Chapter I: Part 1

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Transcriber’s Notes:

1. Footnotes have been renumbered and placed at the end of the
associated grammar article.

2. Obvious typographical errors have been corrected.

3. In the text version only, italicized letters are contained
within braces {}, bold letters within \/.

4. The original book is available at the HathiTrust Digital Library.

5. Additional transcriber's notes are placed at the end of this text.

LESSONS
IN THE
SHANGHAI DIALECT

REV. F. L. HAWKS POTT, D.D.

----------

REVISED EDITION

----------

PRINTED AT THE COMMERCIAL PRESS, LTD.

SHANGHAI, CHINA

1924

TABLE OF CONTENTS.

Page No.
Ability to do 39, 56, 73
Abstract Nouns formed of two Adjectives 109
Adjectives 8
Adjectives Comparison of 82
Adverbs, Interrogative 22, 30
Adverbs of Place and Time 35
Aspirates vi
Classifiers 1
Comparison of Adjectives 82
Compass, Points of 86
Compound Verbs 104
Connectives 19
{Dzak}, Use of 27
Family Relations 99
Finals vii
Gender 90
Importance, Expressions as to 56
Initials vi
Interrogatives 11, 22
Necessity, Expressions of 49, 61
Negatives 11
“Not At All” 61
Numerals 6, 52
Numerals Ordinals 78
Passive Voice 35
Polite Language 120
Postpositions 19
Potential Mood 22
Prepositions 19
Pronouns 3, 52
Proverbs 125
Questions, Asking 69
Reduplication of Verbs 27
Reflexive Pronouns 27
{Siang}, Use of 65
Subjunctive Mood 22
Time 30, 78
“Time, There is or is not” 56
Tones ix
Useful Phrases 113, 117
Verbs 15
Verbs, Auxiliary 44
Verbs, Compound 104
Verbal Idioms 39, 56, 61, 65, 73, 78
Vocabulary—Chinese-English 128
Vocabulary—English-Chinese 149
Weights and Measures 95

PREFACE

At a time when there is much discussion in China as to the desirability and possibility of the adoption of a uniform language all over the Empire, it may seem strange to put forth a book on the Shanghai Dialect.

The writer sympathizes fully with the aims of those who would make Mandarin the Medium of Communication throughout China, but at the same time feels very strongly that a great many years must pass before this can be accomplished.

Local Dialects die hard, as witness the still existing varieties of speech found in Great Britain. Even more perfect means of communication binding the parts of a country closely together, and even the introduction of a common language into the School System, are not able of themselves to do away with the speaking of the old local dialect. Men cling persistently to the speech of their forefathers.

When we reflect that the so-called Shanghai Dialect is in reality the ancient language of the Wu Kingdom, and is perhaps more closely akin to the original language of the Chinese people than Mandarin, we can understand why it will last for many years.

Further, it has a very wide range. Although local varieties occur every few miles, yet in the main the Shanghai Dialect is understood by at least 20,000,000 of people.

For the missionary working is the Kiangsu Province a knowledge of the local dialect is indispensable, and the acquisition of it would be most useful for all those whose lot is cast to this part of China. Foreigners living in Shanghai would find it a great advantage to speak the native language, and in their business relations with the Chinese would be greatly helped if they could converse is something better than the jargon known as “Pidgin” English.

It is for the purpose of making the attainment of a speaking knowledge of the language somewhat less difficult that the writing of this book has been undertaken.

It has seemed to the writer that the acquisition of a knowledge of the written characters, and of the spoken language are two distinct things. It is possible for one to learn to speak the language without being able to read the characters.

By the use of the clear and simple System of Romanization, adopted by missionaries in Shanghai, it is possible to represent approximately all the sounds employed in the dialect.

In these lessons this system is adopted, and the student is urged to master it thoroughly. If he will do so, he can use these lessons and learn to speak the language even without knowing the characters.

The characters of all the words and sentences employed are given, but they are put in the book for the benefit of the Chinese teacher. It would be unwise to trust entirely to the Romanization. The student in using the book should have a teacher by his side, who by reading the Chinese corresponding to the romanized sounds can give him a clearer idea of the pronunciation.

Although in a sense the book is a short cut to learning the spoken language, of course it is not meant to discourage the student from mastering the written language. This is however, a distinct study, and should be undertaken in a different way. The best method for this will be to use a primer in vernacular containing the most familiar characters, and then to advance from it to the reading of the New Testament or other books in the vernacular. Vernacular books should be read first, for the reading of them will be a great assistance in learning the spoken language. After the first year, books in the literary style (Wên-li) should be begun.

In using this book, the first thing to be mastered thoroughly is the introductory matter. The student must get this first, for it is the key to the rest of the book. He must also learn to distinguish the tones, and the inflections of the voice which they imply. Then he will be ready to go on with the lessons.

Although the book is divided into thirty lessons, it is not expected that the student will be able to master a lesson a day. Some of the lessons will require three or four days’ work.

In putting the English sentences into Chinese, the best plan would be to write out in the Romanization what the student thinks the proper way of translating them would be. Then these sentences may be read to the teacher, who will correct them, and from the Chinese text will be able to tell the right way to say them.

At present only thirty lessons are published. The writer hopes, however, if the method proves to be useful, to extend these lessons still further in the future.

In preparing these lessons, many books have been consulted, especially the lessons by Dr. Yates, which contain a most useful collection of words and sentences, and have long been the standard book for learning the Dialect, the Grammar by Dr. Edkins which contains a mass of useful information in regard to the structure of the language, and the Mandarin Lessons by Dr. Mateer, a most exhaustive work on spoken Chinese.

The writer’s thanks are due especially to Rev. J. A. Silsby for the permission to make use of his clear statement of the Shanghai System of Romanization, and to Prof. F. C. Cooper for many suggestions and the trouble he has taken in reading the proofs.

The unfailing courtesy of Rev. G. F. Fitch, D.D., Messrs. Gilbert McIntosh and C. W. Douglass has been much appreciated, in the care they have taken in seeing the book through the Press.

F. L. H. P.

January 1st, 1907.

THE REVISED EDITION.

The compiler of these lessons is gratified to find that they have proved useful to students of the Shanghai Dialect. He regrets that he has been too much occupied to prepare additional lessons.

In reprinting them care has been taken to make the necessary corrections. The copy used by the late Prof. W. O’B. Harding has been of great service in the work of revision, as in it almost all the errors in tone marks, punctuation, and typography had been noted. Dr. A. W. Tucker has very kindly compiled the vocabularies at the end of the book, and in this way has enhanced its value.

The author’s thanks are due to all those who have given him suggestions and pointed out mistakes.

F. L. H. P.

April 28th, 1909.

NEW EDITION.

In preparing the new edition, the author has received most valuable help from his colleague, Prof. F. C. Cooper. The two new lessons were suggested by him, and the one containing more useful words and phrases is the result of his experience, gained through teaching the book to a class of beginners.

My thanks are also due to him for the time and care he has spent in correcting the proofs, and seeing the book through the press.

The author hopes the book will continue to be a useful stepping-stone in the acquisition of a knowledge of the Shanghai Dialect.

Inasmuch as Davis’s Shanghai Dialect Exercises may be used as a second book after the completion of this, it has not been deemed necessary to add many new lessons.

F. L. H. P.

October 29th, 1913.

In putting out this new edition, the author has made necessary corrections, and added a few new terms. The Chinese language is changing rapidly at the present time. Some expressions and terms formerly used have become obsolete and new ones have taken their place.

The French Fathers at Siccawei, with the author’s permission, have published a French edition, and it is gratifying to think that the influence of this book has in this way been further extended.

Attention is called to a very good little book, “Conversational Lessons in the Shanghai Dialect,” prepared by Dr. Frank Rawlinson and Rev. J. W. Crofoot, which has as its subtitle “A Supplement to Dr. Pott’s Lessons.” The author would recommend it as a second book in the course on the study of the Shanghai dialect.

F. L. H. P.

November 18th, 1924.

DESCRIPTION OF THE SHANGHAI ROMANIZED SYSTEM.

Nearly all the syllables are represented by the combination of an initial and a final, a system which has been found to be well adapted to the Chinese language.

INITIALS

Chinese sounds are divided into upper and lower series. The initials to represent the UPPER SERIES are—{p}, ’{m}, ’{v}, {t}, {ts}, {s}, ’{l}, ’{n}, ’{ny}, ’{ng}, {k}, {ky}, {kw}, {i} and ’{w}. These initials are pronounced in most cases much the same as in English, but without aspiration, higher in pitch and with very little vibration of the larynx. The apostrophe before a letter indicates that the letter belongs to the “higher series.” Pure vowel initials also belong to this series.

{ny} has a sound similar to that of {ni} in spa{ni}el.

{ky} ＝ {ch} in {ch}uk with all aspiration eliminated.

{i} as an initial has the sounds of {i} in dahl{i}a.

The ASPIRATES are—{ph}, {f}, {th}, {tsh}, {ky}, {ch}, {khw}, {h}, {hy}, and {hw} ({th} as in {Th}omson—not as in {th}ing).

{ch} ＝ {ch} in {ch}urch.

{hy} is nearly like {ti} in Por{ti}a.

The other aspirates are like the corresponding initials of the higher series with the addition of a strong aspiration (indicated by {h}).

The initials to represent the LOWER SERIES are—{b}, {m}, {v}, {d}, {dz}, {z}, {l}, {n}, {ny}, {ng}, {g}, {j}, {gw}, {y}, and {w}. Their pronunciation is much the same as in English. They are lower in pitch than corresponding initials of the “higher series,” and have more “voice,” being pronounced with more decided vibration of the larynx. The lower vowel initials, indicated by an inverted comma (‘) and attended with a slight aspiration, belong to this series. It will be noted that this sign differs from that employed to indicate that a consonant initial belongs to the upper series, an apostrophe being used to denote the “upper initial.” This inverted comma is used only before vowels, and if, by mistake, this sign is used before a consonant instead of the apostrophe, this need not confuse the reader, for the sign of the upper series is properly used only before the initial consonants {m}, {v}, {l}, {n}, {ny}, {ng}, {w}, and {r}.

It should be noted well that the difference between the corresponding initials of the upper and lower series is not so much a difference in consonantal quality as a difference in pitch, but there is a real consonantal difference. The higher series may be classified as {surd} and the lower as {sonant}.

FINALS

1. The VOWEL ENDINGS are—{a}, {e}, {i}, {au}, {o}, {oo}, {eu}, {u}, {ui}, {ia}, {iau}, {ieu}, and {ie}.

2. The NASAL ENDINGS are—({a}) {an}, {en}, {ien} and {oen}, in which the {n} is not sounded, but lengthens out and imparts a nasal quality to the preceding vowel; ({b}) {ang}, {aung}, {oong}, {ung} and {iang}, in which {ng} has the value of {ng} in so{ng}; ({c}) {uin}, in which {n} is sonant and has a value varying between {n} and {ng}.

3. The ABRUPT VOWEL ENDINGS are—{ak}, {ah}, {eh}, {ih}, {auh}, {ok}, {oeh}, {uh}, and {iak}, in which {h} and {k} are the signs of the {zeh-sung} (人聲), and the vowel is pronounced in a short, abrupt manner.

The sounds of the vowels are—

{a} as in f{a}r, except when followed by {n} or {h}, when it has the sound of {a} is m{a}n or m{a}t.

{e} as in pr{e}y; before {h} it has the sound of {e} as in m{e}t.

{i} as in capr{i}ce; before {h} or {ng} it is shortened to {i} as in m{i}t or s{i}ng.

{au} as in {Au}gust.

{o} as in s{o}.

{oo} as in {oo} in t{oo}.

{oe} as in œ G{oe}the (German ö).

{eu} as in French Monsi{eu}r.

{u} as in {oo} in f{oo}t (always preceded by an {s} sound).

{ui} as in fruit (or rather, French ü).

In {ia}, {iau}, {ieu} and {ie}, we have short {i} followed closely by {a}, {au}, {eu}, and {e}, as described above.

Of course it is understood that the Chinese sounds in a majority of cases vary somewhat from the English sounds which are given as the nearest equivalent. The true pronunciation of Chinese sounds should be learned from a Chinese teacher, and the student should always bear it in mind that {any Romanization used does not represent English sounds, but Chinese sounds}. This fact can not be too strongly emphasized.

The DOK-YOONG Z-MOO—“Initials {used alone},” i.e., without vowels, are—{ts}, {tsh}, {dz}, {s}, {z}, {m}, {ng}, and {r}. The first five are followed by the vowel sound in the second syllable of {able}—prolonged. Mateer and Baller use {ï} for this sound and the new Mandarin Romanized uses {i}[C0]. It is not written, but understood in the Shanghai system. {m} has the sound of {m} in chas{m} and {ng} the sound of {ng} in ha{ng}er. {r} is a sound between final {r} and {l}.

TONES

The tones are four in number, each occurring in the upper and lower series. As has been stated, the upper and lower series can be distinguished by the initials. Sounds in the upper series are of higher pitch and those in the lower series of a lower pitch.

The names of the tones are:—

Bing sung ＝ Even sound 平聲.
Zang sung ＝ Rising sound 上聲.
Chui-sung ＝ Going sound 去聲.
Zeh-sung ＝ Entering sound 人聲.

TONE SIGNS

° to the left of a word indicates the tone to be °{zang-sung}.

° to the right indicates the {chui-sung}. Final {h} or {k} indicate the {zeh-sung}. All other words are in the {bing-sung}.

SOUNDS OF THE TONES

The sounds of the tones of course can only be learnt from the Chinese teacher.

The Bing-sung is an even tone, the voice being level, with a slight falling inflection, as when we say “Come,” “Hear,” in our imperatives.

The Zang-sung in the upper series is a twanging sound, and sounds something like the vibration of a string of a musical instrument.

In the lower series it has a wave sound which can be symbolized to the eye by the curve ; the voice first falls and then rises.

The Chui-sung has the same sound in both the upper and lower series. The voice rises much as it does when we ask a question.

The students should practise with the teacher on the following table of sounds, and in time will be able to distinguish the tones clearly and to make the proper inflection himself. Foreigners are seldom able to perfect themselves in the use of tones, but this is due not so much to inability as to the lack of attention paid to the matter at the beginning of the study of the language.

It should be understood that the names of the tones are those of the original tones and often bear no relation to the inflection now used, which varies in different localities.

Complete List of Initials and Finals used in the Shanghai Dialect.

ZAUNG-HE LOO-MO Z.

Z-MOO. 字母.
Initial Sounds
------------------
P p 不杯
Ph ph 潑坏
B b 孛賠
------------------
’M ’m 每螟
M m 末明
------------------
’V ’v 勿
F f 拂 °粉
V v 物 °忿
------------------
T t 䊚堆
Th h 脫推
D d 疊臺
------------------
Ts ts [C1] 避
Tsh tsh 出义
Dz dz 姪茶
------------------
S s 失衰
Z z 十裁
------------------
’L ’l 拎 °擄
L l 垃 °櫓
------------------
’N ’n 乃懦°
N n 納怒°
------------------
’Ny ’ny 拈 °撚
Ny ny 業 °染
------------------
’Ng ’ng ’颜一颜
Ng ng 丌呆
------------------
K k 鴿加
Kh kh 磕揩
G g 搿茄
------------------
Ky ky 吉鳩
Ch ch 怯邱
J j 及求
------------------
Kw kw 骨規
Khw khw 闊奎
Gw gw 揆葵
------------------
I i 一腰
Y y 葉姚
------------------
’W ’w 威彎
W w 活還
------------------
H h 黑亨
Hy hy 歇興
Hw hw 忽昏
------------------
‘ ‘ 合恒

IUNG-YUIN. 音韻.
Vowel sounds and finals.
------------------
A a 挨篩
Ang ang 櫻生
Ak ak 矮柵
------------------
An an 俺三
Ah ah 押殺
------------------
E e 哀衰
En en 菴𢹞
Eh eh 盦失
------------------
I i 衣西
Ien ien 煙先
Ing ing 喑心
Ih ih 一雪
------------------
Au au 凹燒
Aung aung 盎霜
Auh auh 惡朔
------------------
O o 喔沙
Ok ok 屋束
------------------
Oo oo 烏梭
Oong oong 翁松
------------------
Oe oe 隨雖
Oen oen 安酸
Oeh oeh 曷率
------------------
Eu eu 謳收
Ung ung 恩深
Uh uh 厄色
------------------
U u 如書
------------------
Ui ui 餘須
Uin uin 雲熏
------------------
Ia ia 雅斜
Iang iang 央廂
Iak iak 約削
Iau iau 夭小
Ieu ieu 憂修
------------------

DOK YOONG Z-MOO. 獨用字母.
Constants used as words.
------------------
M m 嘸姆
Ts ts 之資
Tsh tsh 雌痴
Dz dz 池遲
S s 思施
Z z 時鰣
’R ’r °耳
R r 而兒
Ng ng 魚吳

The student should practise repeating after the teacher the pronunciation of the characters in which these sounds occur.

Exercise in Tones.

The student should practise upon the sounds illustrating the different tones. The columns should be read from the top down. The teacher can guide him by first pronouncing the Chinese characters.

LESSON I

The Classifier

A or an is translated into Chinese by the numeral \{ih}/ (一) one, and a classifier placed between the numeral and the noun. There are over forty classifiers, different nouns taking different ones, according to the class to which they belong. Nouns being generally used with classifiers accounts for the fact that in Pidgin English we have the oft recurring expression, “one piecee.”

Most concrete nouns take classifiers, but not all. Exceptions will be pointed out later on. Sometimes when the object spoken of is quite definitely known, the noun is used without the classifier.

In this lesson, the two most common classifiers will be introduced, and in succeeding lessons the others will appear gradually.

It must be remarked that some nouns may take more than one classifier, sometimes one being used and sometimes another.

The most common classifier is \{kuh}/ (個). “It is applied to such nouns as have no special classifier, and {may} upon occasion be applied to almost any noun as a substitute for the special classifier” (Mateer).

The classifier \{tsak}/ (隻) is used with animals, birds, fowls, insects; also with articles of furniture having legs or resting on a base; also with vessels, boats, etc.

VOCABULARY

A man, \ih kuh nyung/ 一個人.
A woman, \ih kuh °nyui-nyung/ (lit. female human being) 一個女人.
A teacher, \ih kuh sien-sang/ (lit. born before) 一個先生.
A child, \ih kuh °siau-noen/ 一個小囝.
An egg, \ih kuh dan°/ 一個蛋.
A cash, \ih kuh doong-dien/ 一個銅錢.
A dollar, \ih kuh yang-dien/ 一個洋錢.
A servant, \ih kuh yoong°-nyung/ 一個用人.
A table, \ih tsak de-°ts/ 一隻檯子.
A chair, \ih tsak iui°-°ts/ 一隻椅子.
An orange, \ih tsak kyoeh-°ts/ 一隻橘子.
A pupil, \ih kuh ‘auh-sang-°ts/ 一個學生子.
To want, to wish, \iau°/ 要. Also used in forming the future tense
of verbs, as will be explained later.

EXERCISES

(Translate into English)

(1) Ih kuh nyung iau° ih tsak de-°ts.
(2) Ih kuh °nyui-nyung iau° ih tsak iui°-°ts.
(3) Ih kuh °siau-noen iau° ih kuh doong-dien.
(4) Ih kuh ‘auh-sang-°ts iau° ih kuh sien-sang.
(5) Ih kuh yoong°-nyung iau° ih kuh dan°.
(6) Ih kuh yoong°-nyung iau° ih kuh yang-dien.
(7) Ih kuh °siau-noen iau° ih tsak kyoeh-°ts.

(一) 一個人要一隻檯子.
(二) 一個女人要一隻椅子.
(三) 一個小囝要一個銅錢.
(四) 一個學生子要一個先生.
(五) 一個用人要一個蛋.
(六) 一個用人要一個洋錢.
(七) 一個小囝要一隻橘子.

(Translate into Chinese)

(1) A pupil wants an orange.
(2) A woman wants a dollar.
(3) A servant wants a cash.
(4) A teacher wants a table.
(5) A man wants an egg.
(6) A pupil wants a chair.
(7) A teacher wants a pupil.

(一) 一個學生子要一隻橘子.
(二) 一個女人要一個洋錢.
(三) 一個用人要一個銅錢.
(四) 一個先生要一隻檯子.
(五) 一個人要一個蛋.
(六) 一個學生子要一隻椅子.
(七) 一個先生要一個學生子.

Notes.

(1) It is difficult to form idiomatic sentences in Chinese until a
larger vocabulary has been given.

(2) With {yang-dien} (洋錢) the classifier generally used is {kwhe°}
(塊), a piece or slice.

(3) It will be noticed how many words are formed from the
combination of two or more words. This is a characteristic of
the Chinese language; for instance the word {yoong°-nyung}
(用人) is composed of the verb {yoong°} (用) use, and the word
{nyung} (人) man, and means the man whom you use or employ.

(4) With {sien-sang} (先生), the classifier {we°} (位) is generally
used.

(5) Nouns take no change in form for the plural, but the classifier
is omitted.

(6) With {iui°-ts°} (椅子), the classifier {°po} (把) is sometimes
used.

LESSON II

Demonstrative, and Personal Pronouns.

The definite article {the} is not expressed directly in Chinese, but the demonstrative pronoun takes its place.

The demonstrative pronouns are:

This or these, \di° kuh/ 第個.
That or those, \i-kuh/ 伊個.

The demonstrative pronouns change their forms with different nouns, being formed by the \{di°}/ (第) or \{i}/ (伊) and the classifier belonging to the noun. Thus “this table” is not \{di°-kuh de-°ts}/ but \{di°-tsak de-°ts}/ (第隻檯子).

When the demonstrative is used with a numeral it retains the form \{di°-kuh}/ (第個) or \{i-kuh}/ (伊個) and the classifier of the noun comes between the numeral and the noun. Thus “this one table” is \{di°-kuh ih tsak de-°ts}/ (第個一隻檯子).

The personal pronouns are as follows:

SINGULAR NUMBER

{Nominative and Objective}
I. Person: I or me, \°ngoo/ 我.
II. Person: Thou, thee or you, \noong°/ 儂.
III. Person: He, she, it, him, her, \yi/ 伊.

{Possessive}
I. Person: My or mine, \°ngoo-kuh/ 我個.
II. Person: Thy, thine or yours, \noong°-kuh/ 儂個.
III. Person: His, hers, its, \i-kuh/ 伊個.

PLURAL NUMBER

{Nominative and Objective}
I. Person: We, or us, \nyi°/ or \°ngoo-nyi°/ 我伲.
II. Person: You or ye, \na°/ 㑚
III. Person: They or them, \yi-la/ 伊拉.

{Possessive}
I. Person: Ours, \nyi°-kuh/ or \°ngoo-nyi°-kuh/ 伲個, 我伲個.
II. Person: Your, or yours, \na°-kuh/ 㑚個.
III. Person: Their, or theirs, \yi-la-kuh/ 伊拉個.

The use of \{kuh}/ (個) in the possessive case must be noted. \{Kuh}/ (個) serves to form the possessive case of nouns as it does of pronouns. Thus to say “a man’s table” would be \{ih kuh nyung kuh de-°ts}/ (一個人個檯子). Exercises in possessive case formation will be found in this lesson.

VOCABULARY

A son, \ih kuh ‘eu-°ts/ or \ih kuh nyi-°ts/ 一個兒子.
A daughter, \ih kuh noen°/ 一個囡.
A friend, \ih kuh bang-°yeu/ 一個朋友.
A sheep, \ih tsak yang/ 一隻羊.
A bird, \ih tsak °tiau/ 一隻鳥.
A bed, \ih tsak zaung/ 一隻牀.

\{°Po}/ (把) is the classifier used with tools, instruments or articles grasped in the hand.

A knife or sword, \ih °po tau/ 一把刀.
A fork, \ih °po tsho/ 一把叉.
A spoon, \ih °po tshau/ 一把匙.
An umbrella, \ih °po san°/ 一把傘.
To have, or has, \°yeu/ 有.

EXERCISES

(Translate into English)

(1) °Ngoo iau° ih °po tau.
(2) Di°-kuh nyung °yeu ih kuh yang-dien.
(3) Noong°-kuh bang-°yeu kuh ‘eu-°ts °yeu ih tsak yang.
(4) I-kuh °nyui-nyung kuk noen° iau° ih tsak °tiau.
(5) Yi iau° ih °po san°.
(6) °Ngoo iau° ih °po tsho.
(7) Nyi° iau° ih tsak zaung.
(8) Na° °yeu ih kwhe° yang-dien.
(9) Di°-kuh sien-sang °yeu ih tsak kyoeh-°ts.
(10) I-kuh yoong°-nyung °yeu ih kuh dan°.

(一) 我要一把刀.
(二) 第個人有一個洋錢.
(三) 儂個朋友個兒子有一隻羊.
(四) 伊個女人個囡要一隻鳥.
(五) 伊要一把傘.
(六) 我要一把叉.
(七) 伲要一隻床.
(八) 㑚有一塊洋錢.
(九) 第個先生有一隻橘子.
(十) 伊個用人有一個蛋.

(Translate into Chinese)

(1) Your teacher has a table.
(2) My friend has a son.
(3) Their daughter has an umbrella.
(4) They want a bed.
(5) That servant wants a knife.
(6) This pupil’s teacher has a chair.
(7) My son wants a dollar.
(8) He wants a fork.
(9) She wants a spoon.
(10) The woman’s daughter has an orange.
(11) He has mine.
(12) He has yours.

(一) 儂個先生有一隻檯子.
(二) 我個朋友有一個兒子.
(三) 伊拉個囡有一把傘.
(四) 伊拉要一隻床.
(五) 伊個用人要一把刀.
(六) 第個學生子個先生有一隻椅子.
(七) 我個兒子要一塊洋錢.
(八) 伊要一把叉.
(九) 伊要一把匙.
(十) 一個女人個囡有一隻橘子.
(十一) 伊有我個.
(十二) 伊有儂個.

Notes.

(1) Verbs undergo no change in form for the singular and plural
number. Tense formation will be explained later.

(2) The verb {°yeu} is often used for the expression “there is.”
Thus, {°yeu ih-kuh nyung iau° doong-dien} (有一個人要銅錢) means,
“There is a man who wants cash.”

(3) {°yeu kuh} (有個) means “some.” Thus {°yeu kuh nyung} (有個人) is
“some men.”

(4) Sometimes the {kuh} is omitted and we have {°yeu nyung}. Thus
{°yeu nyung iau° yang-dien} (有人要洋錢) means, “some man want
dollars.”

LESSON III

The Numerals up to one Hundred

One, \ih/ 一.
Two, \nyi°/ or \°liang/ 二, 兩.
Three, \san/ 三.
Four, \s°/ 四.
Five, \°ng/ 五.
Six, \lok/ 六.
Seven, \tshih/ 七.
Eight, \pah/ 八.
Nine, \°kyeu/ 九.
Ten, \zeh/ 十.

From ten to twenty the numerals are formed by adding the digits after ten.

Eleven, \zeh-ih/ 十一.
Twelve, \zeh-nyi°/ 十二, etc.
Fifteen, \zeh-°ng/, pronounced \°se-°ng/ 十五.
Twenty, \nyan°/ 念. (In speaking of the day of the month \nyi°-seh/
is used) 二十.
Thirty, \san-seh/ 三十. (Lit. three tens. The Z sound in zeh becomes
S when preceded by another word.)
Forty, \s°-seh/ 四十.
Fifty, \°ng-seh/ 五十.
Sixty, \lok-seh/ 六十.
Seventy, \tshih-seh/ 七十.
Eighty, \pah seh/ 八十.
Ninety, \°kyeu-seh/ 九十.
One Hundred, \ih pak/ 一百.

The intervening numbers between twenty and thirty, etc., are formed regularly by adding the digits to the decimals. Thus twenty-one is \{nyan°-ih}/. Thirty-one, is \{san-seh-ih}/, etc.

Thirty-five is pronounced \{san-°so-°ng}/.

In using the numeral with the noun, the classifier of the noun is introduced between the numeral and the noun. Thus “Four men” is \{s° kuh nyung}/ (四個人) not \{s° nyung}/. “Six chairs” is \{lok tsak iui°-°ts}/ (六隻椅子) not \{lok iui°-°ts}/.

In speaking of a thing well understood the noun is often omitted, and we have simply the numeral with the classifier, as \{lok kuh}/, \{tshih tsak}/, etc.

VOCABULARY

A cow, \ih tsak nyeu/ 一隻牛.
A native, \ih kuh °pung-di°-nyung/ 一個本地人.
A foreigner, \ih kuh °nga-kok-nyung/ 一個外國人. (Literally, outside
kingdom man).
Children, \°siau-noen/ 小囝.
A large box or trunk, \ih tsak siang-°ts/ 一隻箱子.
A small box, \ih tsak ‘ah-°ts/ 一隻匣子.
A fan, \ih °po sen°-°ts/ 一把扇子.
A broom, \ih °po °sau °tseu/ 一把掃箒.
A tea pot, \ih °po dzo-‘oo/ 一把茶壺.
To be, is, are, \°z/ 是.

EXERCISES

(Translate into English)

(1) °Ngoo iau° san tsak siang-°ts.
(2) °Di °po sen°-°ts °z noong°-kuh.
(3) Yi-kuh ‘eu-°ts °yeu ih tsak ‘ah-°ts.
(4) °Ngoo-kuh sien-sang iau° ih °po dzo-‘oo.
(5) San-seh-ih tsak yang °z i-kuh.
(6) Nyan°-tshih tsak nyeu °z i-kuh.
(7) I-kuh °nga-kok-nyung °yeu °liang tsak iui°-°ts.
(8) San-seh, °z san kuh zeh.
(9) Ih pak, °z zeh kuh zeh.
(10) °So-°ng kuh nyung °yeu °so-°ng tsak de-°ts.
(11) Sien-sang °z °pung-di°-nyung, °ngoo °z °nga-kok-nyung.
(12) Yoong°-nyung iau° ih °po °sau-°tseu.

(一) 我要三隻箱子.
(二) 第把扇子是儂個.
(三) 伊個兒子有一隻匣子.
(四) 我個先生要一把茶壺.
(五) 三十一隻羊是伊個.
(六) 念七隻牛是伊個.
(七) 伊個外國人有两隻椅子.
(八) 三十是三個十.
(九) 一百是十個十.
(十) 十五個人有十五隻檯子.
(十一) 先生是本地人我是外國人.
(十二) 用人要一把掃箒.

(Translate into Chinese)

(1) He wants three tea pots.
(2) Four pupils want four fans.
(3) This large box is my friends.
(4) He has thirty knives.
(5) These five dollars are the pupils’.
(6) The teacher has twenty-five pupils.
(7) These two fans are his.
(8) That small box is the foreigner’s.
(9) Six tens are sixty.
(10) My friend has five children, three sons and two daughters.

(一) 伊要三把茶壺.
(二) 四個學生子要四把扇子.
(三) 第隻箱子是我個朋友個.
(四) 伊有三十把刀.
(五) 第個五塊洋錢是學生子個.
(六) 先生有念五個學生子.
(七) 第個兩把扇子是伊個.
(八) 伊隻匣子是外國人個.
(九) 六個十是六十.
(十) 我個朋友有五個小囝三個兒子兩個囡.

Note.

{‘Ah-°ts} is a small box in distinction from {Siang-°ts}, a large
box, but as will be seen later the adjectives for large and small
may also be used with both of these words.

LESSON IV

Adjectives

Certain words in Chinese are distinctly used as adjectives, but many other words, such as nouns, verbs and adverbs may be used to qualify nouns. In the expression \{dok su-nyung}/ (讀書人), meaning “a scholar,” we have the verb \{dok}/ (讀), “to read,” and the noun \{su}/ (書), “book,” qualifying \{nyung}/ (人) “man;” the whole expression being literally “the reading-book-man.”

Adjectives may be compared as follows: \{°tien}/ (點) is added after the adjective to make the comparative degree, and \{°ting}/ (頂) is placed before the adjective to form the superlative degree. Thus, Positive Degree, “Good,” is \{°hau}/ (好). Comparative Degree, “Better,” is \{°hau °tien}/ (好點). Superlative Degree, “Best,” is \{°ting °hau}/ (頂好).

There are, however, many other ways of expressing the Superlative. Thus we may have \{°hau-le-°si}/ (好來死), which is literally “good-come death” that is, “good to the death.” This is a very frequent expression.

We have also \{tsoe °hau}/ (最好) or \{juh °hau}/ (極好). Very good is usually \{’man °hau}/ (蠻好). \{°Hau-tuh-juh}/ (好得極) means superlatively good.

The adjective \{°hau}/ (好) has a very wide use. Everything that is good, suitable, correct, or proper, may be said to be \{°hau}/ (好).

VOCABULARY

Good, \°hau/ 好.
Bad, \cheu/ (恘). More often \’veh °hau/ (勿好), \’Veh/ means “not.”
Cold, \°lang/ 冷.
Hot, \nyih/ 熱.
White, \bak/ 白.
Black, \huh/ 黒.
Large, \doo°/ 大.
Small, \°siau/ 小.
A scholar, \ih kuh dok-su-nyung/ 一個讀書人.
A dog, \ih tsak °keu/ 一隻狗.
Water, \°s/ 水, (Generally used without a classifier).
A horse, \ih tsak °mo/ (一隻馬). 匹 \phih/ is sometimes used as the
classifier of horses.

\{°Pung}/ (本) is the classifier for book.

A book, \ih °pung su/ 一本書.

\{Diau}/ (條) is the classifier with long, winding or limber objects.

A bridge, \ih diau jau/ 一條橋.
A street, \ih diau ka/ 一條街.
A road, \ih diau loo°/ 一条路.
To read, to study, \dok/ 讀.
To come, \le/ 來.
To go, \chi°/ 去.

EXERCISES

(Translate into English)

(1) Di°-tsak °keu °z °hau kuh.
(2) °Ngoo iau° dok su.
(3) °Ngoo iau° °lang °s.
(4) Di°-tsak yang °z huh kuh.
(5) I-tsak nyeu °z bak kuh.
(6) I-kuh °pung-di°-nyung °yeu °liang tsak huh kuh °mo.
(7) °Ngoo °yeu ih kuh bang-°yeu iau° le.
(8) I-kuh sien-sang iau° chi°.
(9) Di°-kuh °s °z nyih kuh.
(10) Di°-diau jau °z doo° kuh.
(11) Di°-kuh ih diau ka °z °siau kuh.
(12) Di°-kuh ih diau loo° °z ’veh °hau.
(13) I-°pung su °z sien-sang kuh, di°-°pung su °z °ngoo kuh.
(14) Di°-tsak de-°ts °z °siau °tien. (15) °Di°-tsak zaung °z °ting
doo°.

(一) 第隻狗是好個.
(二) 我要讀書.
(三) 我要冷水.
(四) 第隻羊是黑個.
(五) 伊隻牛是白個.
(六) 伊個本地人有兩隻黑個馬.
(七) 我有一個朋友要來.
(八) 伊個先生要去.
(九) 第個水是熱個.
(十) 第條橋是大個.
(十一) 第個一條街是小個.
(十二) 第個一條路是勿好.
(十三) 伊本書是先生個第本書是我個.
(十四) 第隻檯子是小點.
(十五) 第隻牀是頂大.

(Translate into Chinese)

(1) These five oranges are bad.
(2) The teacher wishes me to study.
(3) The native’s cows are good.
(4) I have a white bird.
(5) I want warm water.
(6) The dog is very black.
(7) That bed is smaller.
(8) This box is larger.
(9) The tea pot is very white.
(10) My teacher will come.
(11) The foreigner will go.
(12) I want a large dog.

(一) 第個五隻橘子是勿好.
(二) 先生要我讀書.
(三) 本地人個牛是好個.
(四) 我有一隻白個鳥.
(五) 我要熱水.
(六) 一隻狗是黑得極.
(七) 一隻牀是小點.
(八) 第隻箱子是大點.
(九) 一把茶壺是蠻白.
(十) 我個先生要來.
(十一) 一個外國人要去.
(十二) 我要大個一隻狗.

Notes.

(1) Adjectives generally take {kuh} after them; the kuh 個
standing between the adjective and the noun. In some cases the
kuh is omitted, as in the expression {°lang °s} (冷水), “cold
water.” We do not say {°lang kuh °s}.

(2) {Dok-su} (讀書) is the common expression for “to study.”

(3) In such a sentence as “I want warm water” the {°ngoo} (我) may
be omitted. In speaking to a servant one would say {iau° nyih
°s} (要熱水), “I want hot water.”

LESSON V

Interrogatives, and Negatives

\{Va°}/ (否) is used as the sign of a direct question, expecting the answer “yes” or “no.” It is added at the end of the sentence. Thus \{°di-kuh °z noong° kuh va°?}/ (第個是儂個否) means, “is this yours?” \{°Di-kuh °hau va°?}/ (第個好否) means, “is this good?” (the verb \{°z}/ being omitted). The Chinese do not use a rising inflection of the voice to indicate that a question is being asked.

\{Meh}/ (末) is used for asking a question when the action is presumed to have been completed. Thus \{van° chuh meh?}/ (飯吃末) means, “have you eaten your rice?” or “have you dined?” \{Sien-sang chi° meh?}/ (先生去末) means, “has the teacher gone?”

\{Nyi}/ (呢) is used for asking a question implying the alternative. Thus \{noong° chi° nyi ’veh chi°?}/ (儂去呢勿去) means, “are you going or not going?” \{noong° le nyi ’veh le?}/ (儂來呢勿來) means, “are you coming or not coming?”

\{Nyi}/ (呢) is also used in a question expecting a negative answer, but the explanation of this must be reserved until later.

“Who” is \{sa°}/ (啥). In this sense it is always joined to the noun \{nyung}/ (人). Thus \{sa° nyung?}/ (啥人) means, “who?” Pidgin English, “who man?”

\{Sa°}/ (啥) is also used in the sense of “what.” It sometimes precedes the noun as \{sa° sang-i°?}/ (啥生意). “what business?” In a sentence like “what do you want,” it follows the verb. Thus \{noong° iau° sa°}/ (儂要啥). Literally, “you want what?”

\{Sa°}/ is also used with \{va°}/ in the sense of “any,” in asking a question, Thus \{noong° iau° sa° va°?}/ (儂要啥否) means, “do you want anything?” \{°Yeu sa° nyung iau° chi° va°?}/ (有啥人要去否) means, “does any one wish to go?” \{Noong° °yeu sa° doong-dien va°?}/ (儂有啥銅錢否) means, “have you any cash?”

Which is \{°‘a-°li}/ (那裏). It is always used with numeral and classifier. Thus \{°‘a-°li ih kuh nyung?}/ (那裏一個人) means, “which man?” \{°‘A-°li ih diau loo°?}/ (那裏一條路) means, “which road?” \{°‘A-°li ih °pung su?}/ (那裏一本書 ) means, “which book?” \{°‘A-°li °liang °po tau?}/ (那裏兩把刀) means, “which two knives?” When the subject is understood about which you are conversing, the noun may be omitted, and \{°‘a-°li}/ with the numeral and the classifier are sufficient. Thus in speaking of roads \{°‘a-°li ih diao?}/ would be enough.

“No” or “not”, is expressed by \’veh/ (勿). Thus \{yi ’veh iau° chi°}/ (伊勿要去) means, “he does not wish to go.”

\{M-meh}/ (無末) is used in the sense of “not any” in answering a question asking whether you have any, thus \{noong° °yeu sa° yang-dien va°?}/ (濃有啥洋錢否) “have you any dollars?”, the answer might be \{m-meh}/.

Sometimes \{m-sa°}/ (無啥) is used in answering questions in the negative. Thus \{noong° °yeu sa° tsoo° va°?}/ (儂有啥做否) “have you anything to do?” (Have you any employment?) The answer might be \{m-sa° tsoo°}/ (無啥做) “not anything to do.”

No one is \{m-sa°-nyung}/ (無啥人). Thus \{°yeu sa° nyung le va°?}/ (有啥人來否), “has any one come?” The answer might be \{m-sa° nyung}/ (無啥人).

VOCABULARY

Rice (growing), \°dau/ 稻.
Rice (uncooked), \°mi/ 米.
Rice (cooked), \van°/ 飯.
A hat, cap or bonnet. \ih °ting mau°-°ts/ 一頂帽子 or
\ih tsak mau°-°ts/ 一隻帽子.
A carpenter, \ih kuh mok-ziang°/ 一個木匠. Lit. Wood worker.
A hand, \ih tsak °seu/ 一隻手.
A foot, \ih tsak kyak/ 一隻脚.

\{Kung}/ (根) Is the classifier denoting objects long and generally stiff.

A cane or stick, \ih kung °baung/ 一根棒.

\{Zoo°}/ (座) is the classifier for hills and buildings.

A house, \ih zoo° vaung-°ts/ 一座房子. (Sometimes \ih zak vaung-°ts/ 一宅)

\{Sen°}/ (扇) is the classifier for broad objects.

A door, \ih sen° mung/ 一扇門.
To eat, eats, eat, \chuh/ 吃.
To invite, invites, invite, \°tshing/ 請. (Also used in the sense of
please, when making a request of any one).
To take, \tan/ (擔) or \nau/ (拿).
To call, calls, call, \kyau°/ 叫.
To open, opens, open, \khe/ 開.
To shut, shuts, shut, \kwan/ 關.
To do, does, perform, make, \tsoo°/ 做.
To enter, enters, come in, \tsing°/ 進.

EXERCISES

(Translate into English)

(1) I-kuh sien-sang van° chuh meh?
(2) °Ngoo iau° °tshing ih we° sien-sang.
(3) Khe khe mung.
(4) Di°-kuh kyau° sa°?
(5) Kwan mung.
(6) Di°-°pung su sa° nyung tan-le kuh?
(7) °‘A-°li kung °baung °z noong°-kuh?
(8) °‘A-°li ih zoo° vaung-°ts °z i-kuh?
(9) Sa° nyung tan-chi° kuh?
(10) Nyung °yeu °liang tsak °seu, °liang tsak kyak.
(11) Noong° °yeu sa° sang-i° tsoo° va°?
(12) Ngoo m-sa° sang-i° tsoo°.
(13) Noong° kyau° sa°?
(14) °Yeu sa° nyung tsing°-le va°? M-sa° nyung.
(15) Noong° mau°-°ts °yeu va°? M-meh.

(一) 伊個先生飯吃末?
(二) 我要請一位先生.
(三) 開開門.
(四) 第個叫啥?
(五) 關門.
(六) 第本書啥人担來個?
(七) 那裡一根棒是儂個?
(八) 那裡一座房子是伊個?
(九) 啥人擔去個?
(十) 人有兩隻手兩隻脚.
(十一) 儂有啥生意做否?
(十二) 我無啥生意做.
(十三) 儂叫啥?
(十四) 有啥人進來啥? 無啥人.
(十五) 儂帽子有否? 無末.

(Translated into Chinese)

(1) Have the children eaten their rice?
(2) Which cow is yours?
(3) Which bird is black?
(4) Bring the hot water.
(5) Bring the boiling water.
(6) Please come in.
(7) Who did it?
(8) Who brought it?
(9) Who took it away?
(10) Who wants it?
(11) Who entered?
(12) Who opened the door?
(13) Who shut the door?
(14) Which table is yours?
(15) What do you want?
(16) Have you anything to eat?
(17) I have nothing to eat.
(18) Have you any oranges?
(19) I have.
(20) I have none.

(一) 小囝飯吃末?
(二) 那裡一隻牛是儂個?
(三) 那裡一隻鳥是黑個?
(四) 担熱水來.
(五) 担開水來.
(六) 請進來.
(七) 啥人做個?
(八) 啥人擔來個?
(九) 啥人擔去個?
(十) 啥人要個?
(十一) 啥人進來個?
(十二) 啥人開門?
(十三) 啥人關門?
(十四) 那裡一隻檯子是儂個?
(十五) 儂要啥?
(十六) 儂有啥吃否?
(十七) 無啥吃.
(十八) 儂有啥橘子否?
(十九) 有個.
(二十) 無末.

Notes.

(1) Note the difference between {°tshing} (請), {kyau°} (叫) and
{han°} (喊). {°Tshing} is used in speaking to an equal or to a
superior. {Kyau°} in speaking to a servant. {Han°} in even more
curt than {kyau°}. Thus {°tshing yi le} (請伊來) means, “invite
him to come,” and is the polite form of speech if you wish an
equal to come to you. {Kyau° yi le} (叫伊來) or {han° yi le}
(喊伊來) would be used if you tell some one to call your servant
or a workman to you.

(2) Notice the repetition of the {khe} (開) in the third sentence of
the first exercise. This makes it more emphatic.

(3) The verbs {tan} (擔) “take” and {le} (來) “come” are often used
together in the sense of “bring.” Literally “take-come.” So
also with {tan} (擔) and {chi°} (去); this means, “Take away.”
Literally “Take-go.” Sometimes the {tan} and the {le}, and the
{tan} and the {chi°} are separated from one another by other
words in the sentence. Thus {tan su le} (擔書來) means “bring the
books.” The above remarks also hold true of {nau}.

(4) In the sixth sentence of the first exercise the words
{°di-°pung su} stand first. This is because they are emphatic.
It is difficult to give any hard and fast rule in regard to
the order of words in a Chinese sentence, but generally
speaking, we may say that the most emphatic word is placed
first. In this sentence it is the {book} which is being talked
about, and so it occurs first.

(5) The words in the thirteenth sentence of the first exercise
would only be addressed to a servant or to a child. “What are
you called?” means, “what is your name?” not “what is your
surname?”

In polite phraseology, in speaking to a person the pronoun
{noong°} is never employed. The third person is used instead of
the second. To ask your teacher his name, you would say
{Tsung sing°?} (尊姓), which means, “what is your honorable
name?” (surname). If you wish to inquire further as to his
other name, you would say {°tshing kyau° da° ‘au?} (請叫大號)
which means, “please tell me your great official name?” The
requirements of etiquette as to the use of words will be
explained later somewhat fully.

(6) In the fifth sentence of the second exercise, the expression
boiling water is used. For this the words {khe} (開) “open,” and
{°s} (水) “water” are used. It signifies that boiling water is
open water on account of the bubbles which proceed from it.

LESSON VI

Some Remarks on the Verb

In a monosyllabic language like the Chinese the words themselves are never inflected, and therefore the Moods and Tenses of the Verbs are formed by the addition of auxiliary words to mark the change of meaning.

We will take the verb \{chuh}/ (吃) to illustrate.

INDICATIVE MOOD

{Present Tense, Simple Form}, I eat, \°ngoo chuh/ 我吃.

{Present Tense, Continuous}, I am eating, \°ngoo leh-°li chuh/ 我拉裏吃,
\°ngoo la° chuh/ 我拉吃.

{Past Tense, Simple Form}, I ate, \°ngoo chuh kuh/ 我吃個.

{Past Tense, Continuous}, I was eating, \°ngoo leh-la° chuh/ 我拉拉吃.

{Past Tense, Emphatic Form}, I did eat, \°ngoo °z chuh kuh/ 我是吃個.

{Perfect Tense}, I have eaten, \°ngoo chuh tse/ 我吃哉. \°ngoo chuh°
la° tse/ 我吃拉哉, \°ngoo chuh koo° tse/ 我吃過哉.

{Past Perfect}, I had eaten. \°ngoo °i-kyung chuh tse/ 我已經吃哉,
\°ngoo °i-kyung chuh la° tse/ 我已經吃拉哉, \°ngoo °i-kyung chuh koo°
hyih tse/ 我已經吃過歇哉.

{Future Tense}, I will or shall eat, \°ngoo iau° chuh/ 我要吃.

The {Future Perfect Tense} cannot be expressed directly.

The only change for the different persons is the above will be in the use of the pronouns of the different persons.

IMPERATIVE MOOD

Eat, \chuh/ (吃), \chuh meh tse/ (吃末哉).

PARTICIPLES

{Present}, Eating, \chuh/ (吃), {Past}, Having eaten, \chuh-°ts/ (吃仔).

A few words of explanation are necessary. The use of \{leh-°li}/ and \{leh-la°}/ are a little difficult to understand at first. As stated \{°ngoo leh-°li chuh}/ (我拉裏吃) means, “I am eating.” If, however, a third person asked your servant \{Sien-sang van° chuh meh?}/ (先生飯吃末), “Has the Teacher eaten his rice?”, the servant would answer, if you were still eating, \{yi leh-la° chuh}/ (伊拉拉吃) meaning “he is eating.” If you yourself said \{°ngoo leh-la° chuh}/, it would mean, “I was eating.” In the Perfect Tense the word \{koo°}/ (過) means literally “to pass over.” In the Past Perfect the words \{°i-kyung}/ (已經) mean “already.”

The real force of \{leh-°li}/ (拉裏) is “here,” and the real force of \{leh-la°}/ (拉拉) is “there.”

There are a great many ways of expressing completed action in Chinese. These will be explained later. In this lesson one of the most common will be explained. It is by the use of the adjective \{°hau}/ after the verb. Thus \{chuh °hau tse}/ (吃好哉) means, “I have finished eating.” \{Dok °hau tse}/ (讀好哉) means, “I have finished reading.”

\{°Hau}/ (好), “good,” is also used before the verb to qualify it. Thus we have the expressions \{°hau chuh kuh}/ (好吃個) meaning “good to eat.” \{°Hau dok kuh}/ (好讀個), “Easy to read.” \{°Hau tsoo° kuh}/ (好做個), “Easy to do,” etc.

VOCABULARY

To arrive, \tau°/ 到.
To give by hand, \peh/ 撥.
To buy, \°ma/ 買.
To speak, \wo°/ 話.
To burn or cook, \sau/ 燒.
To learn, \‘auh/ 學.
A table boy, \ih kuh si°-tse°/ 一個細崽.
A horse boy or coachman, \ih kuh °mo-foo/ 一個馬夫.
A pear, \ih tsak sang-li/ 一隻生梨.
A peach, \ih tsak dau-°ts/ 一隻桃子.
A tailor, \ih kuh ze-voong/ 一個裁縫.
China or Chinese, \Tsoong-kok/ (中國), Lit. Middle Kingdom.
Shanghai, \°Zaung-°he/ 上海.

\{Jien°}/ is the classifier denoting garments, pieces of baggage and merchandize, and also an affair.

A garment, \ih jien° i-zaung/ 一件衣裳.

\Saung/ (雙) is the classifier denoting pairs.

A pair of shoes, \ih saung ‘a-°ts/ 一雙鞋子.
A pair of socks or stockings, \ih saung mah/ 一雙襪.
New, \sing/ 新.
Old, \°jeu/ 舊, or \°lau/ 老. (Of persons, only \°lau/ is used.)
\°Lau/is old as to time. \°Jeu/ generally means worn out, in bad
condition. (\°Lau/ is often used as a title of respect, meaning
venerable).

EXERCISES

(Translate into English)

(1) °Ngoo iau° ‘auh wo° tsoong-kok wo°.
(2) °Ngoo iau° ‘auh dok tsoong-kok su.
(3) Noong° iau° dok su va°?
(4) I-tsak siang-°ts tan-chi° meh?
(5) Kyau° yi chi° meh tse.
(6) I-kuh °mo-foo iau° °ma san tsak °mo.
(7) °Ngoo peh yi °ng kwhe° yang-dien kyau° yi chi° °ma ih tsak yang.
(8) °Ngoo °i-kyung wo° koo° tse.
(9) °Zaung-°he tau° koo° hyih meh?
(10) Tau° koo° hyih tse.
(11) °Ngoo-kuh i-zaung ze-voong tsoo° °hau meh?
(12) Yi leh-la° tsoo°.
(13) Noong° chuh-°hau-°ts van° iau° tsoo° sa°?
(14) Chuh-°hau-°ts van° iau° dok su.
(15) °Ngoo iau° chi° °ma ih saung sing kuh ‘a-°ts.
(16) Van° sau °hau meh?
(17) Sau °hau tse.
(18) °Lau sien-sang kyau° si°-tse° chi° °ma sang-li.
(19) Kyau° yi le tsoo° meh tse.
(20) Di°-kuh tsoo° koo° hyih meh? Tsoo° koo° hyih tse.

(一) 我要學話中國話.
(二) 我要學讀中國書.
(三) 儂要讀書否?
(四) 伊隻箱子擔去末?
(五) 叫伊去末哉.
(六) 伊個馬夫要買三隻馬.
(七) 我撥伊五塊洋錢叫伊去買一隻羊.
(八) 我已經話過哉.
(九) 上海到過歇末?
(十) 到過歇哉.
(十一) 我個衣裳裁縫做好末?
(十二) 伊拉拉做.
(十三) 儂吃好之飯要做啥?
(十四) 吃好之飯要讀書.
(十五) 我耍去買一雙新個鞋子.
(十六) 飯燒好末?
(十七) 燒好哉.
(十八) 老先生叫細崽去買生梨.
(十九) 叫伊來做末哉.
(二十) 第個做過歇末? 做過歇哉.

(Translate into Chinese)

(1) I have already read this book.
(2) Do you want to buy a dog?
(3) When I arrive at Shanghai, I wish to buy an umbrella.
(4) Has my friend come?
(5) I gave him four dollars and told him to buy a table.
(6) The teacher is eating his dinner.
(7) I have already given him ten dollars.
(8) Come along.
(9) When the teacher has come, call me.
(10) Have you ever eaten Chinese peaches?
(11) I have eaten them.
(12) Those pupils are studying Chinese.
(13) The foreign teacher is learning to speak Chinese.

(一) 第本書我已輕讀過哉.
(二) 一隻狗要買否?
(三) 到之上海我要買把洋傘.
(四) 我個朋友來末?
(五) 我撥伊四塊洋錢叫伊去買一隻擡子.
(六) 先生垃拉吃飯.
(七) 我已經撥伊十塊洋錢.
(八) 來末哉.
(九) 先生來之末來叫我.
(十) 中國桃子儂吃過歇末?
(十一) 吃過歇哉.
(十二) 伊個學生子拉拉讀中國書.
(十三) 外國先生拉拉學中國話.

Notes.

(1) China is known by many different names. The most common is
{Tsoong-kok} (中國). We also have {Da° tshing kok} (大淸國), “the
great pure kingdom,” {Tsoong-wo} (中華), “the middle civilized
kingdom,” and {Zeh pah °sang} (十八省) “the eighteen provinces”
(used of China Proper, without its dependencies). A modern
name is {Ts-na} (支那). It represents the sound of China, and
was much used by the reform party. The name adopted for The
Republic of China is {Tsoong-wo ming kok} (中國民國) “The
middle civilized people’s kingdom.”

(2) In the ninth sentence of the first exercise the force of the
{Tau°} (到) is visiting the place for the first time.

(3) In the twentieth sentence of the first exercise the meaning is,
“Have you ever done this before?”

(4) In the ninth sentence of the second exercise, you use the past
participle, {le-°ts} (來之). After it {meh} (末) is often used for
euphony, thus the sentence would be {Sien-sang le-ts meh, le
kyau° °ngoo} (先生來之末來叫我).

(5) In the twelfth sentence of the second exercise {su} (書) is
added after {tsoong-kok} (中國). The meaning is “The pupils are
studying Chinese books.”

(6) In the thirteenth sentence of the second exercise, the foreign
teacher would be {nga°-kok sien sang} (外國先生). {Nga°-kok} is
used as an adjective.

LESSON VII

Prepositions and Postpositions, and Common Connectives

The words expressing the relations of nouns to one another are placed, some of them before and some of them after the governed substantive. ‘At’ or ‘to’ is expressed by \{la°}/ (拉). Thus \{°ngoo peh la° yi}/ (我撥拉伊), “I gave it to him.”

‘To’ or ‘towards’ in the sense of direction is expressed by \{tau°}/ (到). Thus: \{°ngoo iau° tau° °Zaung-°he chi°}/ (我要到上海去), “I wish to go to Shanghai.” ‘To’ or ‘towards’ is also expressed by \{te°}/ (對), as in the expression to speak to a person. Thus: \{°ngoo te° yi wo°}/ (我對伊話), “I said to him.” ‘From’ is expressed by \{dzoong}/ (從). Thus: \{°ngoo dzoong °Zaung-°he le}/ (我從上海來), “I came from Shanghai.”

‘With’ is expressed by \{tah}/ 搭 or \{doong}/ 同. Thus: \{°ngoo tah yi bak wo°}/ (我搭伊白話) or \{°ngoo doong yi bak wo°}/ (我同伊白話), “I talked with him.”

‘Instead of’ is \{thi°}/ (替) or \{°de thi°}/ (代替). Thus: \{°ngoo °de thi° yi tsoo°}/ (我代替伊做), “I do it instead of him.” The idea of doing it for a person is expressed by \{theh}/ (忒). Thus: \{°ngoo theh yi tsoo°}/ (我忒伊做), “I will do it for him.”

‘In’ is expressed by placing \{la°}/ (拉) or \{leh-la°}/ (拉拉) before the noun and \{°li}/ (裏) or \{°li-hyang°}/ (裏向) after the noun. Thus: \{la° vaung-°ts °li}/ (拉房子裏) means, “In the house.” \{La° siang-°ts °li}/ (拉箱子裏) means “In the box.”

‘On’ is expressed by placing \{la°}/ or \{leh-la°}/ before the noun and \{laung°}/ (上) after it. Thus: \{la° loo° laung°}/ (拉路上) means, “On the road.” \{La° de-°ts laung°}/ (拉擡子上) means, “On the table.”

\{Nga°}/ (外) means “out.” The usual expression is \{nga°-deu}/ (外頭) “outside.” It follows the noun.

Other prepositions will be introduced later.

The most common connective is \{°lau}/ (佬) and corresponds quite closely to our use of “and.” Thus \{°ngoo iau° °ma ‘a-°ts °lau mah}/ (我要買鞋子佬襪) means, “I wish to buy shoes and stockings.” Nouns are often placed beside one another without any connective between them. \{Tah-ts}/ (搭之) is used much in the same sense as \{°lau}/ (佬).

‘Also’ is \{°‘a-°z}/ (也是) or \{°‘a}/ (也). Thus: \{di°-kuh °‘a-°z hau kuh}/ (第個也是好個) means, “This also is good.” \{°Ngoo °‘a iau° °ma}/ (我也要買) means, “I also wish to buy.” \{°Ngoo wan iau° °ma}/ (我還要買) means, “I still wish to buy.”

VOCABULARY

A city, \ih zoo° dzung/ 一座城.
A school, \ih kuh ‘auh-daung/ 一個學堂.
A hat, \ih °ting mau°-°ts/ 一頂帽子.
A head, \ih kuh deu/ 一個頭.
A foot, \ih tsak kyak/ 一隻脚.
A hand, \ih tsak °seu/ 一隻手.
A heart, \ih kuh sing/ 一個心.
Father, \ya/ 爺.
Mother, \nyang/ 娘.
A body, \ih kuh sung-°thi/ 一個身體.
Home, \ok-°li/ 屋裏.
To sit, \°zoo/ 坐.
To live, dwell, \dzu°/ 住.
To wear, \tsak/ 着.
To place, \faung°/ 放, \°pa/ 擺.
To use, \yoong°/ 用.
To wear on the head, \ta°/ 戴.

EXERCISES

(Translate into English)

(1) Sa° nyung peh la° yi kuh?
(2) I-kuh ya peh la° yi kuh.
(3) Di°-kuh iau° tan tau° ok-°li chi°.
(4) Mau°-°ts iau° ta° la° deu laung°.
(5) ‘A-°ts iau° tsak la° kyak laung°.
(6) I-zaung iau° tsak la° sung laung°.
(7) Sien-sang dzu° la° dzung° °li va°?
(8) ‘Auh-sang-°ts iau° tau° ‘auh-daung °li chi°.
(9) °Ngoo kyau° si°-tse° °pa °ngoo-kuh i-zaung la° siang-°ts °li.
(10) Sien-sang dzoong nga°-kok tau° Tsoong-kok le.
(11) Sien-sang kyau° °siau-noen yoong° sing dok su.
(12) ’Veh iau° °zoo la° zaung laung°, iau° °zoo la° iui°-°ts laung°.
(13) Su faung° la° de-°ts laung°.
(14) Bang-°yeu i°-kyung le koo°-°ts °lau chi° tse.
(15) Sang-li °z °hau chuh kuh, dau-°ts °‘a-°z °hau chuh kuh.
(16) Di°-kuh °siau noen ’m ya nyang kuh.
(17), Sa° nyung la° ‘auh-daung °li? Sien-sang tah-ts ‘auh-sang-°ts.
(18) Noong° wan iau° °ma sa° va°? ’Veh iau°.

(一) 啥人撥拉伊個?
(二) 伊個爺撥拉伊個.
(三) 第個要擔到屋裏去.
(四) 帽子要戴拉頭上.
(五) 鞋子要着拉脚上.
(六) 衣裳要着拉身上.
(七) 先生住拉城裏否?
(八) 學生子要到學堂裏去.
(九) 我叫細崽擺我個衣裳拉箱子裏.
(十) 先生從外國到中國來.
(十一) 先生叫小囡用心讀書.
(十二) 勿要坐拉床上要坐拉椅子上.
(十三) 書放拉檯子上.
(十四) 朋友已經來過之佬去哉.
(十五) 生梨是好吃個桃子也是好吃個.
(十六) 第個小囝無爺娘個.
(十七) 啥人拉學堂裏? 先生搭之學生子.
(十八) 儂還要買啥否? 勿要.

(Translate into Chinese)

(1) I placed the knives and the forks on the table.
(2) Who lives in this house? Mr. Tsang.
(3) The father and mother wish the child to study.
(4) Do you live in the city or out of the city?
(5) The cat is on the table.
(6) Take it in your hand.
(7) Keep it in mind (place it on your heart).
(8) The heart is in the body.
(9) That child has no shoes on his feet
(10) That man has no hat on his head.
(11) To whom do the cows and sheep belong?
(12) When you have put on your clothes, come and eat.
(13) The horse boy wishes to feed the horse also.
(14) You and I are friends.
(15) Have you ever been to foreign countries?

(一) 刀叉我放拉檯子上.
(二) 啥人住拉第個房子裏? 張先生.
(三) 爺娘要第個小囡讀書.
(四) 儂住拉城裏呢城外?
(五) 貓拉檯子上.
(六) 擔拉手裏.
(七) 放拉心上.
(八) 心拉拉身體裏.
(九) 伊個小囝脚上無沒鞋子.
(十) 伊個人頭上無末帽子.
(十一) 牛佬羊是啥人個?
(十二) 着好之衣裳佬來吃.
(十三) 馬夫也要撥馬吃.
(十四) 儂搭之我是朋友.
(十五) 外國去過歇末.

Notes.

(1) There are many different ways of saying “father” and “mother,” but
these will have to be explained later.

(2) {Laung°} is really the character {°Zaung}. It has the latter
sound when used in the adverb “above,” which is {°Zaung-deu},
上頭.

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Lessons in the Shanghai DialectChapter I: Part 1

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