An Introduction To WRITTEN JAPANESETeach Your Japanese 6. Je DUNN, PHD BAe & S.TANADA, MAECON, (TOKTO) “The grading of the vocabulary, the correlation of the exercises with the lessons, and the preparation of the conversation pieces hhave been castied out with skill and care by the two authors, who hhave cleaely dawn on extensive practical teaching experience.” Bulletin of the School of Oriental and African Studies, University of Landen, | A Programmed Course on Respect Language in Modern Japanese 2.6, O'NEILL, PH.D. : Lecturer in Japanese, School of Oriental cand African Studiss, University of London. programmed course leads the student through an analysis ofall the major respect forms used in modern Japanese, and teaches 1him to identify and explain them. ‘The 540 frames of the maist patt of the course require 7}-10 hours of study. - Intended for use at an intermediate level, this sel'nstructional |An Introduction to WRITTEN JAPANESE P. G. O’NEILL, Ph.D. and S. YANADA, M,Econ, (Tokyo) Levees in Japanose Schon of Oriental and African Stuer Unisersty of London ‘THE ENGLISH UNIVERSITIES PRESS LTD ST. PAUL'S HOUSE WARWICK LANE LONDON ECtinst edition 1963 } Second impression 1966 Copyright © 1365 P, G, O'NEILL and 8. YANADA, Printed in Great Britein for the Engl Univers Pret Lid, by Richard Clay (Tbe Chaner Pre), Ld, Bag, Safle Se in 10081 pt. Garamond end bound in Japanese Wood Veneer ‘ppd by Thor, Goodall Ca, LikCONTENTS Preface INTRODUCTION ‘TABLES OF KANA [LESSONS 1-16 EVERODUCTION TO LESSONS 17-20 [ERSSONS 17-20 [TRANSLATIONS Guossanr INDEX 70 NOTES (CHARACTER INDEX wl 154 156 193 214 229 231PREFACE ‘Tree Japanese language and its writing system were described by eatly Christian missionasies a5 inventions of the devil, designed to prevent the spread of the Gospel. Understanding of them has improved some- ‘what ia the last 4oo yeats, but it remains true that written Japanese is unique in its complications. ‘This book was compiled in the hope of providing the student with way through the difficult eaely stages. Designed as a self-contained course, it is intended to take the complete beginner to a stage at which he can handle character dictionaries and the like with some facility and otherwise fend for himself in dealing with modeza waitten Japanese. To this end, the main body of the book consists of sixteen graded reading exercises using a total of 680 Chinese characters. Alll these exercises are written in the present-day simplified script, and each is preceded by list of new characters in the order in which they appear in the text and followed by a Romanized version of the text and notes on grammatical points, Fouc more lessons, in which no new characters are introduced, use variant forms of the characters and the old, tradi- tional kana spellings, and show printed and semi-ccsive handwritten forms of the script. Introductions to each of these two main sections explain briefly the points necessary for an understanding of the script ‘used in the following lessons, and English translations are given for the texts of ll twenty lessons, followed by a glossary and an index to notes ‘on grammatical points. Finally, a character index has been compiled ‘which lists all ehe 1,878 Chinese characters in standard use (fy00 ari) and theit variant forms; it shows where they are to be found in charac- ter dictionaries and which of them have been used in this book. From the publishers’ point of view, the production of such a book ‘was far from straightforward, and we should here like to thank them for the understanding they have shown throughout the work. ‘The lessons are based on material used during the first-year course in Japanese at the School of Oriental and African Studies, University of London, and are intended for use with C. J. Dunn and 8. Yanada’s Teach Yourself Japanese, published by the English Universities Press. The student is recommended to work through about ten lessons of [vii] alPREFACE this grammar before starting on the weitten exercises in this book, s0 that he will find litde difficulty with geammatical constructions ot vocabulary and will be frec to concentrate on the written form of the language. ‘The list of 680 characters used in this book has its origin in selection of 714 compiled for first-stage use by Mr. F. J. Daniels, Professor of Japanese in the University of London, and introduced into the beginners” cousse at the School of Oriental and African Seudies in 1942. Since then it has been continually revised by S. Yanada in the light of teaching experience and developments in Japan, Of the 680 characters used in this book, 564 (83%) ate retained from the otiginal list of 7143 584 (86%) are in the Japanese Ministsy of Education’s list of 861 basic characters to be learned during the years of compulsory schooling; and all are among the 1,878 foqy00 angi. Learning to read and write Japanese is a laborious business, and there are no short cuts to memorizing a large number of Chinese charactess, for example, On the other hand, there is no need to despair. In recent vears Aare spelling has been simplified and the ‘number of characters in common use substantially reduced, and on the inevitable occasions when the student feels that he is making little or ‘no progress, he should find reassurance in a backward glance at earlier ‘exercises and in the thought that the same hard path has been followed by everyone—foreigner and Japanese alike—who has learned to read and write the language. P.G.ON. Suv! London, 1963 (vil | | | |INTRODUCTION ‘Mover Japanese is written in a mixture of Chinese characters (Lang/) and syllabic signs (Land) developed from the characters by the Japanese. tis usually written vertically, in columns runaing from top to bottom and following on from right to left across the page. Equal space is allowed for the writing of each character and ana, but no space is left between words. Until recent years the number of characters available for use in ‘written Japanese was virtually unlimited (@ standard dictionary has entries under 15,000 different characters, for example), and changes in pronunciation over the centuries without corresponding changes in the writing often resulted in the same sound being represented in writing by combinations of kana which differed from word to word. In November 1946, however, the Japanese Government issued a list ‘of 1,850 characters and a set of simplified kana spellings which were recommended for use to the exclusion of all others. Since that time nearly all Japanese publications of a non-specialist nature have con- formed to these recommendations. To date the only subsequent development has been a suggestion by an official committee that 28 of the chosen characters be replaced by 28 different ones. ‘This change hhas aot yet been given government approval, but the effect has been to bring the extra characters into general use too. ‘Thus, in practice, the total number of characters in standard use (sogy00 angi) at the present time is 1,878. Chinese Characters “These were the frst means of writing known to the Japanese and, lacking any alternative, they tried to use them to write theit own Janguage, using them at first on their own and Ieter in combination ‘with Aanz. Classification. Each Chinese character cither is of contains one of 214 basic elements known as radicals, and is traditionally classified under that radical in character dictionaries. ‘The various characters coming under any particular radical are subdivided according. to the ‘number of strokes with which they are written, exclusive of the radical tlINTRODUCTION element iteelé, For example, AK ‘tree’, is radical 75, and HY ‘village? is classified under the same radical 75 with three extra strokes. These two characters may therefore be described as being 75/0 and in the group 75/3 respectively.. Te is these radical and stroke numbers which appear beside each character in the lst in this book. ‘Unfortunately, it i not always exsy to discover which part of a character is the radical and, in fact, the traditional: arrangement of chatacters under this system is bath inefficient and illogical ifthe aim is to facilitate the finding of unknown characters. In his Beginner? Dictionary of Chinese-Japanese Characters and Compounds, Arthur Rose- Innes arranged the characters in a more practical way by always regarding the most obvious element as the radical; and since this very useful dictionasy is still in wide use among foreign students of Japanese, the characters listed in this book have been given their radical and stroke numbers according to the Rosennes? system, with the tradi- tional ones added in brackets where they differ. ‘One further complication atises from the existence of variant and simplified forms of characters, ‘The 1946 revision of the writing system ‘brought.a large number of these into standard use, but as dictionaries published before that date (including the one by Rose-Innes) mentioned such forms only incidentally, if tall, in practice iis sill hardly possible to ignore the original, full forms of the characters, Because of this, these full forms and common variants ete. have been included where appropriate in the character lists in this book. Readings. Almost every character used in Japanese bas at least two readings, and most of them have three or more. ‘They are of two kinds. The first, known as on (literally ‘sounds’), are forms of the original Chinese pronunciations itnitated by the Japanese when they learned the characters from teachers from the mainland. ‘The second, known as dam (literally ‘:eadings’), are native Japanese words which indicate the meaning, or one of the meanings, of a character. They are, as it were, Japanese waaslations of the meanings of the Chinese characters.’ (in listing readings itis a useful convention to distinguish on by giving them in block capitals) ‘Thus, the character 3 as an ton reading sox, which is the preseatday Japanese version of the otiginal Chinese pronunciation, and a dam reading. murs, which is the ative Japanese word for the meaning of the character, ‘village’. Only experience will tell whether a character is to be read in the on or the Ai, but a character used independently will in most cases be read in the Aan, and one used in combination with one or mote’ other characters will be mose likely to be real in the ow. For example, A occurring as a single character would be read meré, but the two- bl | |i z| INTRODUCTION character compound it makes when followed by 100 S ‘chief, hhead’ is read sonr100 ‘village head’. ‘To give some help with charac- ters which do not conform to this general rule, Ow r. which are used alone as independent words in normal colloquisl Japanese have. ‘been marked in the character lists with an asterisk, thus: 2 HON*, to show that the reading in question covers the meanings given up to the first semi-colon of fall stop; and the few ur readings which are not independent words but exist only as parts of compound words have been put in brackets, thus: (a). ‘One further general point about readings remains to be mentioned. Jn 1948 an official lst of on and Au readings for the Zoey Aan! was issued, but until that time « character had not been restricted to a definite, limited number of readings. Its kur readings, ia particulae, were often indetermimble and, conversely, the same Japanese word could be found used with several different characters of similar, but subtly diferent, meanings. ‘The 1948 list recognizes compatatively few seadings for each character, and those used in this book have been kept withia much the same limits. In a word, the readings given are selective, not exhaustive. @) ow readings. In Chinese a character normally has only one seading in any particular dialect at any particulae time, but the Japaese ‘were taught the readings of characters by teachers who caine From ‘widely separated parts of the mainland and spanned many cesituries of time, As a result, most of the characters used by the Japanese Wave collected two or three different on readings each. Sometimes one particular meaning of a character will be restricted ‘to 8 particular ow reading. For example, the character 4, which has ‘tvo common ow seadings, Koo and Gx00, and several possible mean- ings, will always be read Groo when used in the meaning of ‘tow, ‘column’, In most eases, however, all the ow seadings can cover all the various meanings of a character, the choice of which is used in a particular word having been determined by the origin and associations of the word, GO Ken reaings, A few Chinesé characters canbe regarded as having 1 single meaning which is adequately covered by one Japanese word; but since a daa is usually 2 ‘translation’ of only one of several different ideas repeesented by the same character, it is generally more limited ia ‘meaning than the ox. 47 , for example, is read as the first part of the Japanese verb iG) when used to mean “go”; and as the frst part of ‘the verb otona(#) when used to mean ‘act, carry out. ‘When the A of a character is @ Japanese noun not derived from a ‘verb, the character alone will be read as the whole of the word. ‘Thus GIINTRODUCTION A will be sead 5 bite ‘person’. But in other cases—adjectives, verbs and, usually, nouns derived from verbs—the character itsel€ will accotint for only the fist part (the base of stem) of the An word, and the ending will be shown by adding the appropriate kana. T(&s), for example, i¢ writen 47 { and okona(y)47 5. In the character lists pre- ceding the lessons, asin the examples above, the part of a word which is written in Aana has been shown by enclosing itn brackets. Kana ‘The 47 basic syllables of the Aana tables are usualy arranged ia what is known as the graymon ‘50 sounds’ order, three of the sounds being regarded as occurring twice cach. ‘This arrangement, shown in the tables below, consists of five vowels in the onder 4, , % «, 0 and then the same five vowels preceded in turn by nine consonants ia the order B55, M8J57,8. ‘Thickening marks? (xigori) in the form of two sma strokes added to the ene for sounds beginning with &, s 4 and b represent 20 further syllables beginning with the voiced consonants 2, 5.4, and b respectively; and.a semi-voiciag sign (ban-ngori in the form of a small circle added to the Aane for sounds beginaing with 5 represents the same five vowel sounds preceded by the consonant p, ‘There ig also a separate sign for the consonant # alone, used to wre the final » of a syllable, making a total of 48 diferent basic signs. Tn addition to being used to write patties, adjective and verb endings etc., hana is sometimes given in small print beside Chinese characters 0 show how they are 10 be read. ‘This burigana, as it is called, has been shown on p. 66 against certain place and proper ‘There are two different sets of hana signs, one known 8s iragana and the other as katakana, Both were desived from Chinese characters, Jiregana (literally “level, flat Zona’) being cursive forms of whole characters, and Aatakana (literally “side ava’) being small parts of characters. ‘The Chinese:chaiacter Jil, which bas the ox reading XA, for example, represents the sound Aa in Airagena in the Form 2» and in kafakana in the form 3. Miragana. This is the kind of ana normally used in books, letters, newspapers, ete, In addition to the 48 basic signs, a number of variant forms used to be current, but these are now rarely used, and then only in handwriting. Katakana. This is always used to write foreiga words, including personal and place names, It is also found used at times t0 spell out the reading of a Chinese character which, for some reason, has not been used itself; to write words which are fequited to be distinctive or iINTRODUCTION emphatic; or to show that certain sounds within a word are not full syllables but form part of a diphthong (@.g. 5 = 7 & gots), when they are often written smaller than the gest of the Aana. Tn all thee cases Aetakena appears asiong, what is inaily biragena, but itis regulaty used with Chinese characters in place of biragana for official notices and proclamations, for orders and regulations in the Armed Services, and for private diasies and the like—in short, for formal, official writings or for the sake of clarity. (Katahana has been used t0 write certain texts in this book, however, not because it is appropriate to their subject-matter, but in order to give practice in reading this syllabary.) In the writing of forcign words ard names in Japanese the sound Of the consonant» is represented either by adding. wigrito the Aatakana sign for x, thas ; or by using the sign for the approprate syllable beginning with b (ba for 14, for vi, ete). Diphthongs. Instead of each kana sign being tead as a full syllable, ‘two or more may combine to form a diphthong when the first ends in the vowel -j and the second begins with a y-; for example, ® & may have to be read Ayo and UP bya in some words, instead of Aiyo and bya. ‘Long Vowels. In kafakana a vowel cin be lengthened by following any of the syllabic signs with a short vertical line (see ‘Miscellaneous Signs’ below); but in both types of fana all vowels can be lengthened bby adding the an for the vowel in question: nee, for example, is ‘written 92 ne +e. The o» sound, however, is usually written o + (6g. 00 25; desw0@ L k 5), andis only written o + 0 ina few words in which the second o was traditionally written bo (5 ( ‘ous (formerly written etEls) is now k3, and Anori“ice’ (€ (ED) isnow 3). Doubie Consonants. In both Zara writing and combinations of Chinese characters, within « word: @) Goal » before a syllable with an initial # will always double the consonant, e.g. 2 A/2e. donna; Gi) vor ki before & & may give'a double consonant, e.g. (*#) sh < sehe+ 8) & 5 hoo = gabon; Gi) before &, 5 4, oF p will usually double the consonant in question, eg. (0% D bakkiri; and before an initial b it will some- times give a double p sound, eg.(H) L wD gun +(38) (tO atu = syppath. Irregular Ka. ‘The particles we, o, and ¢ are written with the hana signs for be (i (>), @)o ECF), and be \(~ respectively; and 6)INTRODUCTION HIRAGANA 9B YD lez alo & > ; 7 K [wap ala 3 ae ¢ (Lee Uf Uf ko > = s |X slob tle F yfert tee : TH flewwrs sfour? “°C Pk » N mF i |ni 2 tlm yy nda lg) 9 H Ihe le we ‘| 3s he ~~) 0[F b = x t a fmt i] Bas foots Ume yd ylme bt teed bed tal | nfaty ila 2B Ae gurl w feeds plorida ® lok. 3 whe Fin : | — med Gie pvle F jeu (| ee tf |e = zia ¥ lh cls Fle wl Dia lip) OB [= a |e t [eo de Bfh ig [bi o fo 3c] be ~ [bo iz Pip in je of |e jo [pe x fee trINTRODUCTION KATAKANA aT iy sor-j a 7 > q 2 ales att i oy aJ 2 mah nat a a. Ty ie 7 : ma Vy ho 7h mo, moe 2 wey na] rai nla sli Ym ee blo Oe wlearZ loi al we E thwoD 5 VFial NL 17: Gle y| ai [em 7 |e FF | ve = | zl=vy lasl=xlxetla ys pla > ay fae 7 la F B]b yy] bi EH [bu Z [be S| bo Lefer [ee [om [ree [ookINTRODUCTION the sounds 2 and gw are written LC and ¥ (and not % and 3) wunless: @ the change from an unvoiced #i or # is due to the formation of acompound wore, fate "ao, # Blood” > Bene IS i) they are immediately preceded in the same word by # or i respectively, eg. teguka 3-3 ¢ ‘continue’. Miscellaneous Signs (® — @ __ Qi) Shows the square brackets used with quotations 3 as inverted ‘commas, and with the names of books = a ete, which in English would normally be given in y 7 italics; and, inside the brackets, the signs for a comma Sanda fall stop . (@ The word teeberu, ‘table’, showing the line which can be used in Aafakana for lengthening a a vowel. : Romanization ‘There are two main systems for somanizing Japanese, known 2s the doarei-siki and Hepburn systems, and it is as well for students to be familiar with both, The former has been officially preferred in Japan, bbut is comparatively little used, Ie is, however, not without ite advantages for teaching purposes, and it has been used in this book in the romanized transcriptions, notes and glossary, and under the signs in the dana tables. Where different, the Hepburn spellings for the sounds represented by the Aana signs have also been given in the tables, in brackets; and since the Hepburn system has for long been. familint as the one in general use, it seemed appropriate to use it in the English translations. (8)TEXTS, TRANSCRIPTIONS, AND. NOTES flLESSON 1 ae ITL* ITU hito(tu) one 44 lame) os —_— le —!/=T 1 = ae — v wie » ny I Gis) | GO* iraguy five =] [Ta l 1 a ROKU* mut(tu) six IN A EIS ae SITI* nana(tu) seven CEERI rajo | HATI* yat(tn) eight J\ BCR tt sft | KYUU, KU* kokono(tu) nine Mie | + sale | z¥OU+ too ten zLERL I t it be]LESSON 1 eae au a a t v s wu ® vhs won Ke Qe a ve & tt ue) aL ofa HED eR” Spa wR HRP RAH aw’ BS Caw ee RRR a KP DA An he Ren EYP Raw tn] a! yRERQH ER * Wo eae ee eR ERI ba bene See Se 2 os kee ee Bota 2 sma DNad sweLESSON 1 rm x. Asoxo ni nani ga arimasu ka. Isu to tecbura ga arimasu. 2. Isu wa ikutu arimsa ka. Yott arimasu, 3. Tecburu wa ikutw atimasu ka, Hatatu aimasu, 4. Soko ai fookn (literally huookx) ga ikuta arimasa ka, Matta arimasu. 5. Naihu mo mutts asimasa ka, Naihu ‘wa nanatu arimasu, 6, Sore wa nan desu ka. Kore wa ringo dese. 7 Tutu arimasu ka, tutu atimasu, 8, Are mo ringo desa ka. Are wa orenzi desu. 9. Orenai wa ikutu arimasu ka. Too arimast. 10. Are wa @are no inu desu ka, Watasino inu desu. 11. Anata no ncko wa doko ni imasu ke, Neko wa koko ni imasu, Notes 1 tecbura: written in katana because it is recognized to be a foreign word; ef. “foo aby et, belo. 2 iikura: geasral word for ‘how many?, used when no other uaitword i ‘appropriate 66 nan desu ka? in combination with unit dassiers and -yoob, ‘day (ofthe week)’, ‘ai always takes the form aon (e.g. ond, ete); and as aa independent word it likewise becomes na before a word beginning with », #084. 1x imasu: used to zefert0 the positon of something animate, just as arimarn ie ‘sed of something inanimate. Note, however, that arimars can be wed with ‘an animate subject whea itis purely a mutter of existence tnd not postion ‘eg. Soon it gy arimasu ha, “Is cere such a perton?” baLESSON 2 HON book; main, origin (esit for counting eylindsical objects) £] [Filth Rl aR zatig | SEN intimacy; oya parent 2] [ FP PBB Bape ie Be K (lj | YEU tomo companion sl fa a xgo/s | BE Britain, England FLIP | iz] 31/8 | KOKU seuni country, nation 3 |) AMF) 2|e AR glo \ ZIN, NIN’ hito” person Ba) A | A yafo | ZITU, NITI hi day, sun; (ka) day] 25] |i [njala ee toz/o | DEN ta tice-ficld Z| | [olm|ple 75/4 | TOO higasi cast $| [-lrlalale le l# [| | 5/6 | KYOO capital city 1B TEFPFRER ,E] |b Ue ie lee her lee ean 39/0 | SI ko child, SI, SU (suffix) FEES ae 16715 | EN lead (qetal) SU eT PPR ERE EBS rj | BITO ade wring-beush (4)LESSON 2 4 Vo ona cn karti ns? Rea. RX CWE RK Kom! nf A RT KBR Bo €or AN cantiwr ne’ Wo RE RA er RS Koon awk BR VS KR KR PoP de rR aS BK RK? me ooh RT RK “* RA. BHA KR WO | seo | HU aie tether APPLE & oft | BO haha mother «| {4 [alala}e | ETUspace of) month;GATU month (of yeat), A rale tuk ‘moon, month Pa] |) In JAA i ily | $¥O0 sent SL |” 53 ls |e be a 1/3 | TL sia) 2 know #a + 1 i A fe |eolao ZYO tasu(karu) vf be helped, saved BA 3915 tasa(kern) vf help, save 4%] |i |n-qa fa |e (87 [Bo + ae a = | K 86jo *] Jo | SUL mim water 7K 85, #] La lrlaLBSSON 4 3163/9 TO miyako capital cy. TU all le —Ph bl e far laces ra7]o KEN mi(u) ov see es uin|ajalelafal |] 93/4 BUIU, MOTU mono thing re 33 sls hte? opel | Nyt S| FRE] S| a) BS Fy 6a x 73/8 2% 9/6 (ula) elt 24] cal) cS |BY NE py | HE 36/3, is] EELESSON 4 aie S¥OO trade 4] CE Parser is sls | TEN mise shop t_CEFFFEEE zz 4ofiz2 | SYA utu(su) 1, copy lel [cree I a a i SIN. truth; ma- (emphatic prefix) aN E/T TF aa [8 [a aa ee 75/2 | KI machine :

1653/8 “TEP EPE FEE my St + BY ws xa[2 | KOO. public SLE PLAE 31/10 | EN park = 71 | | 32/0 TO, DO tuti earth, soil el [=e oly | $y >) ERRLESSON 5 YAKU * (official) post, use, role; government service fe aS i aR KEI, KYOO ani elder brother "PPR ay a i | | jo [3s BF [op ke SOSLESSON-5 iia som sero eh le le ie We bee ba a 4k 3815 | MAK imooto younger sister TL Ut Tk Te bee be dat be Bk \ [ars | sen nine stip Iroc] ¥ + 5 9 ¥| ee 14313 |HIYOO * tists reveal; omote surface, front5 f re pa [LS [SB (202/7) 2\- [al [4 [22/5 84/8 | KAN building cL BE Be ee ele eel KAN aida interval, space, among; 169/4. ma interval, sP4€e, f0om SL [er Up Pe Paealrsirsea Gis | SEL regulate tL FP BR Ie eee ee Je 96/7 | RX principle, reason | FPEPE PRR ERE HOO* direction; region; # rele kata. person” (hon.) * = . alata: bs]LESSON 5 4 ae \o @e oes Peon swat eet ses PERC Ew od EDR EY dh ee eo Wo pk esp hemo we? dAMoXL oh rginee wesw Oe PRE ROH Ror se rep te ee of Puke Btn RHR Qe’? Sete te es ee 2 'RORR, wes ese . og (Ree reeers' wine we Sts B= toe we eet ee Le ERR Rew one’ ‘ Wows RUE. te ea ay ee payee Qe Kas er sn dete Prk woe me Stop pst ne’ ERESBR Sere Rewbe Serx1ey wy se Qe ae mops BWW Qe Pp wok tee do Steerer Bote ere’ Rrws Sk CREE RI RHI he KE bee Pek ee A sbr hewn gre Ron? CF sReterer KeAtar~ peewee Saeed teeta hens vy QU Be Qen sweLESSON 5 oe eet eRe (ha Dae peer’ KORO Bnew sn nn? perk? PERG Awy Vee Bw Whe panur ewer’ Ween Rest eeevvsss Wee He 53 RR bem Kae EP to waa ek CPt rowan a po eed tnrnew pra pe Sean boLESSON 5 co x. Knvtoo-nr ni wa nani o simasita ka, Gozen wa ginkoo to monbu- s¥00 ¢ itte, gogo wa kooea to doobutuen ¢ ikimasits, 2, Siyakusyo © wa itu ikimasita ka. Doyoo-bi ai itte Tayama-san kyoodai ni aimasita. Denwa de tugoo o kite kara itta no desu. 3. Sityoo no Tayama-san wa niisan desu ka, Te, alisan no Tayama-san wa Tywya Sinron 0 hheasyuu site imasu. 4. Tyoosa Sinron wa zassi desu ka. Soo dest. Ano hiito wa syooseta mo kakimasu. Anata wa ano hito no Simaisen o yomimasita ka, 5. Sono syoosetu wa Kiita koto mo atimasen. Watasi wa yonda koto ga arimasea ga, ani wa taihen homnete imasu, 6. Yokei ‘na koto desu gs, ano hen na mono wa nan desu ks. Saa, oan da ka watasi wa sitimasen. Watasi no ani no ko no mono nan’ desu, Kookogeku o benkyoo site ite, tokidoki hen na hurui mono o kaus” desu. Sono hoa wa anata no desu ka, 7. Kore desu ka. Kore wa ane tno desu. Neesan no desu ka. Mite mo ii desu kt. 8. Motiron ii desu, Kore wa hizyoo ni mezurasii hon desu. Hyoosi wa arimasen ga naka ‘no kami wa taihen kitei desu. Anata wa ituka yomu tumoti desu ka. ‘5 E,nitiyoo-bi no asa ni yom tumori desu. Watasi wa yoku huru-hon, © kaimasu ga, kono hon wa mise de mita koto ga arimasen, Neesan vwa kore o ura tumori desyoo ka. xo. Saa, sirimasen, Watasi ga katte ‘mo ii desu. rx. Ane ni hanasimasyoo. Anata wa konban soto € dekakemasu kx. 12. Ie, dekakemasen. Eigakan cikimasyoo ka. 13. ete mo ii desu ga. Zikan ga arimasen a. 14. Konban wa syorui 0 seiri suru tumori dattan? desu. Nagaku kakarimasu ka. x5. Amati nagaka wwa kakaranai desyoo. Gogo denwa 0 kakemasyoo ks. 16. Sono hoo ga ii desu, Watasi wa ikanakute mo iin’ desu. 17. Tic, ikimasyoo. ‘Biga wa nanai ni hazirnasimnasa ka. Hatizi ni hezimarimast. Anata wa uti o sitixi ni dete mo ma ni au desyoo. x8. Doko de simasyoo ka. Bigakan no mae ga il desyoo. Notes 2 Siyakenyo © wa: on this use of wa, 2 0. to Lesson 3, No.5 denvea de: ‘by phone, this being the ‘instrumental tse of de. ‘goo o Kclite Kara’ agoo means ‘cumstances; coavenience’, usually in the ‘ease of one’s stuation in regard to other aftangements of commitments, ‘The -te bara constrscion mesna ‘elise —ing” and must be distinguished from (bil)te kara, “asted and wo. 3 nilsan: polite form of av, used hete ofa thied person who is not present t0 show sespect to him. fae]LESSON 5, 4 Tyooya Sinton: Now Notional Review, a fictitious name for a periodical, The fies ewo characters are seadl Asaw 28a family name ete, but ead Soya they sean the Cour andthe wil’ ie "he cata sed the country; the whole 55 mo: used here with a negative form of the twa (Hite) hates art construction, it can be translated a ‘(have nevet) even’. Jhomete imasn: the ~ in construction is wsed hereto convey much the same ‘dea of constant or habitual action asthe Eaglish present form ‘praises In No. 6 below, however, bukyeo ste ite leary indicates continuing action. 6 Yokei na koto: is “something superfluous, uncalled for’, and the clause ex- prose ie He that "This oding to do wih what we were taking abot, 7 Noes th bother ha ted the laa word an of it own ste, bute oer Tees nota penis with npn sh fo Lesion 4 No ‘Mite moth devas even looking alight?” ‘The-t (enor: on (he me estes omit) expec the mening "0X Say allege Gon) >on with fees onl ste soon ence offNo, to bow), would noe mind 8 ies a ome ine (r sneer) 9 yokes in adloa to el? reat mean ‘so, fe! at does ere. ‘eeyoor expeniog the ia ‘ie wl probably bei is often tall a Suppor ao doubt wl ead nis teropative form, as"T wonder hanacanyo Lew pedi oat sx apasinanyo' Leto i. 2s Mmaeyoo kas ‘Shal we go? 35 ll dena ent ed as. conjention, gray vay fn fore frm a weak ‘snd! toa ‘Seay rene Sot Whe the total cane left eoeapned Steaps aden a fing and imps these atau owing 2 statement in English. 14 datta: the past form of da, both being plain forms equivalent to the-art leve ‘forms derte and de respectively. ‘Nagakc kakarimasa ka? common meaning of bakers i ‘take (time, money, ‘te but remember that tis intransitive, es, haw ga Rear ‘it costs money”. Tt being bere dearly a matter of time, the adverb nape is used alone: “Wil i ‘ake (tine) toa long exent?™ 16 Sono hoo gait literally ‘tat dizetion (in the sense of “alternative” i goods Thence, ‘hati would be beter’. ‘This ute of bo or an equivalent (tr, cfr, cc.) with an adjective or adverb i the commonest way of expressing a com- parative in Jopanse. 17 ana ni au: liely tthe gag’, this expression covers the meanings of ‘meet -equitements; seve the parpose; be (good) enough’ and, with referee to time, ‘bea tine (fo). (aLESSON 6 oe | PF ERE yw ots [1 -warde, forth 4 \ [> [> lw par "OO ue top, part shove nobo(Fa) ria = jaga(ru) vi sisesage(ea) of raive, give (dep.) tk cs “ |aéffy [R¥O, KO. past 2] [=] + [eel VB [Galt |x seen) a7 seaen ome) PPP Pe > ay Sh g[sx | DOO hatara(ka) sf work eh i ie le fe Ue [ie [ots 2ojf8 | 700 party SI support; branch Thre {& [a2]LESSON 6 646 | ZI motu) 2 hold 2 it Be 66/; | SEI administration ran SI omo(u) of think >| ) 7°) ]*/*]2|2/2 S| |i r |p fp et jeniesrsr x8x/9_ | DAT* topic, tele 7 o ae =e We fF 85/5 | TYUU concentrate 61/9 | 1 mind, purpose 61x | HETU. kanara(zu) without failu46)3 gsise | HYOO mark, target ee edd Ga, [za0N ne, sania 5 tat fa [a ee [a Jae (GE sita bottom; kuda(eara) #7 condescend; 12 |teuda(ru) 9, kuda(su) of come (bring) down ee tox/2 | T¥OO mati town, ward of town’. | 3) me |LESSON 6 33/0 | SL. gentleman, samurai aiaes 1022, | DAN, NAN otoko man, male s / BES Se) H- = a E e E % algal Te [era [eet [eA [or Jee |e raja" [KIN tika@) car At SAS atca [o RS 4 Henge ee re eRe KELL KR RK OK Dre ew Ma RRC R KR HEA aw RED eae eR SR OH. Kee KO RIM KR RV ead Wom Mates Poe en pnw RR wr ww Le rn [46] Awd ee” PRA RAT Ao SS se pod mahal ee Reed oe rR RE RSVR RRR CREA CMR KR Keke lee i ne REE REX : : Bade By ne LHSBE AM. ORK AD es RK R Mec Sr ea BH ene er ved emnyarK aLESSON 6 bad < is send aes sey Reet 3 he Pade a Bay RR NIE RS ek a Yaw K ° fare BHA nw eK RAKE week dat SRA a Mite <4 Reve da’ paws [a7]LESSON 6 Popa ds ws eid oe eR TRA Co RA BB ~ AaB Canara Kiekn Be QR n~ yr ww? tl Rs Sc Rw Rw ee BA ROD Rw Ray HAT = BH Vek enh Keke wlan ne Dec eee ec ke dee Re A AN BAD @ CTR ew PNAS Pe eee ee RK a oe eee rekon NHR RK Ra dwaab yA mat caw ead a de Re RH Baro na’ bern Redo MR Ce nwam vee do th on ee RES Gece Ka 4H Re eee FAC eC Pe ht Pm hn”LESSON 6 ROKU x. Dane ni tegemi 0 kaite imasu ka. Eikokuzin no tomodati desu. Nikon ni zyuugonen izy00 mo sunde iru hito desu ga, kyonen kika simasita, Roodootoo o siz tite ita koto ga aru no de, Nihon no seihu ‘wa nagaku kika 0 syooti sinaksttan’ desu. 2, Roodootoo o sizi suru hhito wa mina abumai sisoo 0 motte iru to omottan’ desyoo ka. Soo nan’ desyoo. 3, Sisoo no mondai wa motiron yoku tyuui suru koto gt hitayoo desyoo ga, roodoot0o fo sisoo ga abunai to omou no wa hen desu ne. Seibu ga surn koto wa nandemo hyoozyun ika desu. 4- Watasi ga hataraite ira hakubutukan wa koosea no guai ga taihen ‘warui no desu ga, seihu wa hakubutukan nado ni wa amasi kane 0 akemasen kara komarimasu. Watasi no yakusyo no heya mo hizyoo ti kurai desu, Ieuka tyootyo0 to Ueda-hakase no tyoonan ga kita koto fg arimasita ga, kurakute syorui o yomu koto ga dekimasen desta. 5. Anata no tomodati no Eikokuzin wa donna koto o site irun’ desu ‘ka. Bukkyoo ni hizyoo ni kyoomi o motte ite, Kyoto de benkyoo siteimasu. 6, Bikoku € wa kzeranain’ desu ka. Ano hito wa Eikoku yori Nihon no hoo ga nandemo ii to omotte imasu. kara kaeranai desyoo. 7. Sono hito wa Nihongo o zyoom ni hanasun’ desyoo. E, s00 desu. 8. Nihongo wa gsikokuzin ni wa muzukasii to omoimasen x, Yomu koto to kaku koto wa muzukasii desyoo. 9. Bukkyoo no benkyoo wa hone ge areru desyoo ne. Soo omoimasu. Watasi wa syuukyoo no koto wa yokn sitimasea ga. 10. Watasi no ie no kinzyo ‘i sunde ira Yamasita-san wa tosiyori na no ni buturigaku no beakyoo © hazimemasits, Taihen na mono 0 benkyoo site imasu ne. xx. Ano hhito wa nandemo nai koto to omotte ira ka mo siremasen. Buturigaka to kagaku to dotira ga muzukasti desyoo ka. 12. Kagaku wa buts gaku hodo muzakasiku nai desyoo.. Yoks sitimasen ga. Ima, nanzi desu ka, Watasi wa tokei o motte inain? desu. x3. Zytuitiai desu. ‘Watasi wa zyunizi ai tomodati ni au yakusoku ga atimasu Kara sugu dekakemasu. 14. Watasi mo dekakemasyoo. Itumo iku honya ga tikai desu kara, watasi wa soko ¢ ikimasu. Watasi wa eki e iku densya ‘0 matimasu. 15. Soo desu ka. Raisyun no kai ai wa kimasu ne, E, Kanarazu ikimasu, x6, Dewa, sayonara. Sayonara. Notes 1 symagonen lsyoo mo: words beginning with his / (yon “and sbore's ie, “Eod below, ce) should ele nce te en Co Gch they ate che ti wil do so hea ely matters em Hr rota, “re men wndet Sh ocr Bt thy are oen ued 0 can emply sore thane ha, 2c; and in the pene ee i does not mates whether the tndation Jo ‘ty years and more or tore than ry yea "The sense of mw here can be wadcstood by thinking of it at ‘ren. Te ‘plies «erin wonder or vrprie at the exe mentioned inthe preeding fas] |LESSON 6 phrase —‘as much as" would hese but translation bya separate phrase often sist seg Koo gt rao de iff had bet ed Wit sf vied {ete ie gene ent wold hav ota at eps ii he pate ‘soporte me ofthe pet coninuctie is tw shows tha the ion, ‘ahead of having ton more ls monty, conto’ for Some tine dsc co suport woth be «ona ttton "No dy thei tha, nfo fare emng ut like nay in Japaneses vel of polite mally Clowes plain (nd 00 3 fon of the eb 2 Roodooten, smote es: » whotdoa® clase dgeding on che Sal 1 ti dejo fy Won ibe (Se govern Bong thow CO) ee! to omou no wien desu ne: scm.o Laon Noon this contain "Ne (or ma) sch ved in japanese to ck specient, ora lest some poe, em the pon added c the enh verb par? sndemo’ ved wits postive verb texan no ater whats) everting’s ev slno No Gand, Novt blow, hyoosyui ka low sana sien ca at neues wed olen wane in satan ona che ihre ‘exe ad sich place. Ete == yom kot gx debimasen dertat on th fe fim, sce 5 12 Tesoo, Not, the potenti coowscton nia to gr dln (ere eal fang was unaenaiefinponatle) wound ae Mtesuy and ll Es convertors cyt ue Onset soe to Lesson Nos 5 Bul nl-- homo mote ei he main part of the dass, te iscrrciog Btw belog seep advebil,‘extordnaly 6 noo ge sss dksacenrio Laon p Noe 9 hous ga orerat mena isa “on ogee bi, the expression i ofa "ued o Jibs dite, aborow ake siimacn ga ths cae aed set aeitngh wae te prsediog ‘tuscan The soa det would tefone be tino go 10 omanar Sa the connection Betwean the ewo'ceen ct ealy be shown in Engh Eyranlatng gr bese though Ss also Nova below 10 woalyort na no eran san nape of bingo Like mb ed the sinple proc focas m mand go mm wsally follow he pla fomofhe ve; burwiea is wos be dy mime end. (Do aoe ree, relncg toes earl pt when aap ewstng ar} ‘et verbac un ode tot a esp oe “Tain na mono: cxaanoryespresion, Whats ig 4x fandem gai tos natin whic olga alk: Something whic ute unimporact, tii or, i this cootexe, of oii aa 1a bolurigatat odo shamaastia nalsts not dil to the extent of (od) hyn’ a py 1» ate grain te nape tomet (have singed 0 15 kin tkimasa! Japanese more conten log naa Ents tweatmeat of the ides of coming” and ‘going’. Kew is always used of move- ‘ment to place where the spake is oF with which he identifies himself; iis always used of movement away from such Pace. ‘Thus, while i English it would be possible ro ay, “Yea, come” ia reply to the enguiry here, ian 4s the oaly posibility ia ‘i so] 3 —LESSON 7 3 Gri) ‘TEN * heaven |e sale sulé | KI* spit, vapour lal | AAR elt | ZOKU family, group Sl Pb bb be ee 668 | SAN scatter TT EE ee de ie ee la FFOU-(aira)eF be 52a] ob SEH 162/7 | prpass (throughyby/along);too(ei)oad, manner 7 hal?" [r lala al ala baba GIS | 00 ‘omte) sie > (AAA 60/8 | GO (hon. pref.) = ii ee ie le Te Tee vale | HAN. (ooked se o_LP EEE EE raw Gs)LESSON 7 Z, [sss |2 ee many wW ie “(7 [21% 3 3 y tas | S¥OO suko(si) alittle; sulcu(nai) few % 1 JA yay ys a wiejo | SYOKU w(beru) fat % 4 JAJA 44] & ie ee] 61/0 | SIN kokoro heart, mind wr we Lh fe Ale | | aC. 64/3 | HAT “distribute s] FF ea i" [ar [ae Ba x60 | MON gateway ] Pr Poe eves 2S Gly | Me any ‘Lt PRRE rr Rae ails SOO (ai) mutual. #8 (20914) | SYOO Minister (of State) ost te Ur ft [+ ft fanaa a ae ae 3149/8 | DAN talk TT PREREE EER RRR A | cs eitane eterarenenee Pontes 7) 773 7 IATA T bai ¥- wh & ot ed aS Ie |e le A o TEI joint ayy? Bel Tf [4/5 [2]* ele 3G 162/y [DOO mitt oad, way fad ee ed dd cd 1534/4 | KA goods, coin ie TT PEPE S eee asg/tr | TEN change, turn round/over IF be” = fe i | ler os aLESSON 7 4oftt | SATU investigate, conjecture *| PrP rls eee Bas x 2 86/8 | MU, BU without ler] PP lel [eel 913 | SE service +l lk pela slo els] 0p tr we] ee 8 « I] etLESSON 7 18/0] SYU chief; keubi neck a S| PPE R Ee My Cély_| SYOU_ province i 7 |x A Ph py | | I Hh gals [Zi earth, land (i Co ad ad A ae 173/7 | SIN huru(ernu) 9? shake, tremble All PFEFFER 3 | 015 JAN case, safe; yasu(i) cheap xo = Tele le] * ier ee ene Me ee Mi (hon) AS LS He ee a be ae De PP | r49/6 | SE tose P\CT PERE EERE 187/13 | KEN examine SVAN | el |B Wy Wet ls lo ne my 24/7 | NAN minami south S) I> Dlr [Pa la a z 4l6 | KEN ta(era) 1# build 2 be bss]LESSON 7 meonto Bap oe Ka ewe per we Kew toes err aed’ Exe ee tt wPe aos ES 3 eo pee we RSKE shee anwmanevrRs tor’ rand & rac bus et kan Ewen od yds rec Bane Kaw oe Bk 6 te sy ee KGa Vedas MLR voant ade aoa se? XYoneeos : € EP Ho ws x 8 Wer apes so ma oe xen RHee A LR seeeR ere WE Ar pe rte cXM Spree woth’ Se eweer eet ee cy eo Sade owt — kw was wre YD Ce Kw Kw oe seo al Vt K Ree Oxo rs ew ec wet an Wr Pr RE os OVern BPP OK” gQHsHteREBoOrse eeoRes ge yt SH Zona a RE BERRA Se oEH LHI XH Re REPRE REC HCE Ente odor pee vow ped env ities ko Rowe 2 Ror wot SL 22 KH pemtdt -xwe Bsr pr aBwrse ctw Pow soo tke Bo KKK OH G71 °we Se PRADO PRO gs a Beyer co ew evs *° Re gec RR SER RR wee RY Bo ow 92 Swhovr PPh enw yrs MAS YS a ohRn ay’ oR Se wR Hwy Q@boe RAL as yee Ea eto ® & < Re Bes KT eee ex ok Rw go aie Kw Baw seo psWkethwd + SBow ow toupee s PRL A ORR EPI oe pe oKY om mow? RA sextet eleopsdaavs yr! ot Bw Bre ws ve a | AR oft | HO. presewe \ | *| VEEP eRe =LESSON 8 HEN kee(su) vf give back “|r |¥ lala hae YOU post, mail ’ i? I [se GAN kao face, expressi ie Br Ai #4 BA Pa Alas ass F OKU* interior, the back; —wife * FAA] @ fo fm le [ |S [ge (63)LESSON 8 1626 | TAT withdraw PETE x7o(7_ | IN (an) institution PE le le le ls) | ZXOTO_ (oo) a FBP REE 12/6 | KETU musu(bu) 5 Me lh lt Uh le qsl4 | KA result, (kuda) a 4 o = ol | KEN health The eked 53/8 | KOO case Tr ERE 04/5 | BYOO illness ole ae eee 164/11 | I heal Sl" |clelelehy | DoKU® poison > ale NAL uti inside 71h [ojala 184/4 | IN. no(mu) of drink: le |e |e |6 er be aE Be [sw | me |e 02/8 TOO* right, justice; ‘one in question] ata(ru) vi face, hit the mark set PT las l SSeS Se ‘Ware e We he OR Leet we ewe on rane CH al ie He ea 5 ee exGkKXoxe de eer Kt than won kh’ Bkwpvct Kae gk een o an’ ae Oe Kwosd er aews ob Ree ppwageev sux BHR SKE HD Ie Beeps IN Eews rev’ edn to tee Ke 2 Bo meow? ain tin eee Kado db oek’ ko Qesvasme sr’ Bao tr eT EC Hee RT st S ga stp eee we Oe Raph ose RMI DL He bwoe wien wen thre ge : vee bre has wow here’ wun’ Rewe 5 ev EMw oy 5 tt ke i f t 8 t wep de pod’MV Rew Yer ER’ veo it af % fe * a L 4 i & eae Bwesy swede eR bo Laos Ep nw’ Kerestaeers aE wok kore Tyee Bere rp Eo RRA a He KRZIK SAL week gh te sere hk Mar swe g estes z Peet evRer Se? Ko Qs ft me KAK Rene res | PEs par aR wke ry enas wer seedy Tew raw n Qs wot BRe Wee ayo rs woe RL th pw W—awowe nS xd eHow P pow owes< xbwe : bad BRR A ater & wee REK 6 He “a Eten sma pero KEW BED MR pe HO s eH RRM w Keo og etme spree RRs en BeE Oo Remy We] waned So oudee oxen os goal ee ne ere WARY oot 2 Ek ap 0 enh reas ney HG w Gao Swe pws a ow? SBXMSY Hoy! pese eb] mete od? 7 a 1 BX am Qo Me Kw x KAR LS wR eae HREKw HVE Oe = tre sEh ear ° (68)LESSON 8 HATI ‘SANNEN mae no natu no koto desita. Watasi wa sono tosi no har kkara Amerika no minsyusyugi no koto © kaite imasita. Sinsetu na Beikoka trisi no okage de zairyoo wa takusan atumarimasita ga, ronbun o kaku no wa taihen hone ga oremasita. ‘Aru hi, daigateu no gakusei datta toki kara Wakayama no hoogen © benkyoo site ita tomodati kara tegami ga kimasita, Zibun no koto ‘wa hotondo nanimo kaite nakute, otoosan no koto o taihen sinpai site ira yoo desita. Otoosan wa ooki na hoken-gaisya no syatyoo desita ga, kkaisya no syoki ni yoku nai otoko ga ite, zeikin no koto de saibansyo e ikanakereba ikenakatta no desita, ‘Watasi wa sugu henzi o kakimasita. Kitte ga nai no de yuubinkyoku ¢ kai ni dekakemasita. Soko de tonati ni sunde iru Kinosita-san ni desimasita, Kinosita-san wa, mae ni wa, Akita-ken no inaka de sontyoo ossite ita koto ga arimasu ga, yoku zyoodan o yuu hito desu. ‘Tokoroga, kono hi wa hizyoo ni kanasi-soo na kao o site imasita. Sore de, watasi ‘wa, ‘Kinosita-san, okusan wa itu talin desu ka? to kikimasita, Kinosita- san wa, “Taiin wa mada nan’ desu. Syuzyutu no kekka ga yokatta no de ansin site itan’ desu ga, ?no guai ga warui no de aki made nyuuin site inakercba ikenain’ desu’ to iimasita, ‘Sore wa sinpai desu ne. Okusan wa itumo tiihen kenkoo-soo ‘na hito desu kara issyuukan ke tooka de taiin dekirun’ daroo to omotte imasita?” “Watasi mo soo omoimasita, Byooin no isya mo soo itte imasita.’ ‘Watasi wa Kinosita-san ga kinodoku de, kore izyoo kaiwa o tuzu- keru no 0 yameyoo to omoimasita. Keredomo, Kinosita-san wa mata iimasita: ‘Nisinmura-san, kanai wa tain site kara mo, nagai aida insyokn- ‘butu ni tyuui site, mono o tabeta ato de wa kanaraza kususi 0 noraaaia~ Keereba ikenai s00 desu.’ Kinosita-san wa hontoo ai itumo ao geaki ‘guarimasen desita, “Asoko de o-tya de mo nomimasen ka’ to watasi wa fimasita, ‘Soo desu ne. Kore kara moo hitota ikanakercba ikenai tokoro ga arun’ desu ga, sukosi yasumimasyoo ka’ itte watasi to issyo ni yuubinkyoku o demasita. Sono hi wa utie kactte kara mo tomodati no otoosan no koto to Kinosita-san no okusan no koto kangeete imasita. Mac no tosi n0 hhuya umareta kodomo ga okinai uti ni moo sukosi ronbun ga kaki- takatta no desita ga dekimasen desita, Notes 3 (no) o-kage de: or, in amore polite form, ohageama de, means ‘thanks to (ou, ee) (65)LESSON & 5 daigaku no «site ita: all quails the noun fomada 8 hatte make: negative efor of alee, “Theta Form i Lind of passive used with tamsitive vere and indicates a sate resulng frm someone's ‘sion Th, ee, (ating) wad teen write’. Ger do to Lanon 51) 7 sipai site ira yoo desia: ‘be wcemed to be wor”. The use of ye (dn) aficr Goal form of the yeib of adjective refers to a genera vw of the talon in he igh fone kaown aboot and ena pp fnces are that it seems that ee. 8 eyo nl yolcu ai oto ga tet there being bad ia fran secretary’ 9 Hanakcreba Heenakatia see. 0 Leson 7.8. 10-48 lal ni dekakemasita: ‘went out fo buy” When the main veb isa verb of eon ca ed ihe ne of ier eo eps perp 11 Kinosta: filly name. i some names the syllables ws oF gate aot shows in the writing 12 vontyoo 0 aie ita: certain aouns indicating an occupation (eg. seme are wed withovwrto mean {working mJ. Onsite it, eee ta soon Not ajo 43 yun! this romanization represents the pronunciation more closely than the Thea gammrpon bt the lver stows how ote fame othe ve ate ved, 15-14 kanmi-soo na kao o sitet the sui add to he bate of verbs and Jap ‘soee adjectives, or stnight onto many words wed with rath adjective’, {ives the meaning "ooking mba (dem), (s) werpdooking, looks 13 fhe willery’jomorhove, averting looking’ yzyabwa, strong ooking’ Such words ate wood with forms of drm, or witha linkog me when they ‘gual a following oun, at here. ‘Thos “baving an expeston (las 1!) ‘Thih i i) sad tooking (oui) 17 mada nan’ desu abbevited form of mala ma no dae, whichis ie more eophatic chan made deo‘) aot ye 24 kore izyoo Kaiwa 0 tuzulkens 0 0: i all the object of Jamey, This, in then, depends on the fal anolmare, Ths T though eit Twould stop the 27 soo desu: is wet inthe same way a oo dun (ee. to 1 owe), but is mose spect in referring ony to spoken (or write) information and is equivalent {O something Uke ‘Theat; they ea’ Thus, bets: "Tey elme tht (even after Iywife.). Donotconfee this se ofr (ders) with the sues explainied 129 o4ya de mo nomimasen ka: ‘won't you have a drint, be it even tea?’ ie, “eon't you have a cup of ta or something?” The de vo shows that oy is jus one of a aumber of posites 31 Soo desu ne: common phrase which can be anything from a frm expression ‘of agreement to an almost meaningless phrase, as hete, used to gun time for afece thi’ 35-36 okinal ut ni: literally while (he) is not up’. This construction ofa negative ‘verb with tind is sila in meaning to (okra) mse ml, “before (getting up)” tat utually implies also afeling of urgency or speed. 36 ronbun ga kalcitakacta® vee, to Lesson 7, 6-7. (re) aLESSON 9 TH yss2 | OO yoko side TRE De De be be [ae - 85/24 | HIN ama beach NET EE FP ie ra] (o6n) | HYAKU* hundred 5_ EF ir—flsls et as9/3 ‘ing buildings) E ER eee Oo solo | KOO kuti mouth 31) |e fe Gily | SEN* thousand =| / = a 18/5 | DAL (prefix: “-th” etc. with numbers) Ta? PP PP 2 eee 18/6 | TOO class 7 TP EY Pl |7 |= 2=Se , SUU* Kazu number; Bue 66) Kazo(eru) vf count Sel Uf OF le ee a eH 13/5 | SIN, ZIN kami god 4 eae > ae [a feo Re fe beLESSON 9 3530/5 HAL se stature, back (of body) |) > EP alae TOO, ZU sama head ~ lt & is 5s 5h [58 | 2 |n_ Jala [av [av [a [a [ae fe, Bhu|F >4| OS) SR | Se ge) Sar 30/4 | HAL* lung SLIP ha el ee r06jo | HAKU sito, siro(i) white PAS [eared real (eee etch | silo | Z¥O onna woman 47 [ea He we | SB yo wold; SE age pes] [= Jae] [ae fae eft | $00. sweep Ee ee eeeLESSON 9 rqol7_ | Z¥O, ZI pat away, exclude a |p le les rs |e bee lee ee 85/6 SEN ara(u) ef wash py oF] Sr] 0 |] bo [| HE SS (731LESSON 9 ala RIN hayasi forest cit Re at at “TEEPE SEI immaturity; a0, ao(i) blue, green “PP EERE TF? 1 =e ZYOO (unit for arca of room); tata *. S| Sas) [ch anh aah |e SE 8LESSON 9 73316 09/7) PEYAKU Ki(eajer wear, pat on;ki(eera) ## dress (enother) in; tu(ku) #i_artive rl EK RR UN* fortune; transporting 63J0 |KO to door oF IHF I= : DAL "repayment, yo generation; aw ots eawa(ra) of be a subsite FL ie ie 07 toz/s | RYUU, RU stay, detain Ie “EE |? 148 ele - 40/3 | SYU, SU mamo(ru) # guard Ni edcalcaes Ra 16511 | KAN connection 2 (RAI) |r fre [ra |ra) re |r |e |e 9/7 | KEI concern (in);kaka(ti) (person in) charge CAAA CAAAR PaaS HAR SSS BHA OMe Bi ne Re LOCEP WKAR KR AN Mb RMR LE Loe KE ae RK Seared Sab Ra RT KR emMi nea ne re Ma | edd bere eo PRO R \ oa em eh KR wR Rha cK bR ARE KT Kees LESSON 9 Beene ne dee eR nny Me RA wd nee nae vo ops oa rae seen Reaawraxy co a Bon c eas oni nie ere ec drn Kena nkn xs Sebo eRe an RHEL oye md np e serra Ki OBR PA MER Re hone Caner wo Rae een dame DP One sows adaesLESSON 9 Sw Ra re rt ohL~ beh Meee BEL Rennes ge Hedwer Ke nv air ce ook Kara Meee Ko we rahe Waele MER MRK RR ORK CX oon. Xt gaa he io PR RT SR RR nS LRM NRHA DR AR AR week’ Eke edad ec Reve dd) OOH. Ce RH eee ee SB yr eee Ra wha we REE RO RTE K g Me MRAP Dah KS Ks ad mn Rae a ee ar acer pre rere ree errs erat ma KR OR RE RK Be Re er eR Rw Li Bn date ber vA Rahm rR eRe RI PRD CRTC Cn woh eR nwa yn Se me MaRSRe SaaS WRB LER hE en ee Rat TPR mR AM OH Swe NRA EO EHS RO RRA vilfpe ea ye RAAT DB Bn TON RE Ce Rain te x gas Mere ren sAeke nO CsA wn sd QHLERSE Somme we anes nw at KBnae’ KRp RAN way ee ea Conus Bee nie Ss Chd w Be eRe el nd ay sdk os x NaS 7 t Os]LESSON 9 KU ‘Warasr no sunde iru tokoro wa Yokohama to Kanazawa to no aida ai atte, ie wa sanbyakken, zinkoo wa sea-nanahyaku arimast. Koko ‘i wa yoosu ga hen na hito ga sannin imasu. Dati wa Yokohama ni aru kootoo-gakkoo nc suugaku no sensei desu, Kono hito wa oodoori no nisi ni aru zinzya 20 soba no hurui ie ni hitori de sunde imasu. Tosi wa mada wakai yoo desu ga, se ga ‘akako, ago ni wa nagai hige ga arimasu. ‘Taihen ii mnoo o motte iru 00 desu ga, koko 10 hitobito to hanasi o sita koto ga arimasen. ‘Asa hayakn zitensya de dekakete itte, ban osoku kactte kimasu. \Nitiyoo-bini wa 2inzya no usa ni aru mori no naka e haitte, ooki na koe de uta o utaimasu ga, yakamasikute kinzyo no hito wa mado o simena kereba ikenai hodo desu. Hai ga warui no de mori no naka de utau n0 daroo to yuu hito mo arimasu. Daini wa kyookai no tonari ni sunde iru hakuzin desu. Doko de uumareta hito ka daremo sirimasea, Nihonzin no zyotyuu ga syokuzi toka soozi toka sentaku nado no sewa o site imasu. Kono hakuzin no je wa hanbun Nihon-siki de hanbun seiyoo-siki desu. Kyakusita to sinsitu to benzyo ga sciyoo-siki da soo desu. Hitobito wa kono hito ‘wa tetugakusya da to itte imasu. Ituka sinbua ni kono hito ga kaita hhon no kookoka ga dete ita soo desu ga, nan no hon da ka watasi wa sirimasen. Mainiti kinzyo 0 hayasi no naka e sanpo ni ikimasu. ‘Hayasi no aka ni wa tiisa na ike ga arimasu ga, sono ike no soba i ‘agai aida tomatte ite, daremo wakaranai kotoba de nanika itte imass. Daisan wa Tookoo-zi ni sunde iru seinen desu, ‘Tera no naka no okuzyoo no heya o tukatte imasu, Atama no ke ga nagakute kubi ni todoki-soo desu. Kata no haba ga hirokute rippa na karada o motte jimasu, Ekaki da to iimasu ga, daremo kono hito no ¢ o mita koto ga arimasen kara hontoo de nai ka mo siremasen. Soto ¢ deru toki wa itumo Nihon no kimono o kite hakama o haite imasu, Tenki no ii hi ni wwa kanaram syoogakkoo no undoozyoo no yoko de kodomotati ga asonde ira no o bonyasi to nagamete imasu. ‘Watasitati ga koko ni ututte kita toki wa syoogatu de, kosyu no ati ga Kazoku n0 mono o daihyoo site kono hitotati no tokoro e mo sinnen no aisatu ni ikimasits. Suugaku no sensei no tokoro de wa ‘nanimo heavi ga arimasen desita. Hakuzin no ie de wa zyotyuu ga dete kite, ‘Danna-sama wa o-rusu dest? toiimasita, Seinen no tokoro de wa, to 0 akete ani no kao o mite, sugu mata simete simaimasits, Ani wa okotte ii no ka, waratte i no ka wakaranakatta soo desu. Kono sannin no hitotati wa mina syaukyoo to kankei ga ara tate- ‘mono no soba ni sunde imasu ga, mina syuukyoo to wa sukosi mo kankei ga nai hen na hitotati na no wa taihen omosiroi koto desu. OlLESSON 9 Koko no hitobito ga kono hitotati no koto o hanasanai hi wa itiniti mo arimasen, Notes 13 Yokohama to Kanazawa to no aida nl: “a (the space) between Yokohama ‘and Kanazawa’. The second io in such a phrase is sometimes omitted. Vowel changes such as that from Aaye to hata: in Kanazawa are not uncommon. 4 yoosu fa hen oa hito ga eannin imasut bite is the abject ofthe main verb “mart aod & preceded by an ateibutive phrase with its own subject (oom) and ‘quasi-ves (ma). Ta such a phase the ge used with the subject can be ‘eplaced by mo (ce a to Lesson 4, No. 18). Cenmatically, seman i adverbial; people. ae present) eo the éxtent of thre’. 5-6 waleai yoo desu: see 20 Lesson 8,17 © oo ga takakn,---hige gu arimasus cha is ie wed asa cospensie’, i. ‘a form used at the end of a complete cause in which the tense element is “Suspended patil determined by the verb in ater parallel clause (ne eras), ‘The use ofthis for avoids having two separate Parallel sentences, Which in this case would have been: Sega aki dann. Hige ge orimaru. "The suapensve of ~ adjesives (including nal and ~a) is che sme as-the advesbial sor form (, ye); that of ‘na adjectives’ isthe eame a8 thee Je form, je. the relevant word pls de the suspensive Form of dru (eg. hero dt); sand that of verbs isthe base (eg. i, tay). "The enspensive is essentially a literary foem and is usually eplaced in speech by the ¥eform, where this 6 dliflerent—hence the often weak connection in meaning berween a ~ form sand the following verb (sce. to Lesson 4, No. 12). Oa the suspenaive, see ‘loo a. Tesson 12,1. § nokta, 32-13 Doko de mares hito ka. sitimasen: the verb dy, which would be ‘needed to make che ret part gramsnatically complete, is often omited in such subordinate clauses. Seen, v0 Lessoa 4, No, 700 this, and 17 below for an ‘ample of d being used in such a elatte. 2 kubi mi todoki-aoo desu: by a slight extension of its basic meaning of ‘looking’, the construction of 0 (ders) added tothe baze ofa vetb (ee 2, ‘Lesson fy 13-14) isused to cover che idea of ready to-——yalmort——ing’, te. Eg, babe ge jabur-to der, ‘the bag looks af if it will Burst; — is . ready to burst; —— is neatly basing. 422-23 daremo kono hito no e 9 mita koto ga atimasen: giammatially, deremo is the subject of mia and the sentence can be interpreted literally as “hese is ‘no cate (kets gs arimarm) of anyone having seen.” ‘24 hakama o haiteimasu: bakina ie «kind of divided sist or wide roasers which ‘foemed part ofthe formal deese of Japanese men; hats isthe verb used for ‘wearing aaything on the legs or fet (cf. halt rom bara i, “eter. 28 kono hit no tokoro mo: ma can be taken here a¢ ‘aloo’, the meaning being that he went to ocher houses and ‘to fiss too’. 430 Dasina-eama: ‘the master; se’; aterm used by servants shop-tepes, ete 32 okowe ino kat ik getting angry all right/buiter?” There ate three main inter. rogative particles: a, mo, and 0 Az, Ke i the commonest, bat sounds abropt sand rade with phn forms of verbs and adjectives; mis much softer and more Friendly in fecling: mo a comes between the two and is often used, at here, _mainly for euphony. 34 hitotati na no wa: ‘the fact that they are people’, na beldg the equivalent of da ‘used before the pronoua m; see. to Lesson 6,'No. 10, [80]LESSON 10 nizjo | SEKI isi stone He “ “ é nS oll ma T Ss kKi STs Ble 8515 FREE Peele esse lee SAKU_ yester- at >| aS [ON |S ja Jo Te ot lot for [ot TO plan, illustration Almimlala st intercourse, exchange FTF LR alors) #f exchange iPr rrr eR 515, 2/7), one’s turn, watch; number a © |& [4 [# [asl as Ba _LESSON 10 T_| B25, | G00. number 7 [el PP EBL 1 x 95/0 | GEN dark tT. TP PRrEE VE ois | SAKU® a works ek) oF snake x] bY be ere ee TAL, TA large; hutoi thick; K s7t theto(tay grow fat Nig] [OIF [AIA BR x63/7 | ROO man, ending in male personal names) Sarl | le ie lee feslep pS rola | KAI* storey, a level ap iS IR AP ree Pe ee fF ols | DAN* step, grade aX o) ol’ |e |e |e ie Pet er ee xz. Gas | sa nidash lefechand side) +] [FRE RE 5 6h ‘YOU migi righthand side) 3_ EF EERE 4B] slg | SOKU kawa side Fe [ss]LESSON 10 JKOO mu(koo) opposite side; mu(kau) of 1a] 5°15 uC) & wf fae; mu(cerw)jo/ turn towaeds Is AC [9 | |al@ At 93 | HAW tu(keru) #f fx, puton >) i Tele TT Hy a15/4 | BYOO* second (of time) i SV YF tek bh Be ey ae 9316 | TOKU* special “US Pte a lg a it wo SATU (unit for counting books) Thiel Tolm[mpey Ty] ca qn | SEL, Z¥00 (@ awell SLEEP XT 86/12 | TOO light, lamp bbe Pepe by razl4 | ka mosquito PFRERE eR DL 25/2 | HIIKI (onit for counting animals) Pon Fre ASIF | 33819 | ako box 780 PEPPER RR bar40/9 mS oy ~~ 3)8 4mLESSON 10 oa Mik Qe eo es bee O2O( eee 2B Ey Kw MH Res v sede pe BRIE SH peo 0 eR Hx Ser ea Fe wl aw Stes eS skew 2e ps KUH vb eb eo XR MR Co oR HES KE Mie Do sep Me Ve Ae eR OK an Qe KH Re tare ae wEeRePE aa goa XR ewes amy QP oad e oy MEER ee Ve * aol) PH hers HRA or ERIE Wa oh oan Ms s wae da nace PERM Rn Qe awe ys oe KB an MHC so Pi enw os Halo wiw & Beessa ge’ et Lop ep ay [86]LESSON 10 a Baw Tye Reo ws Rave eeaE ar kee moat @ Pyne. aw 28 ke Paes mint 2a BR ow 4 Wei we Kew Ary AN CR wR DSH Rweow Ker eer ea FA : wm t+ ek RAV SS nw RIP IH Ewe ys es HH RWIE (Bw RR eH st XU RS heme Rs Ror kame ad pope Ree aw oat Ks Sow ees feremy Nom Py ten oo pe enn J Ne RES awe Rw Phe cies TRmw rR HER om oS FeV esa eeeanyry kerpen ge Ne pe mor va (871"ges PAs oe TE adn ay re oun ey agooy’ @eorketwi EF orkewo2 Loew ets Ose rR Rose oe eS HEADY OVE KEIR Rew we Wen Qt ewe es ope sav - % $a- 4 Rw ao re dw pie woe Yo Ube ae deer odew kre sersy Ton Qe Meet EWE | bol Ont ReQe ee KE we tM Ske pe RX Ee Rr er xewiwd i Feu PU RAL Rew sa eRe OE Be) ales adem oe Rok Bee se bry Mantel Pee ne eT eo HMw Ro pvawroat [88]LESSON 10 zou NAcANo-sAn wa aru sekiyu-gaisya ni kankei site ir hito desu ga, Syoowa nizyuuhatinen-goro kara gaikoku e itte imasita. Kono aida, zyauyaku to soodan suru mokuteki de kyuu ni hikooki de kactte Kimasita, Watasi no ozi wa Nagano-san no hurui tomodati de, o2i no zinan to Nagano-san no tyoonan to wa onazi daigaku de keizaigaku 0 benkyoo site imasu. Nagéno-san wa ozi yori hitotu tosisita desu ga, (zi wa titi yori sukosi tosiue desu kara Nagano-san ga umareta no wa Meizi yonzyausannen-goro desyoo. Titi wa Taisyoo gannen ai ‘umaremasita, ‘Ozi no syookai de watasi wa sakuban Nagano-san ga tomatte iru syokan ¢ ikimasita. Ryokan wa tosyokan to kookankyoku to no aida ni arimasita, Heya no bangoo o sirimasen desita kara genkan de cziisan ni, ‘Nagano Sakutaroo-san no o-heya wa nangoo desu kx” to Kikimasita, Sinsetu-soo na ozlisan wa, ‘Nizyuuroku-goo desu. Ano kaidan 0 nobotte hidari e o-magari nasai. Tugi ni migi e itte mata hidari e o-mageri nasai, Nizywuroku-goo wa migigawa no sanbanme desu’ to osiete kuremasita. Osiete moratta toori ni nikai ¢ agatte ikimasita ga hookoo ga yoku wakarimasen desita. Soozi o site iru zyotyuu-san ni kite yatto nizywuroku-goo ga mitukarimasita. Nagano- san wa denwa o kakete imasita. Watssio mite, “Tyotto matte kudzsi Sugu owarimasw’ to ite sanzyuubyoo bakari denwa de hanasi o tuzuke- smasita. Owatte kata watasi no hoo o muite, ‘Anata wa isogimasu ka. Tegami ga sukosi kakitin’ desu ge, matte kuremasu ka, Zippun- gueai sika kakarimasen’ to iimasita, Watasi wa, “Toku ni isogimasen ara doozo” to tte, motte kita hon o issatu akete yomimasita, ‘Tenzyoo no dentoo wa akarui no desu ga, watasi ga suwatte ita tokoro wa sukosi kkurakoee ka ga ippiki tonde kimasita. Nagano-san wa rippa na hako ‘no naka kara mannenhita to retaa-peepaa to huutoo 0 dasite tegami o sutatu Kakimasita, “Tani-san to Ookawa-san no zyuusyo o sitte imasu ka? “Tani-san no wa Tookyoo-to Nakano-ku Nogats-tyoo jttyoome nihyakugozyuuku-banti desu. Oogawa-san no wa Aiti-ken desu ga ‘gun to mura no na wa wasuremasita.” “Ato de darcka ni kikimasyoo. Sore de anata no yoozi wa...’ “Anata no keiken no o-hanasi ga kikitai no desu. ‘Nagano-san wa itzikan bakari gaikoku de no keiken o hanasite kkuremasita, 2 [89]LESSON 10 Notes 2 Syoowa nizyuuhatinen: the traditional Japancee way of seferring to 8 pat ticular yer is to say what year of the reign period of the emperor it was. TH ‘corresponding Christian year can be found by adding the number of the righ ete to the year (by the Western calendas) before the reign began. 1926 was {a first year ofthe present reign, which is known as Syoows, and its twenty- cighth yeu was therefore 1953. ‘The ewo preceding: reign periods were ‘Taisyoo and Mets, the Srst years (gown) of which were 1912 and 1868 sespectively. 6 onl yor tts tshes desu: literally“ yosngerin-yas by one dan my 1 orhoya the bono pref is wad to show seapestto the pcton ecto in this ease Mr. Nagano. See also o-bana in| 35 below. 14 kaidan © nobotie: both 2 and 1 can be used with sora, but — o mora ‘refers to progress up the whole length of something and —— mi nabru to a0 ‘scent on t0 the top, ‘Thus yuma o mberw means ‘climb (up the side of) # ‘mountain and yema sora, climb (che summit of) a mountain’. CE the. 0 Lesson 7, 1.9 0a the ust of o with verbs of motion. o-magasi nasal common polite imperative fou consivting ofthe base of the verb preceded by the honorific o, and the imperative of the honorific verb usar "do. Hence: ‘Be 80 ood a todo (nua) a taming (magi). 26 osiete Kuremasita: daeru and udasara both mean ‘give’ and are wed with booth dicet objects and with the Ye forme of verbs. Ta the latter coneeuction ‘they convey the idea of ‘condeseead by ing’, and hence "be good/kind ‘enough 10 —~. Ie is seldom necessty to express this idea in translation ‘when fare is wied, however, because it does not show 2s much respect for the ‘giver as azar. ‘siete morata tooet ni “in the way that T had (him) tell me’ Le ‘as deeeted’. ‘The -te moray construction means ‘recive a —ing, ¢. have someone do something for one, Tidak, “ecsive (with evezence is used in exactly the same way as moray, but, being a very humble verb, is’moch more sespecful to the pessoa performing the action. When this pessoa, the ager is pressed in Japanese, by the way, i is followed by the particle w, eg. sud wt _Jonde morainatitaHadakimaste,"zecived afeading by my teacher, i2-"Thad say teacher (ny sad i 420 matte kudasal: the =f form of a verb (or the bate preceded by 28 in oma) before dadaed ie tee mose common form af polite imperative. a sanzyuubyoo baka: with sumerals atari foeans ‘thereabouts; of «0. Tt is ‘only with other words that ie can be taadafed as ‘only’. 21-22 watasi no hoo 0 muite:o mais only used after words involving dtecton, 06, ide, ste. 25 tegani ga «« saktal: ece n. to Lesson 7, 6-7. 24 sika kakatimasen: si (or, more emphatically, bari ska or dake sik) with ‘negative veb means ‘only’ or, moze literally, not -.- but. ‘Thus, bere: ‘it ‘will not take but (en minutes or 20) 26 doozo? safens a following imperative, here left nnexpressed 27-28 alearui no desp:ia describing pest events Japanese often woce an historic present tens, which is usually best translated into English by a plsin past. 36 gailzokeu de no Ieiken: my is wsed to mas the phrase gikoksr de ateibutive to ‘the noun Auten, Literally, then(his) in-freign-couatries experiences” [50] oeLESSON 11 18/0 | TIKU take bamboo $7. Ee ee ci, | 3x00 vos 3a [ale 14/4 | BIN poverty °_ VP ARPRCRESEE 44 | BOO deficiency 7 TEPE 8/6, (foja) | TKU. education 7 4 x y yy ay at a 1616 | NOO farming ails) | St* death; si(au) of die 34/4 | SEKI duty 7_EPPERRPEEER | 914 | NIN sesponsibilitysappointment (to office) fo |e ee Pes ee tee { TYOO tune; sita(beru) of investigate, 65] eS | [eh | 0h % 7 ? & 2 lRARA BABA (ox)i, su(gosu) vf pass; | suff, —to excess Aa epee] +2 AE Pot A iP Be Be BA a | | 916 | REEE* example; tato(eba) for example Pere b&b Ble fo a fn \ |T PT PEPPERELL i sil |SITO lois, exror NEE PISA AL ri3[15 | REI* politeness, thanks che] PA. BU te. 93 | OKU-chundred milion a 5 4 31/10 | EN* yen; mara@) round. 2|@)) [ninia By 1y4ls | ZAT wealth NV (rl [Ja fa fe fe fp ie ie |et ler FE iat |SAN wamu) oF produce, give bith to ta TPR FEA aE ti (oa) iLESSON 11 ey 85/6 |KATU living, activity vO TEE Fe ie Re 381/11 | GAN nega(u) aN o ro Fe] fea Az | 8/5 | HU tally, token 4 SAE EE RL 7514 | MAT (wait for counting“ sheets ete.) q Hit h wR OW Be 4ols | siba eoef =F PEE ya 4als | KYO i(eu) vi, o(tu) of (Uf) be *. PPFEFFEEL | ae 73/5 | RE* zer0 Sse |e a fa | ¥ 7319 | G¥OO industry 3) PPP EPFEPE 4 62/3 | SEK ma(eu) vf become, seach completion| e| op ile | alac W 19/3, | KOO achievement 3 rit is [sapLESSON 44 +1 EPH Qt! THR we Powe’ BK ek Mer py Re som (bp ype ee et senyrreow? Adhere t a i: * a aod CR RIVE RW @eEw om WY Hawa wR bhak oto r rk MA et ew sr see eee OE BeV es eB Be RE, 362/15 | HEN * locality > be | 7] 2 | 7 |22 | 22 | KOO structure; kama(u) #f care about; sho Kama(eru) #f set up (as) | [Bee ak = SE 3] ee pe be et [rx4]