúpa guál.
  The book is on the table.
  The hat is on the chair.
  tamssárikh fénul guál?
  másun somkúpa guál.
  Where is the hat?
  It is on the chair.
  Kágesh fénul guál?
  máisur hatslodhúl guál.
  Where is Kágesh?
  He is near the window.
  NOTE
  Prepositions and other indicators of  “case” in Tsolyáni are designated by
  locative prefixes attached to the object of the preposition. Some of the more
  common prefixes of this class are :
  hi-
  of
  mik-
  from
  tham-
  by, with, using
  pag-
  with, accompanying
  chalu-
  for, on behalf of
  bru-
  in
  som-
  upon, on, above
  san-
  down upon, down to
  dhu-
  under, beneath, below
  gem-
  beside, next to
  hats-
  near, close to
  mol-
  to, towards
  pas-
  across
  ti-
  through
  ssyi-
  like, resembling
  gureng-
  in front of
  dhi-
  behind
  che-
  before, prior to
  tu-
  after
  ken-
  up to, until
  jil-
  about, concerning
  ngis-
  in exchange for
  bek-
  in addition to
  kar-
  in place of
  
  When these prefixes occur, the Noble/Ignoble Suffix does not appear, unless the noun is plural.
  Thus, your current picture of a noun should be :
  Demonstrative Prefix + Locative Prefix + Noun Stem + Noble/Ignoble/Plural Suffix
  su!úrikh fénul guál?
  másun somruchánme guál.
  Where is the pen?
  It is on the paper.
  hruchánme fénul guál?
  másun brukórun guál.
  Where is the paper?
  It is in the book.
  vayúnlukh fénul guál?
  másun níri-n brushanstsúr guál.
  Where is the key?
  It is in the blue box.
  shantsúrikh fénul guál?
  másun zháurun másunònuldhuralél guál.
  Where is the box.
  It is under that green table.
  kárin korúnkoi fénul guál?
  máisur abásun somkúpa guál.
  Where is the red book?
  It is on the white chair.
  kárin korúnkoi abásun màsunsomkúpa guál.
  The red book is on this white chair.
  mikárun su!úrikh abásun thamhruchánme zhuráun somralél guál.
  The black pen is with the white paper on the brown table.
  lodhúlikh gurenglúm guál.
  tsónikh dhilúm guál.
  The window is in front of me.
  The door is behind me.
  ralélikh gurengtúsmi guál.
  timúngikh dhitúsmi guál.
  The table is in front of you.
  The wall is behind you.
  ralélikh gurengtúsmi guál, ne?
  ssá, ralélikh gurenglúm guál.
  Is the table in front of you?
  Yes, the table is in front of me.
  kúpakh gurenglúm guál, né?
  yá, kúpakh gurengtúsmi yá guál.
  Is the chair in front of me?
  No, the chair is not in front of you.
  
  lúm hárri guál?
  túsmi vusijáktokoi guál.
  Who am I?
  You are a teacher.
  lúm fénul guál?
  túsmi dhiralél guál.
  Where am I?
  You are behind the table.
  kárin korúnkoi dáhlte guál.
  tathén korúnkoi onótl guál.
  The red book is here.
  The grey book is there.
  kárin korúnkoi fénul guál?
  dáhlte.
  Where is the red book?
  Here.
  tathén korúnkoi fénul guál?
  onótl.
  Where is the grey book?
  There
  Kagésh dáhlte guál, né?
  yá, máisur dáhlte yá guál.
  Is Kagésh here?
  No, he is not here
  túsmi fénul guál?
  lúm hatstsónikh guál.
  Where are you?
  I am near the door.
  kúpakh gurengKagésh guál, né?
  Is the chair in front of Kagésh?
  yá, kúpakh gurengmáisur yá guál, vál dhimáisur guál.
  No, the chair is not in front of him, but behind him.
  hárri dhuvusijákto guál?
  Kagésh dhimáisur guál.
  Who is behind the teacher?
  Kagésh is behind him.
  Avanthár bruTsolyánu guál.
  Avathár is in Tsolyánu.
  Jakálla bruSalarvyá guál, né?
  yá, másun bruTsolyánu guál.
  Is Jakálla in Salarvyá?
  No, it is in Tsolyánu.
  gabìsémrun
  hrùsémrun
  gàmisémrun
  prùtlessémrun      bílun
       26
      27
      28
         29
        30
  
  Exercises
  korúnkoi somralél guál.
  The book is on the table.
                                                              
  The book is on the chair.
                                                              
  The book is in the box.
                                                              
  The book is near the box.
                                                              
  The pen is on the paper.
                                                              
  The pen is under the paper.
                                                              
  It is on the paper.
                                                              
  The blue pen is on the red table.
                                                              
  The red book is in front of the blue book.
                                                              
  The blue book is behind the red book.
                                                              
  The blue paper is in the red book.
                                                              
  The keys are in the yellow box.
                                                              
  The big red book is under the little brown
  book.
                                                              
  The long blue pen is near the short red
  pen.
                                                              
  The blue and brown key is in the wide
  green and yellow box.
                                                              
  The blue key is there.
                                                              
  The yellow box is here.
                                                              
  The tall teacher is behind the short table.
  
  Lesson 7 - hrún sijakkánikh
  vusijáktokoi zhúr moyí?
  What does the teacher do?
  vusijáktokoi gathám máisur, tlakorún.
  The teacher takes the book.
  vusijáktokoi somkúpa kardén máisur, tlakorún.
  The teacher puts the book on the chair.
  vusijáktokoi vayún máisur, tlakorún.
  The teacher opens the book.
  máisur dhalúr máisur, tlakorún.
  He closes the book.
  NOTE
  Unlike the copula sentences in the previous lessons, the sentences in this lesson
  are structured :
  Subject + (Adverb) + Verb + Direct Object
  They are called transitive sentences. The direct object in these sentences is
  marked with the locative prefix “tla-”.
  This kind of sentence also includes another new concept, the pronomial direct
  object, which is the third person pronoun (“máisur”, “másun”, “mssúri”,
  “mssúran”) used with direct objects. This pronoun must agree in
  nobility/ignobility and number with the direct object itself. For example,
  “vusijáktokoi gathám máisur, tlakorún” literally translates as “The teacher
  takes it, the book.” This pronoun is required with all direct objects which are
  not in themselves pronouns. For example, “vusijáktokoi gathám tlamásun”
  means “The teacher takes it”. Because “másun” is a pronoun on its own, this
  sentence does not require a pronomial direct object. (“vusijáktokoi gathám
  másun, tlamásun” is incorrect.)
  
  You have been introduced to four new transitive verbs already. These are :
  gathám
  to take
  kardén
  to put
  vayún
  to open
  dhalúr
  to close
  vusijáktokoi gathám másun, tlasu!úr.
  The teacher takes the pen.
  vusijáktokoi dhuralél kardén másun, mikárun tlasu!úr.
  The teacher puts the black pen under the table.
  vusijáktokoi mollodhúl gatham másun, tlakúpa.
  The teacher takes the chair to the window.
  máisur gathám másun, tlashantsúr, né?
  Does he take the box?
  yá, máisur yá gathám másun , tlashantsúr.
  No, he does not take the box.
  vusijáktokoi gathám másun, tlasu!úr, né?
  Does he take the pen?
  yá, máisur gathám máisur, tlakorún.
  No, he takes the book.
  vusijáktokoi somralél kardén másun, tlashantsúr, né?
  Does the teacher put the box on the table?
  ssá, máisur somralél kardén másun, tlashantsúr.
  Yes, he puts the box on the table.
  máisur somkúpa kardén másun, tlasu!úr, né?
  Does he put the pen on the chair?
  yá, máisur somkúpa kardén másun, tlasu!úr.
  No, he does not put the pen on the chair.
  vusijáktokoi fénul kardén másun, tlasu!úr?
  Where does the teacher put the pen?
  máisur dhuralél kardén tlamásun.
  He puts it under the table.
  
  vusijáktokoi vayún máisur, tlakórun, né?
  Does the teacher open the book?
  ssá, máisur vayún máisur, tlakórun.
  Yes, he open the book.
  vusijáktokoi vayún másun, tlatsón, né?
  Does the teacher open the door?
  ssá, máisur vayún másun, tlatsón.
  Yes, he open the door.
  máisur dhalúr másun, tlatsón, né?
  Does he close the door?
  yá, máisur yá dhalúr másun, tlatsón.
  No, he does not close the door.
  gathámli máisur, tlakórun, Kagésh!
  gathámli másun, tlasu!úr!
  Take the book, Kagésh!
  Take the pen!
  somralél kardénli máisur, tlakorún, Kagésh.
  Put the book on the table, Kagésh.
  NOTE
  The suffix “-li” on a verb stem denotes the imperative form of the verb. This
  form is used when a command is given, and the subject is an implied “you”.
  There are three forms of imperative, depending upon whom is being spoken to:
  To say “Take it!” to a
  slave :
  gathám tlamásun!
  person of low to middle class :
  gathámli tlamásun!
  to a person of ligh class :
  gathámlitùsmi tlamásun!
  Using the wrong form can be insulting, especially if a lower class form is used
  with a higher class person. If further emphasis is desired, the proper form of
  the second person pronoun (“you”) may be used (for example: “túsmi gathámli
  tlamásun”).
  Your current picture of a verb should now be :
  VERB STEM + Imperative Suffix
  
  vayúnli másun, tlatsón.
  dhalúrli másun, tlatsón.
  Open the door.
  Close the door.
  ní-n zhuráun brushantsúr kardénli másun, ksíbi-n níri-n tlasu!úr.
  Put the long blue pen in the small brown box.
  
  Exercises
  vusijáktokoi gathám másun, tlasu!úr.
  The teacher takes the pen.
                                                              
  The teacher takes the book.
                                                              
  The teacher opens the book.
                                                              
  The teacher closes the book.
                                                              
  I take the book.
                                                              
  You take the book.
                                                              
  I put the book on the table.
                                                              
  I take the pen.
                                                              
  You take the book and the pen.
                                                              
  The teacher opens the red book.
                                                              
  The student takes the book from
  the teacher.
                                                              
  The teacher puts the red book on
  the green chair.
                                                              
  The teacher opens the book on
  the chair.
  
  gathámli máisur, tlakorún!
  Take the book.
                                                              
  Take the pen.
                                                              
  Take the table.
                                                              
  Put the pen on the table, Lord Kagésh.
                                                              
  Put the key in the box.
                                                              
  Put the key in the purse, Playésha!
                                                              
  Open the box.
                                                              
  Close the box.
  
  Lesson 8 - gamí-n sijakkánikh
  vusijáktokoi fénul múle?
  Where does the teacher go?
  vusijáktokoi moltsón múle.
  vusijáktokoi mollodhúl múle, né?
  The teacher goes to the door.
  Does the teacher go to the window?
  yá, máisur mollodhúl yá múle.
  No, he does not go to the window.
  NOTE
  The verb “múle” (to go) is an intransitive verb. Sentences containing
  intransitive verbs have a general form similar to the copulative sentences of
  previous lessons, as the verb appears at the end of the sentence. These
  sentences also do not have a direct object.
  These sentences have a formal structure of :
  Subject + (Adverb) + Verb
  This word order is fairly fixed throughout the language, although other word
  orders do occur (mainly in historical and religious texts).
  máisur fénul múle?
  máisur moltsón múle.
  Where does he go?
  He goes to the door.
  sijáktokoi fénul múle?
  máisur molsijakkán múle.
  Where does the student go?
  He goes to the school.
  Kagésh molsijakkán múle, né?
  Does Kagésh go to school?
  yá, máisur molsijakkán yá múle, máisur moltsorokán múle.
  No, he does not go to school, he goes to the inn.
  shartókoi Kagésh fénul múle?
  máisur molkatakán múle.
  Where does priest Kagésh go?
  He goes to the temple.
  hárri brunáti pál dópal?
  vusijáktokoi brunáti pál dópal.
  Who is coming into the room?
  The teacher is coming into the room.
  lúm moltúsmi pál, né?
  ssá, túsmi mollúm pál.
  Do I come to you?
  Yes, you come to me.
  
  Playésha molJakálla múle dópal, né?
  Is Playésha going to Jakálla?
  yá, másun molJakálla yá múle dópal, vál molAvanthár.
  No, she is not going to Jakálla, but to Avathár.
  NOTE
  The word “dópal” is an indicator of the “is ...ing” (ongoing action) form of the verb. Thus, “lúm
  moltúsmi pál” means “I come to you”, and “lúm moltúsmi pál dópal” means “I am coming to you”.
  The same applies to all verbs.
  “dópal” is an example of the aspective, a verbal modifier placed immediately after the verb it
  modifies. Aspectives describe the manner in which an action occurs, as opposed to the tense of the
  verb. In English, these aspectives are usually represented as verbs with the action modified being the
  object of the verb. Only one aspective may appear with any given verb at any one time. Some
  examples of aspective are :
  bárü
  denotes habitual action. The subject is usually a person or an animate
  object since inanimate objects and abstract nouns may only
  metaphorically have habits. Example : “máisur molsijakkán hági-n múle
  bárü” means “He daily goes to school (going there is his regular habit)”.
  niyás
  indicates an action which the speaker thinks is probable. When another 
  aspective is used with a verb, the adverb “nitólin” (“probably”) is used.
  Examples : “lúm múle niyás” means “I probably go” and “lúm nitólin
  múle lanmrála” means “I probably have to go.”
  tetén
  denotes an action which is repeated intermittently, frequently, or
  continually with pauses between the repetitions. Example, “másun
  molsijakkán múle tetén” means “He goes to school intermittently.”
  hu!ú
  “to manage to ...”. This form denotes being able to complete an action
  by striving. This form is not common in spoken Tsolyáni, although it
  does appear  in written form. Example : “lúm yá múle hu!ú” means “I
  cannot manage to go.”
  káris
  “to be about to ...”, “on the point of ...”. This aspective indicates that
  the actor is just about to perform the action. Example : “lúm múle
   káris” means “I am about to go”. Note that this is not a tense per se, as
  forms such as “He will be about to go” are possible.
  lanmrála
  “to have to ...”, “must ...”. This aspective shows compulsion on the part
  
  of the actor to perform the action. Example : “lúm múle lanmrála”
  means “I must go.”
  tlayésh
  expresses an action which can be performed : “to be able to ...”, “can...”.
  Note that “to be unable” can be shown by negating a sentence with
  “tlayésh”. Example : “lúm molsijakkán múle tlayésh” means “I can go to
  school.”
  worél
  indicates that the action is being attempted; “to try to ...”. Example :
  “lúm molsijakkán múle worél” means “I try to go to schoool.”
  otún
  denotes an action which is beginning : “to start to ...”, “to begin to ...”.
  Example : “lúm vayún otún maísur, tlakórun” means “I begin to open
  the book.”
  tané
  signifies the ending or completion of an action : “to finish ...ing”, “to
  stop ...ing.” Example : “lúm vayún tané máisur, tlakorún” means “I
  finish opening the book.”
  táino
  expresses a state resulting from an action, as distinguished from
  performing the action itself. For example, in English, “I am sitting”
  means “I am in the act of sitting” or “I have already completed the act
  of sitting and am in the state of sitting.” There is no simple way that this
  distinction is made in English. For example, consider the difference
  between “He will be sleeping” and “He will be falling asleep” or “They
  will catch her” and “They will be holding her.”
  
  lúm tsokó.
  túsmi tsokó.
  I sit.
  You sit.
  lúm tsokó dópal.
  túsmi tsokó dópal.
  I am sitting.
  You are sitting.
  lúm tsokó táino.
  túsmi tsokó táino.
  I am sitting (down).
  You are sitting (down).
  lúm jlákpe dópal.
  lúm jlákpe táino.
  I am standing.
  I am standing up.
  túsmi somralél jlákpe táino.
  You are standing on the table.
  túsmi somkúpa tsokó táino.
  You are sitting on the chair.
  
  Exercises
  lúm moltsón múle
  I go to the door.
                                                  
  I go to the table.
                                                  
  You go to the table.
                                                  
  You go to school.
                                                  
  You go through the door.
                                                  
  You are going through the door.
                                                  
  You are going to school.
                                                  
  The teacher comes into the room.
                                                  
  The teacher comes from Jakálla.
                                                  
  The teacher sits on the chair.
                                                  
  The teacher stands near the door.
                                                  
  The student sits on the table.
                                                  
  The student is sitting down on the table. (“state
  resulting from action” form)
                                                  
  The student is sitting on the table.
  (“is ...ing” form)
                                                  
  I can sit on the chair.
                                                  
  You (habitually) go to the temple.
                                                  
  I begin to open the door.
                                                  
  She stops going to school.
                                                  
  He tries to open the door.
                                                  
  Lord Kagésh is probably in Jakálla.
                                                  
  Lord Kagésh probably goes (habitually) to the
  
  temple.
                                                  
  I manage to go to school (habitually).
  Transformation Exercises
  Transform the following sentences from the provided form into the other two
  indicated forms. For example : If provided a sentence in the “is ...ing” form,
  convert it to the present tense and the imperative form.
  túsmi pál dopál.
  You are coming.
  túsmi pál.                                             
  Present tense.
  pálli!                                                    
  Imperative.
  túsmi mollúm pál.
  You come to me.
                                                              
  is ...ing form.
                                                              
  imperative.
  gathámli máisur, tlakorún, vusijáktokoi!
  Take the book, teacher!
                                                              
  to begin to ...
                                                              
  to try to ...
  vusijáktokoi somkúpa kardén dópal máisur, tlakórun.
  The teacher puts the book on the chair.
                                                              
  habitual.
                                                              
  to be about to ...
  
  Playésha brushantsúr kardén máisur, tlakorún.
  Playésha puts the book in the box.
                                                              
  imperative
                                                              
  to have to ...
  máisur yá gathám másun, tlashantsúr.
  He does not take the box.
                                                              
  probably
                                                              
  can ...
  
  Lesson 9 - prútlen sijakkánikh
  háshba dópal
  Counting
  südhin
  0
  prún
  gán
  bín
  mrín
  tlón
    1
   2
   3
   4
   5
  gabí-n
  hrún
  gámi-n
  prútlen
  tlén
    6
   7
    8
     9
  10
  prùtlén 
  gátlèn
  bìtlén
  mrìtlén
  tlòtlén
    11
    12
   13
   14
    15
  gabìtlén
  hrùtlén
  gàmitlén
  prùtletlén
  sémrun
     16
    17
   
   18
    19
    20
  prùsémrun
  gásèmrun
  bìsémrun
  mrìsémrun
  tlòsémrun
    21
    22
    23
    24
    25
  gabìsémrun
  hrùsémrun
  gàmisémrun
  prùtlessémrun
  bílun
      26
      27
      28
         29
   30
  sìmin
  halón
  latsán
  hrunálin
  gamálin
    40
   50
    60
    70
     80
  prutlenílin
  mriktán
       90
    100
  gàmriktán
  bìmriktán
  mrìmriktán
  tlòmriktán
  gabìriktán
    200
    300
    400
    500
    600
  hrùmriktán
  gàmimriktán
  prùtlemriktán
  tauknélin
    700
     800
     900
    1000
  tlòtauknélin gámriktán gamálin
  5280
  
  háshbali!
  lúm háshba.
  túsmi háshba.
  Count!
  I count.
  You count.
  túsmi mikprú molmrí háshba.
  lúm miktlé moltlòtlé háshba.
  You count from one to four.
  I count from ten to fifteen.
  lúm zhúr moyí?
  túsmi háshba.
  What do I do?
  You count.
  túsmi zhúr moyí?
  lúm háshba.
  What do you do?
  I count.
  mssúran qùrushantsúryal gual.
  These are all the boxes.
  háshbali mmsúri, qùrutlakorúnyal.
  Count all the books.
  gathámli mmsúri, zhàtlakorúnyal.
  Take some books.
  brushantsúryal kardénli mmsúri, qùrutlakorúntal.
  Put all the books into the boxes.
  lümshantsúryal guál.
  There are not enough boxes.
  gathámli mmsúri, mssùrantàitlakorúnyal.
  Take a few of the books.
  somralél kardénli mssúri, kárin mssùranqùrutlakorúnyal.
  Put all these red books on the table.
  prún lél prún gán guál.
  gán lél gán mrín guál.
  One and one are two.
  Two and two are four.
  bín lél tlón déste guál?
  bín lél tlón gámi-n guál.
  How much are three and five?
  Three and five are eight.
  
  tlón bíyal déste guál?
  tlón bíyal tlòtlé guál.
  How much are five times three?
  Five times three are fifteen.
  (lit. Five threes are how much?)
  (lit. Five threes are fifteen.)
  déste korúnyal somralél guál?
  gabí-n.
  How many books are on the table?
    6
  déste su!úryal onótl guál?
  gámi-n.
  How many pens are over there?
    8
  déste kúpayal brunótl guál?
  tlén.
  How many chairs are in the room?
   10
  déste lodhúlyal?
  déste tsónyal?
  How many windows?
  How many doors?
  déste tsányal mikJakálla molAvanthár guál?
  How many tsán is it from Jakálla to Avanthár?
  máisur háshba.
  másun háshba.
  He counts.
  She counts.
  miksémru molbílu háshbali.
  túsmi molosün ssúmimin háshba?
  Count from twenty to thirty.
  From which number do you count?
  máisur molosún ssúmimin háshba?
  Up to which number does he count?
  mssúran ssúmimin osünikh guál?
  Which numbers are these?
  bín
  bìtlén bílun
  halón
   3
    13
    30
    50
  prùkorúnkoi
  gàkorúnyal
  bìkorúnyal
  one book
  two books
  three books
  prùkakh
  gàkúpayal
  bìkúpayal
  one chair
  two chairs
  three chairs
  
  NOTE
  When referring to a number of  “things” the numbers can be used as prefixes (as above) with the
  adjectival formant suffix (“-n” or “-in”) removed. These suffixes are added to the ends of
  numerals when they stand alone. The numerals can be used as separate adjectives for emphasis, if
  desired. Thus, “gàkorúnyal” and “gán korúnyal” both mean “two books”, but the second has
  more emphasis on the “two”.
  When the numerical adjectives are used as prefixes to a noun, they are part of the class of
  prefixes known as quantifiers. Other members of this class include :
  qùru-
  all
  hlòn-
  any
  hlònil-
  very
  bùru-
  many, much
  tài-
  a few
  zhà-
  some
  lüm-
  too few, not enough
  kàu-
  too many, too much
  yàlu-
  none, no
  These prefixes follow the demonstrative prefixes and precede the locative prefixes, this
  “mmsurànbìbrukorúnyal” means “in these three books”. Thus your current concept of a noun
  should be :
  Demonstrative+ Quantifier + Locative + NOUN + (Ig)Noble/Plural
  Prefix
      Prefix
  Prefix       STEM + Suffix
  
  Exercises
  mikrprú molmrí háshbali.
  Count from one to four.
                                                              
  Count from one to twenty.
                                                              
  Count from five to fifteen.
                                                              
  Count from one to one thousand.
                                                              
  Count from one to five hundred twent-
  five.
  mssúran shantsúryal guál.
  These are the boxes.
                                                              
  These are all the boxes.
                                                              
  These are some of the boxes.
                                                              
  There are books in some of the blue
  boxes.
                                                              
  Put all of the books into the boxes.
                                                              
  How many books are there?
                                                              
  There are many books.
                                                              
  There are too many books.
                                                              
  There are no green books.
  
  Lesson 10 - tlén sijakkánikh
  bátekh
  The body
  tómikh
  shaolékh
  tsàhlíkh
  súmikh
  kéhlmri-kh
  káyi-kh
  head
     hair
   nose
  mouth
  shoulder
     eye
  lyúkh
  pawánikh
  yádhikh
  hmákh
  üpükh
  chópekh
   ear
     foot
   hand
  tooth
  cheek
    finger
  póishmakh
  kayókhdhíkh
  ká!zakh
  pámikh
   forehead
   neck
  back
   chest
     arm
  dichérin yádhikh
  fayárin yádhikh
      right hand
      left hand
  mssùrankorúnyal chángilin rándukh guál?
  mssúri kárin guál.
  Which colour are these books?
  They are red.
  mssùranshantsúryal táthen guál, né?
  yá, mssúran táthen yá guál.
  Are these boxes grey?
  No, they are not grey.
  hárri màsunbásrimkoi guál?
  máisur Kagésh guál.
  Who is this man?
  He is Kagésh.
  hárri mssùranbásrimyal guál?
  mssúri Kagésh lél Kasulü guál.
  Who are these men?
  They are Kagésh and Kasulü.
  hárri màsunhumédikh guál?
  másun Playésha guál.
  Who is this woman?
  This is Playésha.
  hárri mssùranhumédyal guál?
  mssúran Playésha lél Sí guál.
  Who are these women?
  They are Playésha and Sí.
  tlúmiyel Tsolyáni guál, né?
  ssá, lúmama Tsolyáni guál.
  Are you (plural) Tsolyáni?
  Yes, we are Tsolyáni.
  tlúmiyel Yán Koryáni guál?
  yá, lúmama Yán Koryáni yá guál.
  Are you Yán Koryáni?
  No, we are not Yán Koryáni.
  
  NOTE
  Plural first and second person pronouns differ from their equivalent singular
  forms (see Lesson 5). For example, there are two forms of the first person
  plural pronoun (“we”). The form used depends on whether the person spoken
  to is included in the group being spoken about :
  we (inclusive)
  lúmi
  we (exclusive)
  lúmama
  These forms are used regardless of the class of the speaker and his party. As
  Ti!únme hiChakotlékka says in his treatise “Atlésudhàliyal hiDaritsánsadhàli
  hiKolumébabàr” (The Beauteous Pronouns of the Powerful and Elegant
  Language of the Imperium) :
  “In the singular, a man may see himself and know his own rank and
  status relative to others. In the plural, however, men may join together
  and act, and they may be of various ranks and classes. Shall we then
  have one pronoun for a group of five men of the middle classes and one
  of noble rank, versus another for four men of the former and two of the
  latter? To permit diversification would make speech impossible!”
  Canto XXXVII, verses 94 - 98
  Translation by M. A. R. Barker
  In the second person (“you”), there are three forms of the plural pronoun. The
  pronoun to be used depends upon the class of the people spoken about :
  tlúmi
  low class
  tlúmiyel
  middle class
  túsmidali
  high class
  mìsritúsmidáli
  noble class
  Note that the high class and noble class forms of “you” (plural) are the same as
  the corresponding forms of “you” (singular). For example : “túsmidali pál
  dópal” means either “You (high class, singular) are going” or “You (high class,
  plural) are going”.
  másun lúmmra tamssárikh guál.
  mssúran lúmmra ámbuyal guál.
  This is my hat.
  These are my gloves.
  másun túsmimra járdukh guál.
  mssúran túsmimra galcháyal guál.
  This is your purse.
  These are your sandals.
  chángilin tamssárikh lúmmra guál?
  másun.
  Which hat is mine?
  This one.
  
  chángilin ssyúkoi túsmimra guál?
  máisur.
  Which sword is yours?
  This one.
  NOTE
  As you have probably gathered from the preceding examples, the suffix “-mra”
  is used as the possession indicator, very similar to the English suffix “-’s”.
  This type of suffix is totally new to our concept of the noun. We shall
  therefore add it, thusly :
  Demons. + Quantifier + Locative + NOUN + Possessive + (Ig)Noble/Plural
    Prefix    +    Prefix    +   Prefix    + STEM   +    Suffix     +       Suffix
  chángilin korúnkoi sijáktomrakoi guál?
  máisuronul.
  Which book is the student’s?
  That one.
  chángilin su!úryal túsmimra guál?
  mssúranonul.
  Which pens are yours?
  Those.
  másun hárrimra tamssárikh guál?
  másun Kagéshmra guál.
  Whose hat is this?
  It is Kagésh’s.
  chángilin korúnyal sijáktomrakoi guál?
  mssúrionul.
  Which are the student’s books?
  Those.
  mssúran hárrimra kúpayal guál?
  Whose chairs are these?
  mssúran tamssáryal Playéshamra lél Símra guál.
  These are Playésha’s and Sí’s hats.
  máisur Kagéshmra korúnkoi guál.
  máisur korúnkoi hiKagésh guál.
  This is Kagésh’s book.
  This is Kagésh’s book.
  (lit. “This is the book of Kagésh.”)
  mssúran Playéshmra lél Símra tamssáryal guál.
  These are Playésha’s and Sí’s hats.
  mssúran tamssáryal hiPlayésha lél hiSí guál.
  These are Playésha’s and Sí’s hats.
  (lit. “These are the hats of Playésha and Sí.”)
  
  Exercises
  másun su!úrikh lúmmra guál.
  This is my pen.
                                                              
  This is my book.
                                                              
  This is my head.
                                                              
  This is my box.
                                                              
  This is your box.
                                                              
  This is your arm.
                                                              
  This is Kagésh’s hand.
                                                              
  These are our (inclusive) legs.
                                                              
  This is Playésha’s box.
  (Use “box of ...” form)
  
  Lesson 11 - prùtlén sijákkanikh
  molsijákkan múle dópal
  Going to school
  lúm molsijákkan múle dópal
  I am going to school.
  lúm molsijákkan mál guál múle.
  I will go to school.
  lúm molsijákkan zhúlin mál úl guál múle.
  I will go to school tomorrow.
  túsmi molsijákkan hági-n mályal úl guál múle bárü.
  You will go to school daily.
  NOTE
  The phrase “mál úl guál” indicates the future tense of the verb (“will ...”). It is
  used with all verbs. When the action will be repeated more than once in the
  future, the form “mályal úl guál” is used.
  lúm molsijákkan zhúlin mál úl guál tlatsír.
  I will run to school tomorrow.
  lúm molsijákkan zhúlin mál úl guál múle.
  I will walk to school tomorrow.
  NOTE
  As you probably noticed (at least I hope you noticed), the sentence for “I will
  walk to school” in Tsolyáni is the same as the sentence for “I will go to
  school.” The verb “múle” means both “walk” and “go”. This is because there
  are no riding animals in Tsolyánu and the only forms of vehicle are the litter
  (very expensive) or the Chlén-cart (very slow). Thus, the assumed mode of
  travel is walking.
  lúm molsijákkan zhúlin mál úl guál múle.
  I will go to school tomorrow.
  
  lúm molsijákkan zhúlin mál úl múle.
  Let me go to school tomorrow.
  NOTE
  The “Let me ...” or “Let us ...” tense of a verb is called the hortative tenses of
  the verb. This form is indicated in Tsolyáni by preceding the verb with the
  phrase “mál úl”. This is different from the future tense (“mál úl guál”), which
  could be translated as “Let it be that ...”
  lúmi brusijákkan siják kaidün lél súrim dópal.
  We are learning to read and write in school.
  lúmi mál úl guál siják súrim mssúran, lúmimra tlakhatúnyal.
  We will learn to write our names.
  NOTE
  The verb “siják” (“to learn”) is the root for a number of other words which we
  have already learned. This allows us to illustrate a few new formative affixes.
  The first of these words is “sijáktokoi” (“student”). This verb illustrates the
  suffix “-to” which may be appended to any verb and means “the person who
  performs the action as a profession”. Thus, “sijáktokoi” means “a professional
  learner”. (The noble suffix “-koi” is appended because learning is considered a
  noble profession. If an ignoble profession were being considered, the ignoble
  suffix (“-ikh” or “-kh”) would be used.)
  The second, “vusijáktokoi” (“teacher”) illustrates the verbal prefix “vu-”. This
  prefix means “to cause to ...”, thus “vusiják” means “to cause to learn” or “to
  teach”, and “vusijáktokoi” means “a person who teaches (causes to learn) as a
  profession” or “a teacher”.
  The third word, “sijákkanikh” illustrates the “-kan” suffix. This suffix, like “-
  to”, converts the verb it is appended to into a noun, but the meaning of the
  noun is “the place where the action is performed”. This, “sijákkanikh” means
  “the place where learning is done” or “school”.
  
  Given these three suffixes, try to figure out how the following words were created:
  kaidükanikh
  reading-room
  súrimtokoi
  scribe
  súrimkanikh
  writing-room
  vayúntokh
  gate-guard, doorman
  lúm súrim másun, lúmmra tlakhatún.
  I write my name.
  lúm súrim dópal másun, lúmmra tlakhatún.
  I am writing my name.
  lúm mál úl guál súrim másun, lúmmra tlakhatún.
  I will write my name.
  súrimli másun, túsmimra tlakhatún.
  Write your name.
  lúm kaidün dópal másun, tlakashkéru hiHrúggadàlisa.
  I am reading the Epic of Great and Might Hrúgga.
  NOTE
  If you analyse the word, “hiHrúggadàlisa” in the previous sentence, you will
  probably notice that the portion “-dálisa” is unfamiliar to you. This is made up
  of two suffixes “-dàli” and “-sa”. These suffixes are called general attitude
  suffixes. There are several of these in the language, including :
  -dàli
  big, large (from dáli-n, “big”, “large” in Lesson 4)
  -sa
  powerful, mighty
  -dhàli
  beautiful, pretty
  -ga
  hated
  -ni
  small
  -nikèl
  ever-living
  -la
  good, excellent
  -ra
  contemptible, despicable or female
  The suffix “-ra” deserves more discussion. For example, “sijáktokoi”
  (“teacher”) becomes “sijáktorakoi” (“female teacher” or “despicable teacher”).
  The difference in meanings can only be determined by context.
  The suffixes may be repeated for emphasis. This “básrimsakoi” means “the
  powerful man”, and “básrimsasakoi” means “the very powerful man”. In
  addition, more than one of these suffixes may be used in a given noun phrase,
  
  such as “básrimdàlisakoi” (“the great and powerful man”). Thus, our new
  picture of the noun phrase is as follows :
  Demons. + Quant. + Loc. + NOUN + General + Posess. + (Ig)Noble/Plural
  Prefix      + Prefix  + Pfx.  + STEM   + Attitude + Suffix    +       Suffix
                                                                Suffix
  Kagésh básrimdàlikoi guál.
  Playésha humédhdhali-kh guál.
  Kagésh is a large man.
  Playésha is a beautiful woman.
  
  Exercises
  Transformation Exercises
  Transform the following sentences into the future tense.
  Example
  lúm múle.
  I go
  lúm mál úl guál múle.
  I will go.
  lúm molsijákkan múle.
  I go to school.
                                                                                                              
  lúmi moltsón múle.
  We (inclusive) go to the door.
                                                                                                              
  vusijáktokoi dhalúr másun, tlatsón.
  The teacher closes the door.
                                                                                                              
  sijáktokoi molsijákkan zhúlin múle.
  The student goes to school.
                                                                                                              
  
  Lesson 12 - gàtlén sijákkanikh
  tajái dópal mssúran, tlapurdállu
  Buying weapons
  Chargésh hipurdállugashèn bruhaudár múle dópal.
  Chargésh is going to the weaponshop in the bazaar.
  Chargésh : 
  purdállugashukh! lúm panjáng tajái máisur tlassyú.
  Chargésh : 
  Weaponer! I want to buy a sword.
  purdállugàshukh :
  lúm mén másun, tlassyúdhàlisasa.
  Weaponer :
  I have a very beautiful and strong sword.
  Chargésh :
  máisur déste guál?
  Chargésh :
  How much is it?
  purdállugàshukh :
  gabìtlén káitaryal.
  Weaponer :
  Fifteen Káitars.
  Chargésh :
  mssúri káun guál! gámi-n káitaryal.
  Chargésh :
  That is too much! Eight Káitars.
  purdállugàshukh :
  chégukh! lúm chaluhéssi vussáing lanmrála.
  Weaponer :
  Please! I must feed my family.
  (lit. “I must cause my family to eat.”)
  Chargésh :
  tlén káitaryal, srán.
  Chargésh :
  Ten Káitars, perhaps.
  purdállugàshukh :
  prùtlén, lél lúm chaluyalashán moltúsmi mál úl guál fazhá másun,
  tlasarelqé.
  Weaponer :
  Eleven, and I will give you the sword-clip for nothing.
  Chargésh :
  shráithukh!
  Chargésh :
  Agreed!
  (lit. “Agreement!”)
  
  NOTES
  Several comments may be made on the preceding dialogue :
  1)
  The word “chegúkh” literally means “kindness”. However, idiomatically
  it means “Please”, “Thank you”, and “May I help you?”.
  2)
  The suffix “-lu” when appended to a verb means “the object with which the 
  action
  is performed”. For example, “purdállukh” is made up of the verb 
  “purdál” (“to fight”) and the
  suffix “-lu” (with an ignoble suffix added on for 
  form). Can you now figure out how
  “vayúnlukh” was derived?
  3)
  The suffix “-gáshu” when added to a noun means “seller of (object)”. 
  For
  example, “purdállugàshukh” means “seller of weapons”, and 
  “korúnggáshukh” means
  “seller of books”. (Note that when this suffix is 
  appended to a word ending in “n”, the sound
  is not “n” + “g”, but “ng” + “g”.
  4)
  The suffix “-gashén” when added to a noun stem indicates “place where the
  object is sold.” For example, “purdállugashènikh” means “weaponshop” and
  “korúnggashènikh” means “bookshop”. (As above, when this suffix is
  appended to a word ending in “n”, the sound is “ng” + “g”.)
  5)
  The following new nouns were introduced :
  ssyúkoi
  sword
  haudárikh
  bazaar
  héssi-kh
  family
  sarelqékh
  sword-clip
  shráithukh
  agreement
  6)
  The following new verbs were introduced :
  tajái
  to buy
  panjáng
  to want
  mén
  to have
  vussáing
  to feed
  (from ssáing
  to eat
  fazhá
  to give
  hlézakh
  talmírikh
  dímlalukh
  kalólikh
  zhúkatlikh
  dagger
  scimitar
  mace
  club
  morning star
  
  cháingikh
  pa!ánikh
  tlarkéshkoi
  trítlukh
  flail
  axe
  two-handed sword
  halberd
  ghúttukh
  hípekh
  náikh
  lúttakh
  hajkélikh
  pole-axe
  javelin
  spear
  staff
  pike
  siúsalukh
  qohákh
  chréghakh
  siúsadàli-kh
  sling
  bullet
  bolas
  staff-sling
  pajélikh
  su!íshikh
  hapajélikh
  dhichútlikh
  turükh
  bow
  composite bow
  crossbow
  arrow
  quarrel
  dhúnimikh
  tsukéhlmri-kh
  angókh
  qadlélikh
  dlarumékh
  helmet
  gorget and
  breatplate
  vambrace
  scabbard
  shoulder guard
  qaléngikh
  jódukh
  gaizánikh
  ssóchnekh
  greave
  small targe
  medium shield
  large pavise
  Kagésh thamssyú dímlal máisur, tlabásrim.
  Kagésh hit the man with the sword.
  Kagésh thamdhichútl járshü máisur, tlabásrim.
  Kagésh hit the man with the arrow.
  NOTE
  There are two forms on the verb “to hit” in Tsolyáni. One (“dímlal”) is used
  when the “subject” hits the “direct object” directly (with his hand, a melee
  weapon, etc.). The (“járshü”) is used when the “subject” uses a missile to hit the
  “direct object”.
  ghárukh
  jéfukh
  nikhélikh
  gúshtrakh
  doqólukh
  rope
  pole
  spike
  stake
  mallet
  hlatélikh
  rísidàli-kh
  chiqáyanikh
  rísikh
  kmékh hihlün
  torch
  lantern
  flint and steel lamp
  flask of oil
  (for lamps)
  lauzhúlukh
  bómukh
  bézukikh
  kubáinikh
  chráikh
  compass
  pouch
  backpack
  blanket
  bed-mat
  dháigalukh
  vékh
  sepagállukh
  máni-kh
  izhúkh
  razor
  soap
  mirror
  food
  water bottle
  
  humálikh
  allgásikh
  water/wine skin
  pot
  
  Exercises
  lúm panjáng tajái máisur, tlassyú.
  I want to buy a sword.
                                                              
  I want to buy a dagger.
                                                              
  I want to buy a shield.
                                                              
  I want to go to school.
                                                              
  I want to buy some rope.
                                                              
  I want to open the door.
                                                              
  I want to close the book.
                                                              
  I want to open the backpack.
                                                              
  I want to take the bed-mat.
                                                              
  I want to have the compass.
                                                              
  I want to hit the man with the sword.
                                                              
  I want to hit the man with an arrow.
                                                              
  You want to open the book.
                                                              
  Do you want to eat some food?
                                                              
  Do you want to take the blue pen?
  lúm mén máisur, tlassyú.
  I have a sword.
                                                              
  I have a hat.
                                                              
  I have a head.
                                                              
  He has a club.
                                                              
  She has a crossbow.
                                                              
  You have a backpack.
  
  Lesson 13 - bìtlén sijákkanikh
  gadaleshánikh
  Religion
  horúkoi Kagésh molkatakán hiThúmisdàlidàlisa múle dópal.
  Lord Kagésh is going to the temple of Thúmis.
  Kagésh :
  ngángmuru. lukán pagshárto panjáng hesdóm.
  Kagésh :
  Greetings. I want to speak with a priest.
  shártokoi :
  ngángmuru brujútle. lúm shártokoi guál. chegúkh, horúkoi?
  Priest :
  Greetings. I am a priest. May I help you, Lord?
  Kagésh :
  lukán molThúmisdàlidàlisa panjáng káta mssúri, zhàtlapúrdiyal.
  Kagésh :
  I want to sacrifice some fruit to great and powerful Thúmis.
  shártokoi :
  netléka. somkasrár kardénlitúsmi tlamssúri.
  Priest :
  Certainly. Put them on the altar.
  shártokoi :
  molThúmisdàlidàlisa galáilitúsmi!
  Priest :
  Pray to great and powerful Thúmis.
  Kagésh :
  lukán panjáng túsmi vuchranyél tlagápru hilukán.
  Kagésh :
  I want you to revivify my friend.
  (lit. “I want you to cause my friend to live.”)
  shártokoi :
  másunmra shadákikh tlètauknélin káitaryal mál úl guál guál!
  Priest :
  That will cost ten thousand Káitars!
  (lit. “Its price will be ten thousand Káitars!”)
  Kagésh :
  lukán mál úl guál tlúr tlamásun.
  Kagésh :
  I will pay it.
  shártokoi :
  pagtsám kardéthalitúsmi tlamáisur.
  Priest :
  Leave him with me.
  Kagésh :
  jilmitlányal parshálli tlalukán.
  Kagésh :
  Tell me about the gods.
  shártokoi :
  mitlányal tonggün tlatlomítlanyal lél tlatlokìriqáluyal.
  Priest :
  The gods are divided into the Lords of Stability and the Lords of
  Change.
  
  tlón tlomítlanyal guál.
  There are five Lords of Stability.
  parshélin Hnálladàlidàlisanikel, tikákoi hijér, guál.
  The first is great, powerful, and ever-living Hnálla, Master of Light.
  gán Avánthedalidhàli, thiálakoi hidhalishán, guál.
  The second is great and beautiful Avánthe, Maiden of Beauty.
  bín Karakándàlidàlisasa, tikákoi hiqadárdàli, guál.
  The third is great and powerful Karakán, Master of War.
  mrín Thúmisdàlidàlisa, tikákoi hipenga-sán, guál.
  The fourth is great and powerful Thúmis, Master of Knowledge.
  tlón Belkhánudàlidàlisa, tikákoi hichállu, guál.
  The fifth is great and powerful Belkhánu, Lord of the Excellent Dead.
  tatlán tlón tlokìriqáluyal guál.
  There are also five Lords of Change.
  parshélin Hrü!ügaganikel, tikákoi hichusú, guál.
  The first is despicable and everliving Hrü!ü, Master of Darkness.
  gán Vimúhladàlidàliga, tikákoi hihlatsál, guál.
  The second is great, despicable Vimúhla, Lord of Flame.
  bín Ksáruldàligaga, tikákoi níri-n hináti, guál.
  The third is great and despicable Ksárul, Lord of the Blue Room.
  mrín Sárkudàligaga, tikákoi hirihúlyal, guál.
  The fourth is great and despicable Sárku, Lord of Worms.
  tlón Dlamélishdhàliga, tikárakoi hithrozégayal, guál.
  The fifth is beautiful and despicable Dlamélish, Lady of Sins.
  
  NOTES
  The preceding dialogue includes some new words and forms :
  1)
  In case you had not noticed, Lord Kagésh used the “upper class” (“lukán”)
  form of the first person pronoun (“I”), and was in turn called “túsmidàli”
  (upper class second person pronoun) by the priest (see lessons 5 and 10). This
  is an example of a conversation in which the class distinction between upper
  and middle class is evident. It is very important that the proper forms be used
  to avoid insulting the individual to whom you are speaking. If any question
  arises, guess “high” (towards upper class) when speaking of others, and “low”
  (towards lower class) when speaking of yourself. This will usually be mistaken
  for politeness, instead of ignorance or insult.
  2)
  The following new verbs were introduced :
  hesdóm
  to speak with, converse
  káta
  to sacrifice
  galá
  to pray
  tlúr
  to pay
  vuchanyél
  to revivify
  (from: chanyél
  to live)
  kardétha
  to leave, abandon
  3)
  The following new nouns were introduced :
  gadaleshánikh
  religion
  púrdhikh
  fruit
  kasrárikh
  altar
  shadákikh
  price
  gáprukoi
  friend
  mítlanyal
  gods
  tlomítlanyal
  Lords of Stability
  tlokìriqáluyal
  Lords of Change
  tikákoi
  lord, master, ruler, overlord
  jérikh
  light
  thiálakh
  maiden (noble if referring to a god)
  dhalishánikh
  beauty
  qadárdàlikoi
  war
  pengatsánikh
  knowledge
  chálikh
  corpse, dead man
  chusúkh
  darkness
  hlatsálkoi
  flame (noble - Sacred Flame)
  riyúlikh
  worm
  throzékh
  sin
  
  All the new words listed above follow the rules we have learned for words of their type. Thus,
  “lúm káta dópal” means “I am sacrificing”, and so on. No irregular words appear in these lists. In
  fact, the Tsolyáni language has very few irregular words at all! So don’t worry about all of this
  new vocabulary. Special notes will indicate any irregularities.
  
  Exercises
  Answer the following questions (in Tsolyáni, of course) about the dialogue in the previous
  lesson.
  1)
  fénul molkatakán múle dópal?
                                                                                                              
  2)
  máisur chángilin molkatakán múle dópal?
                                                                                                              
  3)
  máisur brukatakán zhúr moyí dópal?
                                                                                                              
  4)
  chángilin mítlankoi tikákoi hihlatsál guál?
                                                                                                              
  
  Lesson 14 - mrìtlén sijákkanikh
  hiriláktekh
  The Hirilákte Arena
  NOTE
  The Hirilákte Arena is a place where gladiatorial spectacles occur for the amusement of the crowds,
  and where a warrior may gather honour through glorious combat. Betting between patrons is quite
  frequent, although there are no “house” bets.
  Kagésh lél Kasulü hihirilákte múle dópal.
  Kagésh and Kasulü are going to the Hirilákte Arena.
  Kasulü :
  shüvünlukh hihirilákte déste guál.
  Kasulü :
  How much is the ticket to the Hirilákte Arena?
  Kagésh :
  shüvünlukh chaluhorúyal yá guál.
  Kagésh :
  There are no tickets for noble persons.
  Kasulü :
  marakál púrdalmoyal hespúrdal?
  Kasulü :
  When do the fights start?
  (lit. “When do the gladiators start fighting one another?”)
  Kagésh :
  tùpehági-n.
  Kagésh :
  At noon.
  Kasulü :
  lúm fadílin lél aijómin guál. lúmi tajái tlayésh másun, tlahlyéthu, né?
  Kasulü :
  I am hot and thirsty. Can we buy something to drink?
  Kagésh :
  netléka. kuidürikh, mollúmama fazhá mssúran, gatlangáluyal.
  Kagésh :
  Certainly. Peddler, give us two (bottles of) wine.
  Kasulü :
  pá! púrdalmoyal shüvün dópal hihirilákte.
  Kasulü :
  Look! The gladiators are entering the arena.
  Kagésh :
  túsmi sanmssúri panjáng burdáng mssúran, zhàtlakáitaryal, né?
  Kagésh :
  Do you want to bet some money on them?
  Kasulü :
  lúm burdáng mssúran, mriktàkáitaryal pár ksíbi-n púrdalmokoi mál úl 
  guál hitlásh máisur, tlapúrdal.
  Kasulü :
  I bet one hundred Káitars that the tall gladiator will win the fight.
  
  Kasulü :
  lúmmra púrdalmokoi zhágu táino.
  Kasulü :
  My fighter has fallen.
  Kagésh :
  máisur missúmin guál nizál muní. tlúrli másun, tlaburdáng.
  Kagésh :
  He has just been killed. Pay the bet.
  Kasulü :
  lúm chawánin guál. lúmi molvéshu mál úl múle.
  Kasulü :
  I am tired. Let’s go home.
  NOTES
  The previous dialogue contains a number of new language elements that need discussion :
  1)
  A number of words in the dialogue were derived from the root word “púrdal”
  (“to fight”). These words are :
  hespúrdal
  to fight one another
  púrdalikh
  fight
  púrdalmokoi
  gladiator
  2)
  The prefix “hes-” on a verb denotes the reciprocative form of the verb. This
  form means “action upon one another”. Thus, “hespúrdal” means “to fight one
  another” and “hesdímlal” means “to hit one another”.
  3)
  The word “muní” signifies an event which took place just once in the past or on
  just one occasion. For example, “lúm múle muní” means “I went (once).”
  4)
  The word “nizál” denotes an action which has recently ceased (“just ...ed”). For
  example : “lúm múle nizál muní” means “I just went”. It is not precisely a past
  tense, as one can use it in such forms as “máisur mál úl dimlál nizál tlamáisur.”
  meaning “He will have just struck him.”
  5)
  The interrogative “marázal” means “when?” or “what time?”.
  6)
  Some new verbs were used in the dialogue. These were :
  burdáng
  to bet
  hitlésh
  to win
  tlúr
  to pay
  zhágu
  to fall
  
  7)
  Some new nouns were also used in the dialogue. These were :
  shüvünlukh
  ticket
  kuidürikh
  peddler
  ngálukh
  wine
  burdángikh
  bet
  véshukh
  home
  8)
  Some new adjectives were used in the dialogue :
  tùpehágin
  at noonfadílin
  hot
  aijómin
  thirsty
  missúmin
  killed
  chawánin
  tired
  
  Exercises
  lúm molsijákkan múle tlayésh.
  I can go to school.
                                                              
  I can open the door.
                                                              
  I can close the book.
                                                              
  You can give the book to me.
                                                              
  You can sit.
                                                              
  He can count.
                                                              
  She can come to you.
                                                              
  We (inclusive) can stand.
  lúm vayún nizál másun, tlakorún.
  I just opened the book.
                                                              
  You just closed the door.
                                                              
  We just went to school.
                                                              
  She just paid me for the keys.
                                                              
  We (inclusive) just went to the Hirilákte
  Arena.
  
  Lesson 15 - tlòtlén sijákkanikh
  thékukh tiJakálla
  A trip through Jakálla
  ngángmuru brujútle. lúmi tiJakálla qámi-n mál úl guál théku págal mssúran, tlapágmodhàlidhàli.
  Greetings. Today we will travel through Jakálla to see the very beautiful sights.
  lúmi hatskhotó hisákbe molJaikalór théku otún.
  We begin to travel near the gate of the Sákbe-road to Jaikalór.
  kátakandàlidhàliyal qùruhimítlanyal gashén sompásle higaimátsu moyí másun, tlamatlanái.
  Large and beauteous temples of all the gods line both sides of the avenue.
  (lit. “Large and beauteous temples of all the gods form a line on both sides of the avenue.”)
  varkúng-ü mssúri, tlakátakanyal, lúmi hináng másun, tlanáuma hihéngga himítlanyal.
  Having passed the temples, we reach the Bridge of the Splendour of the Gods.
  luyánikh hifatléryal brufayár guál.
  The Foreigner’s Quarter is on the left.
  pagmáitsu mikkátakan hiSárkudàlidàlisa münikoi hifátlanyal guál. fatléryal molmáisurònul múle
  káris múil mssúri noshüvün máisur, tlaTsolyánu.
  Across the avenue from the temple of the great and powerful Sárku is the Palace of Foreign Lands.
  Foreigners must go there when they enter Tsolyánu.
  gemmüni hifátlanyal náumakh hihitlásh hikólumel guál. pasmásun münikoi hitíkanikel, Chirinnga,
  jaithulénkoi hiJakálla guál.
  Beside the Palace of Foreign Lands is the Bridge of the Victory of the Emperor. Across it is the
  Palace of the Ever-living Lord, Chirinnga, Governor of Jakálla.
  thékungü kenqól, lúmi págal másun, tlanraggashén hiSiridlánu, dé bùrunrágayal brumásun hági-n
  dhufán guál bárü.
  Having travelled for a while, we see the Siridlánu Slave-market, where many slaves are sold daily.
  qadlánai molmashíq, lúmi págal másun, tlahirilákte, dé púrdalmoyal brumásun hespúrdal nokáim
  mssúran, tlajuthmáyal.
  Turning east, we see the Hirilákte Arena, where gladiators fight to please the crowd.
  
  jézu mikhirilákte khotókh molsavál hichál guál. yagáin bùrudhúmineyal hikólumelsayal
  màsunónulbrusavál guál.
  Beyond the Hirilákte Arena is the gate to the City of the Dead. Many ancient tombs of powerful
  emperors are in that city.
  NOTES
  1)
  The following new nouns were introduced ;
  thékukh
  trip
  pagmókh
  sight
  khotókh
  gate
  sákbekh
  Sákbe-road
  páslekh
  side
  gaimátsukh
  avenue
  náumakh
  bridge
  héngganikh
  splendour
  lúyanikh
  quarter
  fatlérikh
  foreigner
  münikoi
  palace
  fatlánikh
  foreign land
  hitláshikh
  victory
  kólumel
  emperor
  jaithulénkoi
  governer
  nraggashénikh slave-market
  nrágakh
  slave
  mashíqikh
  east
  dhúminekh
  tomb
  juthmáyal
  crowd (always plural)
  2)
  The following new verbs were introduced :
  théku
  to travel
  varkúng
  to pass
  hináng
  to reach
  dhúfan
  to sell
  qadlán
  to turn
  nokáim
  to please
  (from “káim” - “to like”)
  3)
  The following new adjectives were introduced :
  qámi-n
  today
  gashén
  both
  kenqól
  a while
  4)
  The suffixes “-ü” (for verbs ending in consonants) and “-ngü” (for verbs ending
  in vowels) translate as “having ...ed”, i.e. An action performed by the subject of
  the sentence, but performed before the main verb. In English, this is
  idiomatically expressed by two verbs connected by “and”; i.e. “He goes home
  and sleeps.” Native speakers of Tsolyáni consider connecting two verbs by “lél”
  inelegant and prefer : “Having gone home, he sleeps.”
  5)
  The suffixes “-ai” (for verbs ending in consonants) and “-dai” (for verbs ending
  in vowels) translate as “while ...ing”. This form denotes an action performed by
  the subject or the object of the main sentence, but performed simultaneously
  with the main verb. For example : “seyúdai, másun múle dópal” means
  “Laughing, she is walking along”. (“seyú” means “to laugh”), and “máisur
  
  pagál tlatshám, dímlalai másun, tlhumédh” means “He sees you hitting the
  woman.”
  6)
  The verbal prefix “no-” transforms a basically intransitive verb stem into a
  transitive one. For example : “notsokó” (“to seat”) is transitive as opposed to
  “tsokó” (“to sit”), and “nokáim” (“to please”) is transitive as opposed to
  “káim” (“to like”).
  
  Exercises
  lúm molsijákkan múle otún.
  I begin to go to school.
                                                              
  I begin to sit on the chair.
                                                              
  I begin to laugh.
                                                              
  Having closed the door, he began to read
  a book.
                                                              
  Turning to the left, she began to walk
  along the avenue.
  túsmi molsijákkan múle káris.
  You are about to got to school.
                                                              
  She is about to sit in the chair.
                                                              
  He is about to fall.
                                                              
  I was about to go to school.
                                                              
  Opening the door, he was about to exit
  the room when I entered. (Note : The
  conjunction “when” is written “muíl”.)
  
  Lesson 16 - gabìtlén saijákkanikh
  shüvün dópal másun, tlatsuru!úm
  Entering the Underworld
  juthatsánikh hibásrimkeyal shüvün dópal másun, tlatsuru!úm.
  A party of brave men enters the Underworld.
  mssúri méra thumésudàli-kh lél qurnúngin chénuyal.
  They seek great wealth and powerful magical items.
  mssúri parshén fa!ár másun, tladláqodàli.
  First, they meet a huge Dláqo-beetle.
  bálashkoi thambálash hiqámsa hibarádne zháin nosrodüm tlamásun.
  The sorcerer easily defeats it with a spell of Zoic Domination.
  zhamrúryal gatlí-n hangái tlamssúri, malél mssúri thamú!un tuqadárni nosrodüm hu!ú
  tlamssúran.
  Next some Mrúr (zombies) attack them, but they (the party) manage to defeat them after a long
  battle.
  mrúryal nlésh nizál múni mssúran, bimrìktatlakáitaryal lél hayalún tlakáyila.
  The Mrúr were guarding three hundred Káitars and an Excellent Ruby Eye.
  básrimyal miktsuru!úm másunpagkumésu misín.
  The men leave the Underworld with this treasure.
  NOTES
  1)
  The following new nouns were introduced :
  tsuru!úm
  underworld
  juthatsánikh
  party, group
  thumésekh
  wealth
  chenúkh
  item, thing
  dláqokh
  Dláqo-beetle
  bálashikh
  spell
  bálashkoi
  sorcerer
  barádnekh
  wild animal
  qámsakh
  control
  qadárnikh
  battle
  mrúrikh
  zombie
  káyikh
  Eye (a type of magico-technological artifact)
  kumésukh
  treasure
  2)
  The following new verbs were introduced :
  méra
  to seek
  fa!ár
  to meet
  nosrudüm
  to defeat
  srodüm
  to be defeated
  
  hangái
  to attack
  nlésh
  to guard
  misíto
  to depart, to leave
  3)
  The following adjectives were introduced :
  qurnúngin
  magically powerful, strong
  parshén
  first
  zháin
  easily
  gatlí-n
  next, following
  hayalún
  ruby
  thamú!un
  long (time)
  4)
  No new verbal affixes were introduced in this lesson. However, a new general
  attitude suffix, “-ke” (meaning “brave”) was mentioned.
  
  Exercises
  Answer the following questions about the above story (in Tsolyáni).
  1)
  hárri shüvün muní másun, tlatsuru!úm?
                                                                                                                          
  2)
  mssúri dépu shüvün múni tlamásun?
                                                                                                                          
  3)
  mssúri parshén fa!ár múni tlazhúr?
                                                                                                                          
  4)
  mssúri gatlín fa!ár múni tlazhúr?
                                                                                                                          
  5)
  mssúri gathám tlazhúr?
                                                                                                                          
  
  Lesson 17 - hrùtlén saijákkanikh
  fáshdri-kh
  The Letter
  The following is a letter from a father to a daughter (both of high clan). The daughter has gotten into
  trouble with the Copper Tomb Society (she robbed the wrong tomb) and has had to leave town. Her
  father took care of disposing of the loot.
  tùplanngésakh,
  sálum lyútha múra tlatúsmi salás múra lél túsmidali yá tsülchobén dópal. sálum
  nráidhu másun, tlathéku yá nochawán tlatúsmi.
  sálum nodishén múra másun, másuntlafáshdri, zhàbrusurtléyal shorúnin chamás
  sálum yá timán másun, tlasóngmu hidhúmine himíss mál úl guál hmün tlayesh
  tlamásun. búrunggalun su!í-kh, dütélyal lél brásin chénuyal tsüldhufán múra
  (záiman chalushadák gayún). dlántükoi mén másun, tlahatsnélu.
  sálum, chiwàimunggü hitsáipi, pálmü lanmrála másun, tlahasú hitúsmi
  chalusadák hichranyél. fa!arkánikh bruJákalla moltúsmi hlònugatléru mál úl
  guál fazhá mssúran, tauknèltlakáitaryal. mssúran warán hu!ú tlatúsmi.
  sálum lyútha múra másun, tlatúsmi mál úl guál kaidün pagKolgák hiKolmárik
  hikatakán hiKsárul. máisur bùruchenalünyal vusijáktokoi hisalúm guál dáimi.
  máisur nitólin yá hráis dópal, chámas molmáisur jilsalúm dómlitùsmi.
  túsmimra mrishánkoi,
  Chugrin
  
  The English translation of this letter is as follows :
  Beloved Daughter,
  I have heard that you have arrived and you are not harmed. I hope the trip did
  not tire you.
  I have hidden this letter in some common documents, therefore I do not believe
  the Copper Tomb Society wll be able to track it. Most of the glass, jewellry and
  other things have already been sold (for a cheap price, unfortunately). The clan-
  elder has a letter of credit.
  I, because of the possibility of discovery (lit. “finding”), must decrease your
  living allowances (lit. “your money for the price of living”). The clanhouse in
  Jakkála will give you 1000 Káitars each month. This should support you.
  I hear you will be studying with Kolgák hiKolmárik of the temple of Ksárul. He
  was my teacher many years ago. He probably does not not remember me,
  therefore speak about me to him.
  Your father,
  Chugrín
  NOTES
  1)
  Did you have trouble with this lesson? If you had more trouble than usual, then
   you have been depending too much on the English translations beneath each
  sentence. Practice your Tsolyáni without the English translations for a while to
  improve your proficiency.
  2)
  The following new nouns have been introduced :
  fáshdri-kh
  letter
  ngésakh
  daughter
  surtlékh
  paper, document
  sóngmukh
  society
  dhúminekh
  tomb
  míssikh
  copper
  sóngmukh hidhúmine himíss -- Copper Tomb Society
  su!í-kh
  glass
  dütélikh
  jewellery (piece)
  dlántükoi
  clan-elder
  hatsnélukh
  letter of credit
  tsáipakh
  discovery (fr : “tsaípa” “to find”)
  fa!arkánikh
  clanhouse
  
  gatlérukh
  month
  chenalünikh
  year
  3)
  The following new verbs have been introduced :
  lyútha
  to hear, listen
  nráidhu
  to hope
  nochawán
  to cause to tire
  nodishén
  to hide (something)
  from : dishén
  to hide (yourself)
  timán
  to believe, obey, undestand
  hmün
  to track (prey)
  pálmü
  to decrease
  warán
  to keep, maintain, support
  hráis
  to remember
  4)
  The following new adjectives have been introduced :
  shórunin
  common
  brásin
  other
  záiman
  cheap
  gayún
  unfortunately
  5)
  Notice that the father uses “salúm” (noble clan) for himself, and “túsmi” for his
  daughter. This is true for two reasons.
  First, the daughter is female, and females use a pronoun one level lower than
  that of their class (see lessons 5 and 10). This circumstance applies to females
  both when they are referring to themselves and when males refer to them.
  Secondly, the father is claiming the respect due to him as an elderly individual
  in the clan as well as this girl’s father. Respect for one’s elders is as much a part
  of Tsolyáni culture as it is of ours.
  6)
  This lesson completes our studies. As a reward for persevering this far, there
  are no exercises for this lesson. You now have a sound base in Tsolyáni
  language elements. Extend your studies through The Tsolyani Language (op.
  cit.) You have scratched the surface of a beautiful culture, and have achieved a
  level of proficiency you can be proud of.
  
  BEFORE LOOKING AT THIS ANSWER KEY READ THIS NOTE!!
  Please do not look at these answers until you have at least tried to do the problems yourself.
  There are enough examples in the text to illustrate all of the principles taught. Use the exercises
  as exercises, not more examples!
  Lesson 1 :
  Problem Set 1 :
  a) másun shantsúrikh guál, né?
  b) másun vayúnikh guál, né?
  c) másun hruchánmekh guál, né?
  d) másun kapráikh guál, né?
  e) másun rínmüyal guál, né?
  f) másun kúpayal guál, né?
  g) másun lodhúlyal guál, né?
  Problem Set 2 :
  a) máisur korúnkoi guál.
  b) másun kapráikh guál.
  c) másun tsónikh guál.
  d) másun timúngikh guál.
  e) másun su!úrikh guál.
  f) másun taqúnkh guál.
  g) másun rísikh guál.
  h) másun ralélikh guál.
  i) mssúri korúnyal guál.
  Problem Set 3 :
  a) másun kúpakh yá guál, vál ralélikh.
  b) másun lodhúlikh yá guál, vál hruchánmekh.
  c) másun korúnkoi yá guál, vál rísikh.
  d) másun taqúnikh yá guál, vál timúngikh.
  e) másun kapráikh yá guál, vál vayúnlukh.
  f) mssúran tsónyal yá guál, vál rínmüyal.
  Lesson 2 :
  Problem Set 1 :
  a) másun ra korúnkoi ra tamssárikh guál?
  b) másun ra náulakh ra tsónikh guál?
  c) másun ra mlékükh ra su!úrikh guál?
  d) másun ra ámbukh ra charwánikh guál?
  e) másun ra timúngikh ra taqúnikh guál?
  Problem Set 2 :
  a) ssá, másun wéshmakh guál.
  b) ssá, másun tamssárikh guál.
  
  c) ssá, másun galcháikh guál.
  d) ssá, másun vraithúrukh gual.
  e) ssá, mssúran rafáyal guál.
  f) ssá, másun kapráikh gual.
  Problem Set 3 :
  a) másun nyáilukh yá guál.
  b) másun mlékükh yá guál.
  c) másun járdukh yá guál.
  d) másun rafákh yá guál.
  e) mssúran ámbuyal yá guál.
  Problem Set 4 :
  a) yá, másun tamssárikh yá guál, vál galcháikh.
  b) yá, másun rafákh yá guál, vál járdukh.
  c) yá, másun ámbukh yá guál, vál charwánikh.
  d) yá, másun timúngikh yá guál, vál taqúnikh.
  e) yá, másun mlékükh yá guál, vál tamssárikh.
  f) yá, másun ra korúnkoi ra náulakh yá guál, vál tsónikh.
  Lesson 3 :
  Problem Set 1 :
  a) tamssárikh kárin guál.
  b) tamssárikh níri-n guál.
  c) tamssárikh zhuráun guál.
  d) wéshmakh zhuráun guál.
  e) wéshmakh abásun guál.
  f) korúnkoi zhuráun guál.
  g) korúnyal kárin guál.
  h) korúnkoi mikárun guál.
  i) korúnkoi kárin lél níri-n guál.
  j) nyáilukh zháurun lél zhuráun guál.
  k) nyáilukh páravün guál.
  l) másunnyáilukh páravün guál.
  m) másunnyáilukh níri-n guál.
  n) másunònulnyáilukh níri-n guál.
  o) mssúrannyáiluyal kárin guál.
  p) mssùranònulkorúnyal páravün guál.
  q) másunkorúnkoi kárin guál.
  r) taqúnikh mikárun guál.
  Problem Set 2 :
  a) chángilin korúnkoi máisur guál?
  b) chángilin wéshmakh másun guál?
  c) chángilin ralélikh másun guál?
  
  Problem Set 3 :
  a) korúnkoi mikárun guál, né?
  b) korúnkoi níri-n guál, né?
  c) ralélikh zháuran guál, né?
  d) galcháikh páravün guál, né?
  e) hruchánmekh abásun guál, né?
  f) hruchánmekh kárin guál, né?
  g) hruchánmekh zhuráun guál, né?
  h) vayúnlukh zhuráun guál, né?
  Lesson 4 :
  Problem Set 1 :
  a) kárin su!úrikh ksíbi-n guál.
  b) tathén galcháikh ní-n guál.
  c) páravün náulakh ksíbi-n guál.
  d) níri-n korúnkoi dáli-n guál.
  e) abásun korúnkoi ní-n guál.
  f) zhuráun korúnkoi dáli-n guál.
  g) níri-n shantsúrikh ní-n guál.
  h) zháuran shantsúrikh qadímin guál.
  i) ní-n shantsúrikh mikárun guál.
  j) ksíbi-n shantsúrikh mikárun lél ábasun guál.
  Problem Set 2 :
  a) náulakh ra ní-n ra ksíbi-n guál?
  b) náulakh ra kárin ra níri-n guál?
  c) tamssárikh ra kárin ra níri-n guál?
  d) rinmükh ra dáli-n ra ní-n guál?
  e) ralélikh ra ksíbi-n ra ní-n guál?
  f) zháurun ralélikh ra ksíbi-n ra ní-n guál?
  g) kárin korúnkoi ra qadímin ra ní-n guál?
  Lesson 5 :
  Problem Set 1 :
  a)
  lú ksíbi-n guál.
  lúm ksíbi-n guál.
  lukán ksíbi-n guál.
  salúm ksíbi-n guál.
  b)
  tsám ksíbi-n guál.
  túsmi ksíbi-n guál.
  túsmidàli ksíbi-n guál.
  mìsritúsmidàli ksíbi-n guál.
  
  c)
  tsám vusijáktokoi guál.
  túsmi vusijáktokoi guál.
   
  túsmidàli vusijáktokoi guál.
  mìsritúsmidàli vusijáktokoi guál.
  d)
  tsám básrimkoi guál.
  túsmi básrimkoi guál.
   
  túsmidàli básrimkoi guál.
  mìsritúsmidàli básrimkoi guál.
  e)
  tsám humédhikh guál.
  túsmi humédhikh guál.
   
  túsmidàli humédhikh guál.
  mìsritúsmidàli humédhikh guál.
  f)
  lú básrimkoi guál.
  lúm básrimkoi guál.
   
  lukán básrimkoi guál.
  salúm básrimkoi guál.
  g)
  lú ní-n guál.
  lúm ní-n guál.
   
  lukán ní-n guál.
  salúm ní-n guál.
  h)
  tsám sijáktokoi guál.
  túsmi sijáktokoi guál.
   
  túsmidàli sijáktokoi guál.
  mìsritúsmidàli sijáktokoi guál.
  i)
  lú sijáktokoi guál.
  lúm sijáktokoi guál.
   
  lukán sijáktokoi guál.
  salúm sijáktokoi guál.
  j)
  lú ksíbi-n sijáktokoi guál.
  lúm ksíbi-n sijáktokoi guál.
   
  lukán ksíbi-n sijáktokoi guál.
  salúm ksíbi-n sijáktokoi guál.
  
  Lesson 6 :
  Problem Set 1 :
  a) korúnkoi somkúpa guál.
  b) korúnkoi brushantsúr guál.
  c) korúnkoi hatsshantsúr guál.
  d) su!úrikh somhruchánme guál.
  e) su!úrikh dhuruchánme guál.
  f) másun somhruchánme guál.
  g) níri-n su!úrikh kárin somralél guál.
  h) kárin korúnkoi níri-n gurengkorún guál.
  i) níri-n korúnkoi kárin dhikorún guál.
  j) níri-n hruchánmekh kárin brukorún guál.
  k) vayúnluyal páravün brushantsúr guál.
  l) dáli-n kárin korúnkoi ní-n zhuráun dhukorún guál.
  m) ksíbi-n níri-n su!úrikh qádimin kárin hatssu!úr guál.
  n) níri-n lél zhuráun vayúnlukh qadímin zháurun lél páravün brushantsúr guál.
  o) níri-n vayúnlukh onótl guál.
  p) páravün shantsúr dáhlte guál.
  q) ksíbi-n vusijáktokoi ní-n dhiralél.
  Lesson 7 :
  Problem Set 1 :
  a) vusijáktokoi gathám máisur, tlakorún.
  b) vusijáktokoi vayún máisur, tlakorún.
  c) vusijáktokoi dhalúr máisur, tlakorún.
  d) lúm gathám máisur, tlakorún.
  e) túsmi gathám máisur, tlakorún.
  f) lúm somralél kardén máisur, tlakorún.
  g) lúm gathám másun, tlasu!úr.
  h) túsmi gathám mssúran, tlakorún lél tlasu!úr.
  i) vusijáktokoi vayún máisur, kárin tlakorún.
  j) sijáktokoi mikvusijákto gathám máisur, tlakorún.
  k) vusijáktokoi zháuran somkúpa kardén máisur, kárin tlakorún.
  l) vusijáktokoi somkúpa vayún máisur, tlakorún.
  
  Problem Set 2 :
  a) gathámli másun, tlasu!úr.
  b) gathámli másun, tlaralél.
  c) somralél kardénli másun, tlasu!úr.
  d) brushantsúr kardénli másun, tlavayúnlu.
  e) brurafá kardénli másun, tlavayúnlu.
  f) vayúnli másun, tlashantsúr.
  g) dhalúrli másun, tlatsón.
  Lesson 8 :
  Problem Set 1 :
  a) lúm molralél múle.
  b) túsmi molralél múle.
  c) túsmi molsijákkan múle.
  d) túsmi titsón múle.
  e) túsmi titsón múle dópal.
  f) túsmi molsijákkan múle dópal.
  g) vusijáktokoi brunáti pál.
  h) vusijáktokoi mikJakálla pál.
  i) vusijáktokoi somkúpa tsóko.
  j) vusijáktokoi hatstsón jlákpe.
  k) sijáktokoi somralél tsóko.
  l) sijáktokoi somralél tsóko táino.
  m) sijáktokoi somralél tsóko dópal.
  n) lúm somkúpa tsóko tlayésh.
  o) túsmi molkatakán múle bárü.
  p) lúm vayún otún másun, tlatsón.
  q) másun molsijákkan múle tané.
  r) máisur vayún worél másun, tlatsón.
  s) horúkoi Kagésh bruJakálla guál niyás.
  t) horúkoi Kagésh molkatakán notólin múle bárü.
  u) lúm molsijákkan múle hu!ú bárü.
  Problem Set 2 :
  a)
  túsmi mollúm pál dopál.
  pálli mollúm!
  
  b)
  vusijáktokoi gathám otún máisur, tlakorún.
  vusijáktokoi gathám worél máisur, tlakorún.
  c)
  vusijáktokoi somkúpa kardén bárü máisur, tlakorún.
  vusijáktokoi somkúpa kardén kárin máisur, tlakorún.
  d)
  kardénli brushantsúr máisur, tlakorún, Playésha!
  Playésha brushantsúr kardén lanmrála máisur, tlakórun.
  e)
  máisur yá gathám niyás másun, tlashantsúr.
  máisur yá gathám tlayésh másun, tlashantsúr.
  Lesson 9 :
  Problem Set 1 :
  a) mikprú molsémru háshbali.
  b) miktló moltlótlè háshbali.
  c) mikprú moltauknéli háshbali.
  d) mikprú moltlòmriktattlòsémru háshbali.
  Problem Set 2 :
  a) mssúran shantsúryal guál.
  b) mssúran qùrushantsúryal guál.
  c) mssúran zhàshantsúryal guál.
  d) korúnyal níri-n zhàbrushantsúryal guál.
  e) brushantsúryal kardénli mssúri, qùrutlakorúnyal.
  f) déste korúnyal guál?
  g) bùrukorúnyal guál.
  h) kàukorúnyal guál.
  i) zháurun yàlükorúnyal guál.
  
  Lesson 10 :
  Problem Set 1 :
  a) máisur korúnkoi lúmmra guál.
  b) másun tómikh lúmmra guál.
  c) másun shantsúrikh lúmmra guál.
  d) másun shantsúrikh túsmimra guál.
  e) másun pámikh túsmimra guál.
  f) másun yádhikh Kagéshmra guál.
  g) mssúran ráinyal lúmimra guál.
  h) másun shantsúrikh hiPlayésha guál.
  Lesson 11 :
  Problem Set 1 :
  a) lúm molsijákkan mál úl guál múle.
  b) lúmi moltsón mál úl guál múle.
  c) vusijáktokoi mál úl guál dhalúr másun, tlatsón.
  d) sijáktokoi molsijákkan zhúlin mál úl guál múle.
  Lesson 12 :
  Problem Set 1 :
  a) lúm panjáng tajái másun, tlahléza.
  b) lúm panjáng tajái másun, tlagaizán.
  c) lúm panjáng molsijákkan múle.
  d) lúm panjáng tajái másun zhàtlagháru.
  e) lúm panjáng vayún másun, tlatsón.
  f) lúm panjáng dhálur máisur, tlakorún.
  g) lúm panjáng vayún másun, tlabézuk.
  h) lúm panjáng gathám másun, tlachrái.
  i) lúm panjáng mén másun, tlalauzhúlu
  j) lúm panjáng thamssyú dimlál máisur, tlabásrim.
  k) lúm panjáng thamdhichútl járshü máisur, tlabásrim.
  l) túsmi panjáng vayún máisur, tlakorún.
  m) túsmi panjáng ssáing másun, tlamáni, né?
  n) túsmi panjáng gathám másun, níri-n tlasu!úr, né?
  
  Lesson 13 :
  Problem Set 1 :
  1) horúkoi Kagésh molkatakán múle dópal.
  2) máisur molkatakán hiThúmisdàlidàlisa múle.
  3) máisur molThúmisdàlidàlisa panjáng káta mssúri, zhàtlapúrdiyal.
  4) Vimúhladàlidàliga tikákoi hihlatsál guál.
  Lesson 14 :
  Problem Set 1 :
  a) lúm vayún tlayésh másun, tlatsón.
  b) lúm dhalúr tlayésh máisur, tlakorún.
  c) túsmi mollúm fazhá tlayésh máisur, tlakorún.
  d) túsmi tsóko tlayésh.
  e) máisur háshba tlayésh.
  f) másun cha;uvayúnlu tlúr nizál.
  g) lumáma molhirilákte múle nizál.
  Lesson 15 :
  Problem Set 1 :
  a) lúm somkúpa tsóko ótun.
  b) lúm seyú ótun.
  c) dhalúrngü másun, tlatsón, máisur kaidün ótun máisur, tlakorún.
  d) qadlánai fayárikh, másun pasmatlánai múle ótun.
  Problem Set 2 :
  a) másun somkúpa tsóko káris.
  b) máisur zhágu káris.
  c) lúm molsijákkan múle káris.
  d) vayúnngü másun, tlatsón, másun mísin káris nizál muíl lúm shüvün múni.
  
  Lesson 16 :
  Problem Set 1 :
  1)  juthsánikh hibásrimkeyal shüvün múni másun, tlatsuru!úm.
  2) mssúri méra thumésudàli-kh lél qurnúngin chénuyal.
  3) mssúri fa!ár másun, tladláqodàli.
  4) mssúri fa!ár mssúran, zhatlamrúryal.
  5) mssúri gathám bimrìktatlakáitaryal lél hayalún tlakáyila.
  
SOURCE: textdata/thevault/OSR(ic)/Empire of the Petal Throne/Tékumel Supplemental/Tékumel Netbook #7 Tsolyáni Primer.pdf