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TS\MAI\'IA
ALEXAI.IDER SAITDILAT{DS
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COPYRIGHT
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in criticd
#;ie.t*.6;
revlerys'
'
BA$I'rror AND
:!:'.+!::'
:.,.83',"
'
PREF ACE
booh
t"*h"';";
t;iifdilg
theiiway'
':
"
*Tf;;*rd
of rswana
adverse factor is the multipticrty
' '
1P*1.6"'ortrcngtlt
the ig$orance' wttlnq;
*fth;;;;;;J;;
'
forging'ilfi;;-i["-*"rti'"aq 9i d:u"tg""t
!11: aod usages ' ' '
shormany.yo.tdt
will
book, for example, *,ii"ii"-oo" .*F,:"t*'
ttt"
qb"l ceotr' rrybich
rbich are not known, "' *t t"g*aed'ap incorio'i"
"Tt
contrasted d6 ' ' '
hand,
O; t'i; other
mey be no rnore *i'Ut"';il
"*y,
Banhr lanfW- "
*o.tt
i" th" tendency.:f
dhlectical variety and virility in rural """t"'
and commercialcentres' whero great
ges to collapse **pf.,Jfiii A" Ufg mining
tog.iho divorced from their natural aurmrmbers of Bantu p*;l'";;;toi""
Jttt *y hotch-potch of speech that
rumdingp, *a o'rr",J'*t'i;;; ""te;
Itosuse ever
',
Thethirdtbingwhichirviktbthewnturedifrcult'inde:qTky'isthepreseot
has-resulted'P:
q".Yttt"t g**th-which
mertainty of tbe #;;nht:
ycat!'': ' '
the
of
Past twenty
and unofficial'
the many s]tstems *J;;"i;"'
9fr"t+1
would'
The
poJ"d' efiective medium'
,"a'i"JJ i" *y
hns not yet been
""*;ii
r. b iotor r,""o.i.r';#;
i*t
I#$1!l'*'*mpqix;T'';itLT*$tffini$'er.p
,"
ill
.-*''
=_
''.
::
"'T_-=a="'-,,
--.
'-
,,,,at--____---=-
a--:::,,:a,r:,
aa'
tttjt-=-.'-
=-tt.
=.--
"''-'-t
,,.=.:.'.'
,, ,,,.'-']iii1-..i,,
I tt I a:::itttt
::
at.rtt]-
,,:::::ara
'::
:t':
::: :: :
::t:a:
I :i:t t:
,:
t:
:a::
':
:t::::::::::
:::
::::
::
::
:
t:a
:
ttt:::
t:tt.t:::t
:a:
. ':::::.:
::
Prelace
viii
trial. Ia particular it
oficred for
candidates.
(1). Now of course there can be no delnite or accepted 'order o{ prgcedgnce', or of 'priorities', in the grammar of a languagg; any order adopted for
a purpose such as that of this book must be arbitrary, and subjective, and open
to criticism. The order in which I have taken the various features of grammar
would not have appealed, probably, to another writer. The plan as a whole might
be described as a'oerbo-cmtrie' one; the Tswana verb has been taken as the
* But the entire ignoring of Tswana as a highly significant Bantu language very greatly
.
reduces tlre value of Doke's book for students of Tswana.
Preface
lX
m--ework of the whole stru'cture, and all tJre other component parts, merlrbet's, '
d pieces have been gradually added and built into that framework' The
hporance of the verb has been rrgarded as supreme'
(2) The exercisei are long, and have been constructed with m19h 3are;
ft.y; indeed the second main feature of the book. Admittedly, diSjointed
connected prose, however lim.de; P"'
-m*"o are much less interesting than
qnccted prose can never give the intensive drilling .in the particular. points '
tcins considered that specially constructed or selected sntences can do' In
6c Lfy
g".lo"rr" Bible
red
revision
(3) In the third place, oery full notes are supplied to th1 le-ssory and exer'
eir+ i" tr5r to ,clean ,rp' *y little difficultiee or anomalies which might pu2zle
rb trdej. Much teachin! and explanatiOn are concentrated in these notes,
d thc student is urged to master' them as completely as he masters the lesson
lr:riel itself. The Ltes are cross-ieferenced *" far as possible' Because of
tt full explanations given in these notes, and beclruse it would have added very
FcdX to the
size of
tie
book,
full
separate voca-
ffidu1r.
{4)Thefourthmainfeatureofthebookisitstreatmentoftone,T9f
"rm1pt
p.rcJacc
in its cbborate tond structurc, itr noun-crasscl and rmwer+ptco,
nuyfr.'nr
which have dfonppcared elsewhere. ,
t1 is a very flexible and expressive and extensive langqag'e.
Thc pcrcut
-book-is
deliberately termed an 'introduction', for it wtu o'i
r!.a an" shdcrt r
certain- dirq* abng his path. It wil taraty qualify hh
;-; ritL frtr
D. M. Ramoshoana's prose, or to g.""p. ti" grannaticrt
ltrocrc
of the language of the 'm6dkd'. But it i, a*ig""a a
{GT,,hb
rt"iffi
f9r his own td"lstud11f those higher reaches of the language. Nc, of *'
-tnJ
g4n a manual such as this- cater firfly for the
speciotist;
aooa 6c mrq
,1fe gmlter, the trader, the tradesman" the veterinary ofrcer, each roquinr b
dcvglop his or her ovm range or vocabulary of special nouos and
vcrta
lor'st
of vftSin
living in one coracrof iL
-gofd
fot a
nurnber
ini$ ar.oun{ me I
9f
'r
yanuary, 1952.
LuhW
Knf,
NOTE
JhroughouJ
by narne,
its forms
have used, as
B.p.
ffi
ACKNOW.LEDGMENTS
I can';#J'i?'"fiil,1T*1"pf;ffi
onlr
8"";;;ffi
Here
of-t"i.
t;;;;;
*J:H,l#"*l1t*d:
*"r".l
b,rrdenedTith a shockingry
bad memory' much more
Tot
bf ,rr"ir ,?"fririg
have
been bu't into this book.
y::tq
To mention names wourd
long rist: truri trat those
rlrem who read
of
this u""t
contributions, *J-""""p, this
F.""j* of my sincere
ex.i
-;;;"#ilty
t
tr"yl";*fJiil:t
"ppr""Lriorr-irJurlj*0".
In earty aays .Wo&ey
t nro*i;*':u::ir^e the onty printed mentor;
in
spite
of
its
obvi'ous
-d
der"*-*jta"fr*d:
text-book,irr. *riu useful,
rd the studentis advised rtpd;irro?a, p a g;il;.-b;;*a,needs:
ir.
oplete revision
r**ti*iglt]ilil p*,
*rrvbadrv done'-a
n"t it ioJi*:.;;.TFv r"g'"'i-i"i*1r", is partic_
cd ro continue . .,i ;";d i"'r##.. tr!*"*,i"r'i,*, and w'r
Dr. .{. r.t r,r"ke, of r,ondm
ILfivesity firet introduced
1"T
me to ,n" orlo'r"J"" . tone;
r i]r.""rr.*dy men,; ;;;;"#;::T. M. Doke *a
or
the
university or thi
Hmfbtedness
_of
Ifc
Gnateful acknowledgment
is made to the following authors
and firms :
London Missionary Society
for innumerabre
:.LrvrNcsrol\f,8
berue
ff*
f*#fi:
and
tte
|'#'ri;f*;:.
Lovedare press,
for
exceqprs
ftru
a
on p.xii, rrom
f;
Beayru Lelrcuecns.
tt
:il:'#"3:3*,y:_Jl:,n"'*
Tffi#:,
*j:*,'*:j::,,'o'i;;.ii;-"'i j#:H.#:#
T XnT,.m:rTG-
111;; ir.
;. ;d.
,"d#ffinT"r,l.:ff:"'ffi fr:
i1i,,l
irfi ;,
tifii.
iiffi,;
,ffi
"ffiii
riilffiu,
,0,ffil
i.t]lt
,1.
r,
.t
1
?
-1
COIVTEIVT,S
LESSONS
l
aa
))
6
7
t;
9
t0
l+
l5
t6
t7
l8
19
m
2t
a2
a..
..
'
10
..
.
14
:.
..
..
..
2:7
32
AF,
..'
.: :: :. ..
..
Perfecttensefo{mations(1)'objectivalpronouns(1)..
Verb 'to be', i*p.t onal: Interrogatives und I)emonstratives.
Yerbs.tobe'and,tohave':EryphaticpronounS..o.
objectival pronouns (2): Applied for* of verb (1)
Perfect tense formations (z) t irregular
.rrji' g-. in e . .
Past-indefinite tense : impersonal go 'erb,
18
..
..
..
..
'-.
C-onversationinTswana.. ..
lt il{otion 4nd Location: Prepositions
t2 Verbs of motion: consonantal changes
r3
J/
41
46
52
s7
.
..
..
62
66
7l
//
,L' E
..
82
Passive
..
91
RelativeConstruction
..-.96
..
..
. .'
:: :: .: ..
..
Subjunctivemood: PresentandFuture .. ..
Ahence or non-existence : teng and 1d . . . .
a, Auxiliary verbs lala, tlhdla, salar Nouns from verbs (l)
30 'Not yet' (itt): Nouns from verbs (2)
..
'
xiii
..
..
..
!.
::
..
..
121
125
130
13+
,141
..
JJ
10s
.. .. .o 115.,,
x
tr
'100'
.' 146
.. 151
.. 157
.. 163
.. 16g
. . 1,12
xlv
3;:I
38
39
40
+3
++
45
46
+7
48
49
50
51
52
53
54
55
t77
aaataaaaaa
.o
a
.o
.o
..
..1
a
ta
.l
aa
..
..
.e ..
181
186
I:92
aaataaaaaaaa
4t Habitualmood,. .,
42
iten
Co:
r97
.aaaaaaaaaaa
., .. .. ..
Auxiliarybo: probabilityorinferetlce.. .. .o .. ..
OtherDousages: Comparison .. .. ,.. ., -.. .. .,
Reflexiveform: Auxiliaries tlogaand akofa
.. .. ..
Reciprocalformi reintentional .. .. e .
.. ..
Reversiveform: saresepiand tshoganaha .. .. ,. ..
Stativeforms: Positionalverbs .. .. .. .. .. .. ..
ImpersonalAuxiliary e.rerwhenorwhenever
IntensiveandRepetitiveforms:othetreconstructions
..
..
..
..
..
..
..
..
..
204
o.
2t6
..
..
..
..
223
230
236
243
258
.. .. .. .. .. .. ..
tln,. .. .. -.: .. .. .r .. .. .. .. .. o.
Contingent mood: concord sequence, Present and past . . . . . . . .
'Until' (xiam*ya, fitlha, etc.f : lsince' (sa Ie)
Conditionalorcontingentsentences .. .. o. .. .! o. .. ..
Idiomatic usages: otto*topoeics, ideophones, enclitics, etc. . . . . . .
Other Auxitiaries: other ha construetions
Vagarigsof
2Il
257
26s
271,
277
286
29;S
a,
APPENDIX ARTI
I Ondescribingrrowelsounds.. ..
2
Secondpersonsingular,Classl:
Diacritics.. ..
Thgsymbolf
..
..
ootu
.. ..
.. .. ., .. ..
I
10
..
..
.o ..
..
..
CLES
Comparison of orthographies. .
Vowel changes in Tswana . .
The Tswana noun Classes
Thetermsetshoandrona
..
..
..
..
..
..
.o o. .. 309
. ! . ., 310
,. .o .. srz
.. .. .. 315
.
..
..
317
318
319
322
aaaoaataaoaaaoaaaa
.. .. .. ..
ending . .
cognition . . . .
327
32s
329
11
T2
13
331
T4
aaaaaaataaaaaaaaaa
333
oaaaaaaaaaaaaaaaaa
333
15
16
17
18
19
ThePotentialmood .. ..
334
33+
aaaaaaaaaataaraaoa
Regrqsiveeffqctof.openvowgl/-.. ..
2t Nognsfromvgrbswithstem-vowelg..
22 AltgrnativePluperfectnegative .. ..
20
330
332
aaaaaaaaaaaaaaaa
..
.. .. .. ,. ..
.. .. .. .. .. .. ..
.. .. .. .. .o .. ..
',
335
338
338
33e
L'FTa
-.i
Contcit*
B
Diminutives
xv
n
a
a)
30
31
340
340
r!
341
3+2,
350
* i
.. .. .. .. .. .. .. .. .. .. ., ..
Tswanajournalese
The tones of dissyllabic verbs
KEY TO EXERCISES ..
aoaaaa
. -,
3s2
360
361
362
373
A CON.TRIBUTION TO
RACIAL UNDERSTANDING
DBDI CATBD
ro THE MEMORY
OF
A GREAT MAN
ROBERT MOFFAT
OF
KURUMAN
gHEJ
qo-9
;.F
sg
\'r
o
tllt
' sg E
-9 ol$
Eo
s '
ct
g ..?!
i*
$3 Ij5E
ni;g"3i'ge
tr
.9
o^
.g ct
S cd ,; si
-
h,
a
q
FE
q,
I
.U
!l
3H
,,a
O-(l)'s\)
trG
\-'
l':
E
x
t\
-)
Cg'ia
(D
tc
Hy
E!e
eo
orrS
'r.
to 4
lr!
F.{
ri
-a
'
AI
fig
E
E E
FE
FA
;J
trE
l.o
t'r
lg;3
=o'I(93E
t{
E
i |r- EAFfji
II rE
=
I girE
Ea
cgiE
rF
$ g*
Eo
E o
s {
H;
;E #E ^
g";:;;
$B'; i:
!
.E*.
;Ej uF?iE!
Er$F;e
i
ct G ru
\F
.c)
FB
lr
t'r
F t*
S
2 Ao
i F,D
F 3A
;U
g,
.$E .E g
,\
>.
t{
tFf
ta
FI
r.r
ES q)
.o
Fl
U)
FI
f,E\.
rrGqr6
.f,c-
tsr
a
<
SP
*ct
Y 'C:
L.
,A
JF;e s! fli
* sg ufssE$E N! 3 Fi :i
-E>5-
"z
old
t'E
cr=& x gE
g*f s-.
rd*E
c)
ct
Eqt
Ebs
aa
i-E
FgdE
.,
a J- ct
r5U
Fl
Fr
) q
q,
C)
i g.g :;5:
TE
E ds FiiE
."EE
S E.F;
LD..i
;J
o=
f.$"
3fFFjfiF$
E$g
$ sl ;
Gt
O.
,bod
f .;
,o
..r
i-F iL^t
rn*tipij
gE
-g -9<u
;
E ar
F{E
fl
ct
ho
.i.* zs
g-F
F !i{*_f!
:g$
f*ggffffjg
i;;<g:gfgg:I
<fr
<
<si
3
*
I;3;l i$;
i:
lo
fe
et
?
i'E- a.
iitE
Hle
H$
LESSON
r3
ir
rE
!.a
fo
i"r
o
:E
ff,
il'
il
.
F
F
I
I
[]
i;
I
the set of
which may
Il ?rEdicates'. The effect, result, or aim of the Action is called the ,Object,.
trs start
rika
nte
thipa,
knife:
dithipa, knives.
i,ffir: that the plural of this noun, thipa, is formed by prefixi ng dito
frttD.
the
V' most nouns in Setswana have a prefix both in the singular and in
and the plural is formed by the .h"ttgu of the prefix. *
r' the
case
* md other nouns of its 'Class,' the singular form has no singular prefix,
hr of the '1tem' only; and the plural is formed Uy ttr. prefixing of the
Ffi- to that siem.
he rdka dithipa,
I't
the knives.
:,ff
T
+=
y=
F
.E
ts
..*=
5E
ltE
.E
G
Lesson
Now build all the possible sentences you can, using this.material.
EXERcISE
bdna
in the Dic-
Ba bdna kgo$.
Setswana:
t I see a chief. 2 Hesees a chief. 3 We see the chiefs. +
They are seeing the chief. 5 He sees chiefs. 6 you (plu.) are seeing
a chief. 7 You (sing.) see a knife. 8 I buy knives. g w. are seeing
the chief. 10 You (plu.) see knives. 11 He sees a knife. 12 Th"y
ExERcrsE
Translate into
see chiefs.
il
Now pause to study the sounds which, in setswana, the various letters
represent. (Formerly the name of the language was written 'sechuana',
the'ch'being soft, as it is in English'church,;
or,Secwana,.)
The 'values' of the letters are often not the -same as those in modern English.
vowEr-s Roughly speaking, in setswana, the vowels have the 'continental, or
Italian values.
The vowel in rte is near to what is called the ,short i, 6 F.rglish, as we hear
it in words like 'pit', 'sit', or 'tick'.
The first vowel in rlka has a diacritic or accent which indicates that it is
not the same as the vowel in Ae. It is pronounced as the French i with a grave
accent, as in phe, father. In English it exists only as a short vowel: the nearest
the CoNcrst Oxrono DrcrroNeny gets to it is the vowel in, e.g., .wreck', (p. *r),
which is short; if it is lengthened it is about the same as the Setswana sound.
(A better example would be the first vowel in the words 'sending'and ,selling'.
see Appendix, Article 1.) This vowel needs practice, for most Bitons. (In
the International Phonetic Association,(I.P.A.) alphabet, it is represented by
the Greek c, epsilon.)
The second vowel in ftka, the same as the second vowel in thilta, ot the vowel
in Da, is easy; it is the same as in English 'father'. (coNcrsn oxrono Drcrroxmy
bah.)
in English
Lesson
fun- 'Tone' is a feature that runs all through Setswana and other
UfBcs; the student ought to be aware of its existence, and ought to
hfu
rt, from the very start of his studies. ft is very difficult to ucl,rir.;
nqr ir to listen, and listen, and listen, until the ear be6omes trained to
in the tones as well as in the consonants and the vowels.
ftrlrmts no difficulty.
ilrrhtlus''as always in Setswana, is'sibilant'. Pronounce it as a double
fd;dJiouwill besafe. ft is never a 'z', asa single's'often is in spoken
! fr h &ust' is a difficult sound. The g is the same as in Dutch 'gaan,,
ffimi$ loch', a guttural sound which will need a lot of practice ,rnles,
[l
xrlff
-vYa-
6uwuurc.r
v\.rr-.rl\l
vvlll\,ll
YVII'I.
ffggU
aa IUL
Ul
PfaUtl
Wantst,P,andkalllooksimple,butaremoredifficultthanthey
UtEf
are not the same as, though they resemble, the English consonants.
+
hears us say
advprtisemdnt
Lesson
it,
tlukhethc.
.Similarly, in Nernor ye Berswlx.r appeared an
for Tootal Ties
"irrHer rse, Toorer,,. If the firm,s name,
lLl
)
I
\-->'l.'
il^o ^,il^ @' z \b4)a.L '&mn kx-x 3. O ul"< ko1o
Ba q^,^+ d-pA, , s. b^1"? Ay );*
b 4+*!,; .(
9,
'Vu
,!'k^ ,l;W^. . ) BL+k^ b""n d)*tt'" U a;+e;V
B. KL nn'vL4 ka^ a, t L )r,^^ podt'i , ro o *c^<
ilJw4.^^ U d;k?t-D 'tt, Ba- 4-0oo,' 'L*'o ilkf,sn, tz' b
Lb
,Atl,^
s:^.b.. [/,. nOqcwn*
I^
,/:.^l'
rrr
l*-,--^
lv' lY
t). LB-^h-d<o d;t\k'^.Ut3.
d;po&.
d-kti> s. Bn- nnlu ua;t*lt* L d;y"a;4' t1'*,'
/-'L-O
LESSON
Ited
ll
here
hce
ilit
Dld-
R-TTURE TENSE
INDICATIVEi
hnd
i
;
ir,.
trt
bdna.
he tlaa
ith;
ioo
CONJUNCTION Ie
illG harr already had the Present tense .of two verbs, riha and
ffitrlrma expresses the simple Future thus:
lthe
Ttc
C-onjunction
/e
Lesson
16 I'll brry
17 They are herding oxen. , 18 We are buying
'lgblankets.
knives.
He will see the blanket. 2A We shall see the chief and the ox.
Notes
1 A kabiis really a skin 'kaross', but the word is applied to the European
blankets which have been in use for many years.
The word kgomo, and its plval dikgomo, is used both in a general sense
for all cittle of both sexesl and also, more strictly, for the male cattle. (Strictly
speaking, to indicate a 'cow', it is necessary to say, hgomo e namagadi, a 'female
ox'.. But this distinction can be neglected at present.) (There isalsoafurther
division of male oxen into stud bulls and trek-oxen
3 See Lesson 5, Note 5.
ilI
SOUNDS
Of the new words, .nku is the only one likely to give trouble. In this word,
in many others in Setswana, the a is a syllable: the pronunciation is something like 'a!9o', if you can make the 'i' vowel very short and light. The plural,
dinku, is reallj' three syllables
ng- ku', ('dee-ing-koo'), although the first
- 'ditwo syllables naturally flow almost
into one. Note that this word nku hrs high
'as
It
is never
ittt"?ti;,
5Y
\r
ng
ox.
LESSON
)an
,ffiTENDED
NOUNS
&r, we have used the Present tense of the verb in conjunction with a
$frFb direct object. When there is nothing following the verb, the Present
nse
mr
tly
ale
lrea,slight1ydifferentform.Kerikathipais,Iambuyingaknife.
ffi pg want to say simply, 'I am buying', you must s?Y, not just, ke
ffit, b a rika.
lnc lide particle e, which characterises this form of the Present, can be
b cih:r conjoined to the pronoun (kea, etc.), or disjoined as above. Both
F;nn fibund; before the L937 Orthography decisions the conjunctive writing
lnnr-mt used. (The pros and cons are set out in Appendix, Article 2.)
ler
rydf lessons in this book, the a is written disjoined, as above; later, for
hr mmns, the conjunctive writing is used.
b e rihn, I am buying,
r E, rdha,
t a rlka,
you (sing.) . . .
he (or she) . . .
rer
t'.1c only sort of noun we have had so far, has been that in which the plural
or
h frrmed by adding the prefix di- to the singular noun. The next Class
qer#.d is difierent, but *ot. typical of the majority.
b"
selrudi,
a duck
dihudi,
ducks
1',ffiilr Sat the plural is not di-sehudi, but di-hudi. For in this case the singh of the noun also consists of prefix and stem - se-, prefix, and -hudi,
,,pt b form the plural the prefix is changed from se- to di-. There are
oogrmon nouns "which form their plural in this way. We call them
d- C1ass of nouns, or Class VI.
tt
nt
l
he
rd
[i,'
ril;;
I
mfat
Re bdna
ditlhare. 19
O a bdna.
20
Re a
ja,
re
ia
dry'd,
diid-
is much
:'
Lesson
ExERcrsE
III
souNDs
(1) The z sound, as it occurs in utlua, and in sehudi, is the 'oo' sound that
is familiar to us in such words as 'too', 'contour', etc. It is not the ,yoo' sound
which we have in, e.g., 'reputation'.
(2) The first vowel in smya, the e, is difierent from the vowel e we had
in &e and also from the vowel d which we had in rika. It is like the sound we
have in the English word b'
(exampled in preface to concrsr oxpono Drc-
(5) The ny of. smya, similarly, is not difficult; you get the exact efiect
if the two English words 'can you' are spoken together.
(6) The sound represented by j here, is less 'heavy' (such adjectives are
however very unsatisfactory) than'j'is in Eng{ish
'jail'; it.is a ,lighter,
-'.g.,
sound generally. It is something between a
J' and a 'y'. But the sound does
vary in the different dialects, and the student is advised to listen to it carefully
as pronounced in his area. In the south, and in the l9t0 agreed orthography,
it was represented by the letter 'y', and is so in present Dictionary, Bible,-etc.
Thus; when you see this letter J' in books using modern orthographles, you need
to look for it in the Dictionary under Y. It is certainly better to represent this
sound by ,, thus leaving y free for its semi-vowel, semi-consonant use, and for
the compound consonant zy.
(7)
(8)
Lesson
r the
I the
, oX.
11
You
pis
17
will
has both tl. and tlh, the former with no emission of breath, the latter
pdderable
breath, and that it is the former which the student wiil find
fru
rmfitfficult.
Ttc student should check all the above descriptions against the actual pro-
ilin of his African teachers and colleagues. These ,rot., represent a more
tcneral rule, but thg dialects of the tribes and areas vary considerably,
ts
I frc
only sure way to put oneself on right lines, is careful local study, *iif,
rdlnactice in listening to Africans reading and speaking, and in readin! aloud
l $er and seeking his corrections. It takes a long time to train one,s ear.
tt q,tit Prepared for the comment that "We don't pronounce it as the book
a b Pronounced !" Dialects vary, and all teachers, naturally, are not equally
ft-
Generally speaking, every Motswana holds that his own dialect and his
'we
)tc-
rto
:
like
lis
wel
Dn)
lna
Bct
10
LESSON
PRESENTTENSE,NEGATIVE:vowEl-CHANGES:Io-di=NOUNS
complicated
The Tswana method of forming the Negative is rather more
insert the
to
necessary
than the English one. In the iatter it is merely
negative' There
But in Tswana each tense has a difierent way of forming the
the negative'
make
to
tenses
is no one word, like our 'not" which can be used in all
Each tense must be studied by itself'
A
"
rika',
gaketeke,
ke a
I am buYing'
I amnotbuYing'
Noticefirstthattlrereisoneform,gakercke,tonegativeboththesimple
object' ke rika thipa'
(absolute) statement, ke a rlka, and the statement with
The complete tense in all persons is:
ga ke rehe, I am not buYing'
ga u reke, You (.ittg.) are not ' '
ga a reke, he (or she) is not ' ' '
(1) The little word ga is placed before the complete verbal phrase:
fural
(2) The verb-word itself undergoes a double change of vowels: the
chahges
vowel changes from the ,,,.,"1 -o to -a, and the stem+rowel -r}_
to -e-,
It will also be noticed that the third personal pronoun, singular, undergoes
a is often
reasons'
change from o to c. This is apparently ior euphonic
. The
and
sound'
to
tends
phrase
in sieech elided into the preceding ga, and the
become, ga reke.
penultimate vowel in
*oia. of several
syllables), is as
stem
Le"sson
11
The vowel-diagram, given below, shows that these changes occur only in
the vowels on either side of the central low vowel c, and occur in an ,updirection. Put otherwise, the fairly 'open' vowels C and d change to the
qrd'
Dre
Later we shall find other cases, grammatically, when the same changes occur.
These two vowel-sounds, i and d, although very common vowels and very characuristic of the language, seem at the same time to be less stable than the others.
ffie practical result, from an orthographical point of view, is that in the negative
rc
b
r
ls
re
B.
Mels
le
a.
dotted lines
show
approxinate tongue
positions, for vowels
es
IfT
)n
aaaa,araaaaa
aaaaoa
BACK
o
a
le
The following examples show the affirmative and negative Present tense
of typical two-syllable verbs with all the seven vowels in their stems.
trr
::i
l
Lessott
L2
.te a dira,
we are working,
we are trying,
re a rdha, we are buying,
re a bala, we are reading,
re a bOna, we see,
fe aw, we are watering,
re a utluta, we hear,
ga re dire,
ga re lehe,
ga re rQhe,
ga re bale,
ga re bone,
ga re nose,
ga re utluse,
reaW
t\
nI
There is a third Class of nouns which, like the two studied before, forms
the plural in di-., :In this Class the singular has the prefix /o-, which is
changed into di- in the plural.
Iohu:ald, a letter or
book,
dikwah, letters or
books
- (Ar we shall see later, this is an example of a noun formed from a verb.
The verb kwala means, write: the noun lokrpal| means anything written, a letter
or a book. More than one noun can be formed from this verb, as indeed from
most verbs.)
rxsRcisE'
I I am not sewing the blanket. 2 You (plu.) are not watering the plants.
3 We are looking for oxen. 4 You (sing.) see the trees and the forest.
5 I shall read a book. 6 I am not eating food. 7 He is not spoiling
the needle. 8 You (plu.) are not obeying (hearing) the chief.' 9 We
beg meat. 10 He is not watering the plan-ts (trees). lf You (sing.) are
not milking the goats. 12 I shall herd the sheep. 13 I don't see the
needles. 14 We shall buy planks..and an axe. 15 He is not working,
he is eating. 16 He does not see. 17 You (plu) are spoiling the books.
18 We are not buying sacks. 19 We buy axes and knives. 20 He is
not reading, he is vniting a letter.
Notes
Beeides the seven vowels here shown, which are suficient for a practical orthography, there are two others, called 'half-open' vowels; one which might
Lesson
13
'b
:
l.
r
I
souNDS
,Ttere are only two new consonants in this lesson, and they should not present
rm mnch difficuliy. There is the ls in kgetse, which is fa,irly easy, as it occurs
h trlglish, for^ example when the consonant I closes one syllable and the consoin words like'Whitsunday', 'hot sand'. (Note
ntr-commences thi next one
like 'cats' or 'plots' is not quite the same
plurals
*r 6c 'ts' at the end of English
which could be written with more
consonant'
it tends to be a heavier
d
t
IF
l
e
e
?
?t
I,
f,
h
rt
I4
LESSON
QUESTIOI\ & ANSWER: eng?
In English
,5
a question
how
question.
(1)
A positive statement can be made into a question by putting a lowfone a before it, thus;
rika selipi,
& o rlka selipi?
o
ga ba reke dil4pd,
ga ba reke dilipi?
C
he is buying an axe.
is he buying an axe ?
they are not buying axes.
are they not buying axes ?
(2) The significance of 'what !' is expressed by the little word eng? which
is put after the verb: o fika eng.? 'What is he buying ?'
Now, since verbs always end in a vowel, and eng? begins with a vowel, it
often happens that elision takes place between these two vowels, and, o rlha eng?
becomed o rikang? That is, the e of the eng has become lost or elided into
the a vowel of the verb.
ba dira eng ? what are they doing, becomes ba dirang?
la tlaa rhka eng ? becomes lo tlaa rihang ?
(3) Note that the word eng? is really two syllables, not one; it is e-ng,
although the two syllables are pronounced so much together that it sounds to an
untrained ear as if they were one syllable. Similarly dirang ls not two syllables,
but three
- di-ra-ng.
This is the 'apparent exception' to the rule that stress always falls upon the
There are other cases, as we shall soon see, when -ag forms the ending of a
I in all these cases the stress actually falls upon the
Lesson
i
ne
ln
ct?
rS
6e affirmative
ee.)
f]ffiffitre are two other negatives, which may be mentioned here as the student
them sometimes in speech; for his own purposes he may neglect them at
I{nyaya is arl emphatic negative, meaning 'not atall!'or'certainly not!'
flfrtn written nyaya, but is really three syllables. And there is a conversanngetive, i i/ equivalent to nnyaa; the two vowels are distinct and separate,
fo a f"i.ly high tone, the second a much lower tone.)
T'b
f'
i. a conjunction;
hd
it
i!
b
]ou E'ant to say, 'I see the oxen and the wagons, and I see the sheep
or, 'He struck the boy and pushed him into the water', you cannot use
&- c ffiiu for these English 'ands'. To render them into Tswana, either
'm,d re jalo, thus, or le gdni, also, must be used i or, much better, an auxilSo such connected sentences will not be used until much later in
l
)t
n
I,
e
l,
l,
other
iii
t-
i Uhl in the
i
h&-ra-
Classes
nouns
'
bosigo,
night;
m,cuigo,
nights.
magapu, water-melons.
Lesson
16
EXER_CISE
'*/t
p
F"
ll
tp
.!
nxrncrsr
10
1 What shall we build ? Shall we build a house ? 2 Will they kill the
? 3 I am taking the seed. 4 Am I not obeying the chief ? 5
6 No, we see a wagon only. 7
Do you (sing.) see the riems and axes ?
I am asking for a wagon, Chief. 8 Is he kiling a sheep ? 9 You (sing.)
willhear the answer. 10 Are you (plu.) looking for a well? 11 No,
we are looking for the road. 12 She will ask questions. t3 Is he writing
14 Shall I water the plants (trees) ? 15 What are you
the answer ?
16 Don't you (plu.) see the needles ? 17 Is she not
(sing.) building ?
18 I want a knife, and an axe, but I dontt want a whip. 19
sowing seed i
They will eat food tonight. ?I He reads, but he does not write. 2l
ducks
. 1
Note that the noun parsri has obviously much in cornmon with the verb
botsa;'the one is formed from the other. An object which thus rePeats the verb
or its meaning is called a 'cognate object', and is a thing of very contmon occurrence in Tswana. Thus we have such phrases as kc dira tb6, lit., I work a work;
he aga hagd,I build a building, etc.
-2 iroyo, to take, was formerly spelt tsaca, and so aPPears in the present
Dictionary and in all literattire before 1937' (The. e is a 'semi-vowel' or 'gemithere are two such, now represented by the letters y and nr, but
consonant'
Lesson
T7
,i t t&" n seek or look for, when used like this in an absolute or unqualiha5 the technical meaning of looking for strayed cattle.
iffilq,
I'
b
means 'by' or. 'with', when some action is done with or by means
Ll
knrnent.
It cannot be used of the agent; when.an action is done
llil.i'!fiffre, one must use Ae, not ha. (See Lesson 20.)
iil,
Slru
for the
eating
]u@r
ih
eat,
18
(1)
(3)
(2)
(4)
Although admittedly no two persons would put quite the same pitch into these
emphasised words, yet the phrases, when so treated, do convey generally-accepted
differing shadtls of nieaning. The first one expresses more urgency, or more
surprise,'or more desire to find out, than if the words were all said in a level tone
of voice. The second contains a note of expostulation or perhaps rebuke, as if
to say, "What on earth is this strange or foolish thing that you are doing ?" The
are doing.
as distinct from other people
third asks more pointedly what you
The fourth concentrates attention upon the action of doing, as contrasted with
speaking or talking, etc., as if one would say, "You talk a lot, but what are you
doing about it ?" Still, in English, such use of tone is a very individual thing;
there is no uniformity, or system, about it.
Now in'Tswana one cannot indicate shades of meaning, excePt to a small
degree, by similar variations of the tone-pattern of a single phrase such as the
English example above. Such shades of meaning are normally given by amplifications or modffications, more in the style of the above explanations. of the four
variants.
The reason is that, in a Bantu language like Tswana, intonation is not at all
a matter of an individual's habit of speech; it is a regular systematic feature of
everyone's speech, and it occurs in every utterance. Every word carries a more
or less precise tone tir tone-pattern, which does not depend, in relation to the
surrounding words, upon any personal idiosyncracies. In any particular sentence'
each word has its definite tone-pattern, but that pattern almost alwalo dep6nds
Tone
19
rFrB of speech: tone must always be studied in the living sentence, with words
@ring in a normal and natural and meaningful context. (Professor Daniel
frc's work mentioned below, done some thirty years ago with the assistance
,ef LIr. S. T. Plaatje, suffers from this fatal misconception: but it was pioneer
,nrt. in 4n unexplored field.)
,ttlF
One method uses marks, such as the apostrophe and the French acute and
6f,e*c'accents, etc., over the vowels or below them, i.e., above or below the line
d typc or print. This method can, at best, only give -a very rough indication
of
ti[" medium (unmarked), and low tones, and of rising or falling tones. . It canr idicate the many intermediate levels, nor indeed show the actual pitch of any
1:rirrhr tone.
otmther method is to draw or print, in the same line of type, but following
& 6c word or phrase, a series of short horizontal strokes at different hgights,
b &r the 'tune' of the words: very much as the notes on'a staff-notation stave
fu 6e tune or air. The same method is sometimes employed in the form of
lcFrrt parallel line of marks below the sentence. This method can be fairly
fficin
its indication of tone levels; but it is cumbersome, involving as it
*rr fre @nstant looking backwards and forwards between the tone-marks and
fr rords to which they apply, with the risk of making errors by applying the
q
me-marks to a word. It is a method which is useful when dealing, as
f
h
tu
ill
he
fi-
ur
all
mr"b of intonation in
rof
nds
TLc method used in this book is the most effective that the author has yet.
h ttre indication of tone: but it cannot be printed or typed. (Moveable
ililh all the possible tone-markings would be too expensive to make as well
pfr-'+ difficult to use.) The method requires photographic reproduction,
ilh- books are concerned, from an original hand-marked text. But, for the
b odyhg the language, it has the very great advantage of making him do
b'rffi bne-listening and his own tone-marking: from which, once done, he
t'
ft
lCt
does,
r-
)re
the
ln{i'nrry
fl
Tone
20
peans is that the quality or nature
as
its tonef e.g., the vowel I as pronounced in Setswana often sounds
being
of
impression
"o.rfrrr",
if it were high tone,-because it produces a certain mental
,sharp,or higt. Actually it may be high tone, or it may be low tone; or anywhere
b"t*""rr.. Ii takes some pru"tic" before a person can isolate, aurally and mentally,
the tone of a syllable from its actual vowel-sound'
Anothercaoeatmaybegivenhere;itisnotwisetodependforalongperiod
tone-usage
upon one single Motswana teacher. There are slight variations 9f
what
dialects
in
different
to be discover.d i.r difi"r"nt Batswana speakers, and
is,
however,
(There_
is correct for one may not necessarily be generally correct.
and consonants,
much less dialectic variation in tone than there is in the vowels
and consonants'*)
and hence good intonation is more important than good vowels
ofAfricans
speaking
the
One,s studf with one teacher ought to be checked against
from other tribes and dialects.
.Again,asineverypeople,voicesvary.Somepeoplearenaturallydistinct
lower. And
.p.uk"?r, some indistinct; some voices are higher than others, some
thgY
others;
do
than
pitch
some Batswana seem to cmploy a greater range of
the low ones more obviously
seem to make the high tones mo.e obriorr.ly high, and
low. other speakers appear to have normally fairly level, or even monotonous,
The former type makes
voices, in which it is difficult to detect tone variations.
ih"re i.
i. to prrt the student on sound lines of study and of practice, and to draw attention
to the necessity for continual personal investigation'
rs{t*tFi(C
TONE MARKING
The technique of tone-marking is not difficurt, and the student can modify
as he desir-es. An efiective method is to type out, in duplicate, the phrases
or sentences that are being studied, so that the Motswana helper can have one
it
copy and the student the other. Hand-writing can also be used, but is not nearly
so good as type. The tone marks are super-imposed on the type in red ink,
rith a fine-point pen. A very sharp red pencil is also useful, but is not so accur-
r&
ink. In the earlier stages capital type is better than lower case,
it presents a broad strip on which to
rtat
tsl
its accuracy.
And remember that, unless you have an unusuafly highly-trained African
- cher, it is quite useless to give him a tone-marked text and expect
him to read
metically from it. It will only confuse him: he will find it difficult, if not imgu$sible, to pronounce the words as.they are marked.
Do not expect him, either,
tm be able to mark tones on a written, printed, or typed script.
To represent
s@ds
high or low tones
by marks on paper, is not easy: if it is to be done,
- to be done by the
- student himself. And with patient
r rill need
study it can be
rdtmc- It is the only way in which one who is not born and bred to the
language
,m study effectively its tone-structure.
:-T. 1
II
rc
Tstfr
}TTHIPft
A&E
YOU
lotlrG
]c- Nhffi
TSIPA
7'ono
22
TONE-PRACTICE
given different
The English phrase which, as we have seen' can be
be tone-marked
could
words'
the
of
of meaning iy raising the Pitcil of one
shades
as
;il;io*"-t"*il,
nations.
*:
** copy in duplicate
*i airtirr.tty, ',ttitl
Comparethetones,^Vo"hear'them-fromhim'withthosemarkedontheText
attempting to get coffect intonation'
- Then practise speaking the -phrases'
-"b";,
following practice phrases, and get
the
of
Th"r, make, similari, tw; copies
untilJou can make an
you, t"""h., to read them to yo", pt'h"p" many times'
ied pencil' When
sharp
a
or
ink'
red
and
at marking th" to""t *itn i"tt
"
"*"*p, certain yJu have them rigtrt
not before then - mark the tones on the
;;t;
print in the book.
yor, .to*ty
O BONA KGOSI
KE BONA KGOSI U BONA KGOSI
BA BONA DIKGOSI
RE BONA DIKGOSI LO BONA DIKGOSI
'
fit{u.iel:
LESSON
& mo-
mta- NOUI{S
we have seen how the negative of the Present tense , ga ke reke, is formed
in relation to the affirmative, ke a rika. The simple Future tense, ke tlaa
]I
(Sometimes the form of this tense is ga re nka re rika, instead of. the nke
ebove. The nka form is dialectical, and in some areas regarded as moreemphatic
tino the nke form.)
(In the southern tribes of Bechuanaland, particularly in the Union, a slightly
&fierent form is used: the student should familiarise himself with the form used
ir the areas where he will be working or living. The southern form, which
res taken as standard in the older books, owing to the fact that the south was
cengelised and investigated before the north, is as follows:
ga nhetla he rika, I shall not bry, ga re ketla re rlka, 'we .
ga u ketla u rika, you (sing.) . . . ga lo ketla lo rlka, you .
ga a hetla a rlka, he, she . . .
ga ba hetla ba riha, they
.)
tc-
Wb can now add the remaining Classes of nouns. They all have the
eingular prefix rno- in common, but the plurals are different.
[lO- ba-
nouns:
mOtho,
a person;
moftna, a man;
mosadi, a woman;
batho,
banna,
basadi,
people, persons.
men,
women.
Lesson
24
ruta, to teach.
rno.-rne- nouns:
mohp6,
ariver-valley; metnpd
river_valleys.
mo-ma-nouns:
' 'itl
. 't:!4.:
.
thorn-tree;
,llii r.,
.di{li;,1
'il;"
),1
tffi
ti, ''
'ri
in
of
The Moshu
,iitr',
r1 jii, '
t:::.
.,,ili{'il
,{lir'
r
..,il
:1[H]rl
Bechuanaland.
:i
nxnncrsr
12
people. 3 Will she not draw water ? + No, she will not draw.
questions. 6 They .urite letters, b* ;;;ii
not answer. 7 Do you (plu.) not want a plough ? g yo,
* want a
plough and oxen. 9 He wil not give the boy medicine.
l0
will she
not ask for food? 11 Ishe not going to eat (i.e., will henoteat)themeatl
12 we shall walk. 13 I hear th. &ild..r, 'they are *.wriog questions.
t4 No, they are reading books. 15 Do you .e" the tea"h", *'d the girls
I
and the
l:
Lesson
25
16 will you (plu') not destroy the wago.ns ? 17 I shall not give the boy a
book' 18 we shall ask the men and the women. rg rhey are *orkirrg
with axes and knives. 20 Are they not taking riems ? 2l you (singj
will cut down (rima) the moshu-trees with an axe.' 22 Do you (plu.) not see
the herd-boy and the sheep I
23 we don't want w4gons, we want houses.
24 We heai the teacher, he is teaching the'children.
Notes
t
2
it
But
'
26
Lesson
the northern tiibes (again roughly speaking) pronounce it s; e.g., sitma, Ieso,nl,
mnsu. The same sort of variation occurs with the allied consonant chltsh; the
southern dialects say choln and chuba, the northern ones tshola and *huba.
The practice adopted in this book is to print these variant words in both
their forms for the first two times that they appear and thereafter to use s only.
If, therefore, the student lives with ir tribe which uses the sD and cft sounds, he
should note that fact, and emploli these forms of the consonantal sound in all the
variable words.
T-I .
TJ{IR&.
TItIPft
2
.
TM'
trTLhtA,
E:[+ll{+.
see Appendix,
Article 6.)
nme*'
I ffi Ttaa frb?ffi TJJTPA. 2 lr EAa EhKfi
EAA
RE
.
TIJIPft
L'
dra
Tt-A#O
3
-t@b.
5 Ks BbNA $llff- rE" PeDl' . 6 re
I "o .tr f,tr o fA DrJb.
ToNE-PRAcrIcE 2
After studying the Toxr-Tnxt above as in the previous Lesson, make copies
of the following Tone practice phrases, and mark them for tones from the dictation of your helper.
27
LESSON
CLASSES
So far, all the sentences which we have been making in Setswana have
been those in which a personal pronoun is the subject
I, you, he, etc.
[t have not been using nouns as subjects of sentences, the-reason being that,
tlt \r can do so, we must master the Subjectival Pronouns, or Subjectival Concords, appropriate to each type or Class of noun. l
In English, when a noun is the subject, the sentence is of the type, 'The
'ntn sees the chief', or, 'The axe cuts well'. But in Tswana it is necessary to say
'The man he sees the chief', or'The axe it cuts well'; and in each case the pronoun (he, it, etc.), has to correspond, or accord, or agree, with the prefix of the
noun it represents,
see Appendix, Article 9. Any order is arbitrary. Students who wish to compare Tswana with other Bantu languages will probably prefer to use the classification set out in the Appendix: but for a proper study of Setswana as. a literary
medium, that classification must be adopted which best displays the nature and
the features of the language.)
Subjectival
Subjectival
Class
example
pron., sing.
example
pron., Plu.
I
II
III
IV
IVa
V
Va
VI
WI
VIII
VIIIa
IX
X
moruti, teacher; o
uncle;2 o
-malome,
mogoma,
rnosu,
plough;
o oa
mosu-tree; o
oa
o oa
m}su,
-nhu,
-nku,
selipd,
lokwald,
legapu,
oa
oa
sheep
axe;
book;
melon;
lolasapa, court ;
bolwetse, illness;
go lema, to plough;
se
lo
le
lo
bo
go
a
lo a
lea
loa
boa
goa
se
baruti,
bomalome,
megoma,
ITlEsu,
Iosu,
ba ba a
ba ba a
e ea
a aa
lo lo a
di
dinku,
ITIlnku, a
di
dilipD,
dikwald, d.i
rrltgapu, a
lTttlwapa, a
Intlarctse, a
malemd, a
di a
a,
di
di
aa
aa.
aa
aa
Lesson
28
NoticctlratClassesII,I\ra,VIIIa,andXhavellotyetbeenstudiedS(rl:i1]-]
is a collcctivc plLrrai
Class II consists of the hinship-nouns; Class IVa
very sma1l one; Clr:ss -=i '
meaning a forest of mosu-trees; Class VIIIa is a
there are no 'participLs'|1r in sirrgilor, thc verbal-noun, the Infinitive, for -nvhich
have been stutiicri ii: I
tswana. But all these behave as do the nouns
courseofthelessons.(oncoliectives/o-anclma*secAppendix,Articlt:9,rr' *
at all in tlic singr:
There are tu,o Classes, II ancl V, rvhich have no prcfix
Notealsothattherearet\\.ocolumnsofthcpronouns'inbothsingui:rr''
in,thr: ertcn-'
plural; for, just as l\'ie saw in the case of the per:sonal pronouus
thc pronour'
r"erb,
follolling the
Present, Lcsson 3, tvhenever there is nothir-rg
lengthened b-v the zrddition of an a'
I
lI
tl
lV
\'r
VI
VII
\'riII
IX
X
EXERCISE
13
sha' 3 'l[ga:
Batho ga ba nke ba bina kgosi' 2 Ditlhare di a
r)ka rmrna' 5 Dininvane '
e tlaa alafa miuti ka melemb' 4 Badiri ba
a ri= '
a lela.7 6 Mosadi o tlaa apaya bogdbi. J A monna ga a nke
moruti
bina
tlaa
ba
3
dijd? 8 Badisa btt senha bohutd'8 9 A bana
b'ha
bdla
tlaa
e
Nama
mpieno? 10 Kgosi ga e nhe e bolaya legotLu' 11
lvgtr...
13
(mosr)).e
nakd. 12 Basimani le basetsana ba tlaa ya ka moshJ
kang? 15 Ka mosd kg.':
I1q o (t lela, mma. 14 Basath ba tlaa aga
1
Lesson
29
17 Agaba
16 Basadi ga ba tltuse banna sentli.
thata.
19 Re tlaa
': ha aga ka lotlhaka? ilJ Gompieno basimane ba leha
':!tt megoma, re lema tshimo.lo 20 Pula e tlaa na sentli bosigo'
21 Rra,
o
tlaa
sala.
:. gtt u nke u bitsa modisa? 22 Bana ba tLaa tsamaya, mme moruti
thata
gompierto.
-: Li tlaa utlwa ma;t'oko ka mosd. 21 ligwana o ithuta
--i "ltiama e a bdla, mme mafoko ga d bole." 11
Setsr'r.ana:
2We
1 The teachers teach r'vell, but the children do not obey (hear)'
I dcr
the
?
+
for
u'agons
you
(piu.)
tr-ait
3
Won't
pouring
rvater.
not
=:r
:r 'i see morula-trees, but I see moshu-trees. -5 The boys are trying hard,
:.,rv rvill learn we1l. 6 To-day rve sl.rall leave on foot (i.e., go alvay by foot).
- \\'hat rvill you eat tomorrow, sir ? s'ill you etlt porridge ? 8 liain lvill
.ri in the night. 9 \Ve are calling the boys, but they do not answer. 10
-i:s, the
woman i,vill cook the clucks. 11 No, thc teacher \\'ill not send thc
rrcl-i:roy. 12 'lhe men arc ploughing r'vith the ploughs. 13 Will she
: , rvith the people tomorrow ? 1't No, she rvill remain, she u'iil ccrok the
' ,t1. 15 \\re shall plough the garclens but rt'e shall not sow the sced. 16
--.'c bircls eat the seed, they clo a lot of clirrnage (they destroy much). 17
-'rc doctor is healing the child rl'ith (ka) rnedicine. 18 Wc shall givc the
- .rtor 2l sheep ancl r gozrt. 79 T'he houses arc burning, the boy's bring rrater
20 \\'irn't the chief call thc u,orkers to-day ? 2I l)on't
---ickly. 1e
,u (sing.) hcar the rain ? It is raining hard. 22 'fire thieves rvill stea.i the
rd rrt night. 23 The rvorkman is going ar\ray, but hcr rvill bring the planlis
. -n)off0\\'.
2+ \\ri1l not the grass bum l
\otes
1 Dr. I)oke, in B. L. T., pp. 7'f, 179, 202, holcls it rvrong to apply the
::n1 rpronoun'to these concords, ancl uscs thc term'sul-rjectival concorcl'. They
,:; ccrtainly concordi:rl in lbrm; but cqually certainly they have the function
-::.i value of pronouns, as that rvord is commonly unrlerstood; r'vords usecl in-::ircl of, and standing for, their respective nouns.*
2 Notice that this word malome is a singular, although it looks as if
Several u.ords begin in ma- in the singular.
- bcgan r'vith the plural prefix za
There are other terms than this for 'uncle', as lve shall see.)
3 T'he Morula ts the Sclerocarya caffra (0. B. Miller), a large wild tree
rich is fairly common in Bechuanaland from the latitude of Kanye northrvards.
--rc fruit is edible, and also makes a drink.
4 na is a verb r.vhich is not translatable by any one rvord in English; it
- -:ans ito fall as rain does', so one can translate it by either of the verbs 'to rain'
- 'to fall' according to the context.
5 bolaya this u'ord does not only mean to kill; it is also used fortvound- animal or person.
: or hurting an
x Throughout this booir, the initials "B. L. T." staud for B.rNru LrxcursTrc Tnnrrlxby Dr. C. N1l. Doke, Longmans, Green & Co. Ltd., 1935. Although norv slightly
,:-of-clate, it is very useful.
-,cr,
Lesson
30
Siame is a verb
for granted at present.
Perfect of siama
formed, rvhich will then supply the meaning. E.g., badisa thus beheaded 3:
dis-, i.e,, the verb disa, to herd; so the noun means 'herdsmen'. ('fhe prar.|
of forming nouns from verbs will be dealt r'vith in a later Lesson')
e Remember that ya (co) appears in the old orthograph,v as ea, .:!..
tsamaya as tsama.ea.
ro tshimo is an irregular noun, with its plural masimo'
11 A Tswana proverb in a simplified form; its import is that e\.rsome quarrel or case is not decided at the time, it will be broiight up at a ,date; it r.on't go bad, as meat does. lefoko, word, is used, especialiy ir:
plural, in a collective sense, meaning nelvs' discussions'
12 IJse tlisa for bring. There is another common vctb (lere), bnt i'.
an irregularity rvhich makes it adviszrble to leave it till iater'
,,
,:
II
souNDS
There are tu,o ciosely allied sounds, consonants, which are heard ir
as:="
worcls morafe (tribe, nation), atdbohuld (pasture, gtazing )' In the 1910
bet'
distinction
ft,
the
letter
the
by
represented
orthography they'"vere both
"':
them being ignorecl. In the 1937 orthography they are represented by ./ =:,'
respectively, although often the /r souncl is rvrongly written./'
The souncls of these two consonants are quite distinct' The one lj
::r',
appears in a ryorcl such as mtsrafe is rvhat is knoi.vn in phonetic parlance -'
i-'
r:"''
and
'f'
fair,
(fat,
the
English
from
different
quite
'bilabial f', and it is
Doke, B' L' T', p' 136') l'r
rvhich is the 'labiodental f'. (Or 'dento-1abia1'
,rLr
-''1
Tsrvana sound is produced by bringing the lips almost together, r'vithout the t-:':
in the English sound the upper teeth are almost closed on the lon'er iip. lrr
;di::'
'bilabial f'r,vill therefore need some practice. (Do not practise it u'-ith a i
tr'
ior
have
plobably
rvill
lvho
orthography,
1937
the
Motswana brought up on
f')
English
the
non-Tswana
and
use
authentic sound altogether,
In this booh the inaccurate symbol / is used. A better symbol is ti,. ;:
E rograph fh which has been common in the B.P. for many years, and is used in
,,e
o:
and
letters),
(two
a
ciigraph
of
being
*uio.- But it has the disadvantages
consonants.
aspirated
other
the
of
analogy
the
ot
ing like an aspirated.f
The Southern and Eastern Tswana tribes, holvever, have alreadv i'-==,'
lost the true Tswana bilabial f , and use a consonant not far removed fro- llEnglish f. The student lvho wishes to develop a good pronunciation sho:;r=
with this consonant, and study its nature in the area lvhere he is lir''-*
"
"ur.frl
working.
t-.-.==
=
=
:,
Lesson 7
3t
(It
is not LP.A.
il)
(In the 1937 orthography the real ch souncl is represented by the trigraph
t{h, i.e., r,vith an inverted circumflex over the central s, so that immediately the
diacritic is omitted -- and diacritics ahvays suffer that f'ate sooner or later, rnore
the trigraph loses its essential nature aud becomes indistinguishable
or less
frcrnr the trigraph tslz u.ith no diacritic, the souncl \\.e find h tshimo.) (See also
Appendix, Article 5.)
2 Ga T 1it*ire
L Ga K"e rek &ilffislb' rpsr'
*i-ilhare.
fl6se
f-'e
l+
Ga
ksj-.
3 Gp tJOrre dr.nlc*.
ktrlei
?
? Aea
fka
Io
5 ,q u bbna selbPUQ? A ln6r Btvts.
mng.
r--.hb*r+ar
?
fre.,
b-a -age t+tlo ?
?
fO JI batJ-emg, -ria
9 lffIfaa, ga re bTne.'
T*T. 3
e-
rvr
9E+ej!vvr.s
TONE.PRACTICE
-t
te
re
]I
dikwald
LESSON
leka thata !
lehang thata
at least.
(In tone,
1n Spc
Singular
Dual
a re rikd
2 (r,) rdka
Plural
a re reheng
(r,) rdkang !
(n) u rikd !
ttailki!
The 'dualt is only usecl in first pers. plurerl, rvhen the speaker is referring :
himself and thc one he is speaking to; e.g., a man may say to his fr-iencl, a r;
tsanmyi ! 'Let's go arvayl'
meaning only the trvo of thern.
Sequence, or series, of Irnperatives. 'lhe larv is, that rvhen rr numh.of commands follorv one another, the first one is of the A-form (see abo,,
tabie) and the following ones are of the B-form. For example :
tsama))ang, lo g? metse,
lo nosi tli.tlhare;
ditlhare.)
This only applies in the second person, singular and plural, as it is in ti:,
person alone that there are the two forms of Imperative. In the third perscsingular and plural, when commands (indirect) follorv each other, the a u-hi:,
precedes the pronoun and verb is not repeated:
ntsrt!
Lesson
a a riki loktlald,
a ithati thata!
a re yA, re senki mokmd
a ba diri dipolzrana,
ba agi ntlo !
JJ
build a house!
a moruti a tsamayi !
a badiri ba diri thata
tone. It is thus
Dual
Singular
I
2 usekawariha!
(or, se rCki !)
3 a a se ka ariha!
a re
se
rdki
Plural
a re se reheng (riki)
lo se ka lwa rika !
(or,
se rekeng !
a ha se ha ba rika !
(or, a ba se rihi !)
(or,aaserihi!)
)iote that in these rather confusing negative forms, there is no ga, as there
in the negative of the Present and the Future. Its place is taken by se,
which is generally (not always) low tone. We shall find other cases in which
rnas
lo
xI
^\DVERBS
it
always
-(1hus'
and 'horv'.
This n'ord jang, exactly like its English couoterpart, can be used in
an
lm
thata jang !
used
Lesson I
31
and the student should note carefully the difierence in meaning and :ir .-:''
jaanahas the sensc of 'like this', rvhen one is, for example, sholving a:,,,i
person how to do something, or drar'r'ing attention to something close at 1,.tin this wayt, or, 'as I am dcing'.
near him. It means 'thus' in the sense of
kwala jaana . . .
::
jalo on the other hand has the sense of 'like that', u'hen the action refer:.
to is not that of the speaker, and not near at hand, or is not to be imitated' I:
'thus' in the sense of in that wayt, 'similar to that', etc.
lo se ka lzua kwala
jalo,
are expressed
like that.
by jaaka:
ExERcISE
15
jalo;
rxrncrsE
16
1 Do you (plu.) not hear the birds singing (lela) nicely?z 2 Do r'
buy an .axe no\\r, sir, you will buy to-morrow. 3 The men will come ag-- to-night. 4 If you (sing") work like that, you will not get (see) money.
Write (ptu.) letters to-day (now), the man rvill come to-morrow. 6 Br:::
(sing.) water and milk and a pot. 7 If he speaks like the chief, will the peo: -,
8 Cut the merit with the knife, mma. 9 Go, boys, look :,
listen ? I
the oxen. 10 Take (sing.) the boy, and look for the horses. Ll If r':
"
Lesson I
35
umr
urpr
hr
1 w
people,
sala sentli, (lit., remain well), is the parting greeting of one going
!o one who remains behind; the latter answers it by, tsarnaya senti|
1gi
mdll : if addressed to more than one person, the greetingsur" ,ohig sentli, ;;ufim'nnrni
'www
senth.
ttttt"tt:r-
mmm
,M frfisd,
.
T
rorn r:t
'I
letswai,
ilr,mr:r.rllv
The second is all but equivalent to 'I hear the singing of the
bird.s'. So,
[l, R%tence 16, 'as you see f watef', or, 'as you see me watering';
simple, not
*anm*Jed, Present.
lit:
Lesson I
J6
t Galo
u arabe.
Sa.,_
b}}
.dl
37
LESSOT\i
PERFECT TENSE,
It is.rvell to recall the exact connotation ofthis tense, the Perfect Indicative.
As in English, it indicates an action which took place in past time, but
rvhich is, in a way, not finished, in that its effect still persists. 'He has helped
me' may be said when the giving of the help has stopped; butthe effectof the
help then given is still existent. (T'he Past Definite, or Past Historic, 'he helped
me', or 'he did help me', indicates an action u'hich rvas clone, completed, and
finished, at some point in the past.)
A
ga ke a
gcr
re a
ga lo a
riha,
rika,
ga ba a
riha,
ke
rika, I
gauarika, you...
gaaariha, he,she...
we have not boughtn
you . . .
lhey . . .
(2)
(u)
(b)
(3) In the negative ofthe Perfect, the stem-vowel of the Present re-appears.
Indeed the Neg. Perfect looks like
ga pius. the
and may be memorised as
Present affirmative: i.e., ga plus Ae a rika.
The main thing to note, however, is the change of ending, frotn a to ile.
This is the most general way of forming the Perfect tense from the Present.
But as we shall see, there are several others, which are not irregularities or exceptions, but are regular ways of forming the Perfect, for certain types of verbs,
As for the stem-vowel
- exactly as we saw (Lesson 4, I B) in the case of the
negative of the Present tense ._ this change only occurs when the. stem-vowel
si either.e.or d. Examples of this are these verbs;
38
Lesson
o a dira,
o a leka,
o a rima,
o a batla,
he is working;
he is trying;
he is cutting-dovrn;
he is looking-for;
o a ldra, he is dreaming;
o a roma, he is sending;
o a ruta, he is teaching;
Ir
dirile,
lekile,
he has worked.
he has tried.
o remile, he has cut-dolvn.
o batlile, he has looked_for.
o lorile, he has dreamed.
o romile, he has sent.
o rutile, he has taught.
o
go rdka,
ya go nosa ditlhare,
ba tlaa tla go rdka ka nnsd,
gO rdka go siame,
(T1"
1s
form
exBncrse
17
.::,
Ts,.-.-r*
au\._
""some:._
ori.gulu. Infir:.,.
,n,
::.
Lesson
t,
.1
,i
:.i
't
fl
39
jang?
lutala thata.
1{
axnnclsn
18
1 Come and take (eat) porridge, boys. 2 I have written a letter (last)
night. 3 Will you not send the boy with (ka) the letter to-day ? 4 Do
not eat the meat, it has decayed. . 5 No, it has not rotted, it is all right (e
siame). 6 Good-day ladies, how are you keeping ? 13 7 Good morning'
sir, we are all right (tsoga sentli). 8 I am not well, but the chief is very ill.
9 The teacher has taught the girls to write nicely. 10 Come quickly (plu.)
and see the horses. 11 Don't come (sing.) to-morrow early in the morning,
n The sacks have rotted, what shall we
come in the middle of the day. Ia
1+ No,
plough
(Perfect) the garden the other day ?
do ?
1,3 Did you not
15
The
chief
has
sent
a man
yesterday.
garden
sir, we ploughed (Perf.) the
like
that,
will
16
If
you
(sing.)
build
goats.
to look for the.sheep and the
I
tried
hard.
tried
well,
have
17
No,
I
have
to
build
you not spoil the wall ?
18 My children are not well, I want to see the doctor. 19 Rain has not fallen
last night; perhaps (gongwe) it will fall to-day in the afternoon. 20 Don't
speak (plu.) like that, the teacher will hear. 2l The women have begged
water to cook food. 22 Will not the doctor come to give the children
medicine to drink ? (give to drink, nosa). 23 Have you (sing.) not deceived
24 Let us not deceive people, let us (plu.) speak thetruth.
the teacher again ?
Notes
pare English, 'How do you do ?' and French, 'Comment vous porte"'vous ?')
4 tshiga can be used either as an intransitive verb ('to laugh'), or as a
transitive verb ('to laugh at'), with the thing laughed-at as the direct object.
Here therefore it must be translated 'do not laugh at the girl'.
5 madi, in form a plural, with no singular, means, blood: as a plural,
(its singular ledi, a cotn) it means money.
40
Lesson
6 ka, among its several meanings, can ntean 'because, for, since , .
7 maitseboya, afternnon, is also variously spelt tnaitseboa, maitsehowa.
u oWo is to treat or to doctor; fadisa is to cure or make-better {lir.
rneans to 'make cool'). Watch the distinction between these two verbs.
e utlwa in Perfect may be either utlwile or utlule; zlszua similarlv
,
t0
ol
Class
the negatir"e ga . , .
ll selDl means,
explanati..
later.
12 l{ote that rvhen one Future tense follorvs another, the tlaa of ti:
Future is not repeated after the first verb, although the meaning is still a Futur:
re tlaa ya go rima, re (tla) aga... Note this characteristic, for it appears Tmost tenses, (As in Imperative, Lesson tt, I B.)
13
14
'ladies'
bomma.
2 lffir Tr se.
I trk&, :ePa, if feke that-a !
ra-+++ *j:ra $als.
3 T r-e tsalsaf+r lqafiili. 4 BbPe'
u d'Irb' jean+, Seek- ke di-r.5 II diryfte eng ? @
6 }te{.lanakt} ga-a-a t3-09* se*tJh. =
Ke -& GLra Seps.
I Durn-EX*, lra, a tr tgi1*
G+ Ttsr'+* ga gb "a- s-i-anas.entfb. ?
9 m tsoFle :ang-' xrn* ? fu b-a + tsoaT-T. 5
TONE-PRACTICE
41
LESSON
10
ti
PRONOUNS
in one way
The idea of possession or ownership is expressed in Sctsu'ana
irand"
man's
("lhe
English'
of
only * as contrasted lvith the trvo ivays
rnd 'the hand of the man'.)
seatla sa rrTonns' hand of man; i'e'' the man's hancl'
rvorcls'
mafoko a kgosi, rvords of chief ; i'e'' the chief's
knife'
boy's
the
i'e''
thipa ya mosimane, knife of boy;
T.
AND
Classes'
Plural
Singular
i
a
7
4
I
II
III
I\-
motafe'
maruti wa motafe, the tribc's teacher; baruti ba
lekgoua
ba
bonche
ostrich;
wa lehgau:a, r'vhite man's
-nche
moLapn wa noka,
morula wa moruti.
\i
\.I
VII
VIII
VA
:4.
\-IIIA
IX
1e
ritA
ld motho,
sa motse,
-kgomo
sediba
Ionao lwa
mosimane,
marula a maruti.
la hgosi,
noka.
melaPd
fd
mafoho a kgosi'
malwapa a mosadi'
rrtdl'ztetse a ngwana'
malemd a monna'
magomo
forest of the Mababe flats. Class Va, also uncommon' is of the tyPe,
p. 34'*
B',
&
in
w
plurals'
'collective
* morafe, all the tribe's cattle. see a note on
ja
many
concord,
possessive
class vIII has a very common alternative
:=ople say lefoho ju kgosi.
:lu
T:aerklool, C. P.,
"aitioi,';t;sej';'
Impression, 1951.
o11't
Lesson
+2
10
IX
If
dikznald tsa
\
t
basadi,
malwetse a
banna,
mnaJe
ya mafatshe, etc.
Note two things, which help to memorise these concords; (a), the vowei -'
them all is -a; and (b), their consonants (if any), have some sort of agreeme!:-or concord, with the prefix of the noun to which they are attached. "fhis holceven for the semi-vowels, y and zc', which hide the full vowels e and o: in the o1d;:
orthography these were written moruti Oa sekole, IOkwald IOa mosadi, mera.fe ee
Setszaana, etc., r'vhich made the correspondence even more obvious.
(Note however that the possessive concord for the di- class is not da, but lsa'
The Possessive Pronouns. Now, when the possessing a$ent is eri'"., when we want to express 'mY i ' '
'his...','your...', etc., it is done like this:
selipi sa me,
selipi sa gago,
my axe,
your axe,
seldpi sa
his(her)
selipi sa rona,
sellpi sa lona,
selipi sa bdni,
axe,
dilipi tsa rona,
my axes,
dibpi tsa lona,
your axes'
ditipi tsa gagwi, his (her) axes, dillpi tsa bdni,
gaguti,
dilipi tsa me,
dihpi tsa gago,
our axe.
your axe'
their axe'
our axes.
your 4xes.
their axes'
When the Possessive pronouns, as above, are used with any of the mani
ther
the kinship nouns
nouns denoting family relationship
undergo a shortening, and are suffixed to, or incorporated into, the noun. (\\-t
have had already ngwanaki, my child.) The commonest nouns of this typt
are those for father and mother; others will be studied later'
rra, (rara,
hara),
rri,
rrago,
rraagwi,
my father;
mma,
mmi,
thy father;
mmago,
father;
Article 10 on rraetsho
mother.
my mother.
thy mother.
mmaetsho, xTmaarona'
mrnaeno,
mmaabo,
our
mother'
and rraatona-)
(In the first and second plural, the forms yratttetsho and traweno, etc.t are sometime'
found, instead of rraetsho, rraeno, etc')
The plurals of these nouns are formed by prefixing bo-, thus:
borri,
my
bommi, my
fathers;
borraagwi, his
fathers; borraabd,
their fathers.
Lesson
+3
10
These ,kinship nouns" together with the names of some animals (like phokoji, jackal), and some birds (like nche, ostrich), form Class II' In the singular
thlre-is no prefix, in the plural the prefix is bo-; and the pronouns and concords
those of Class I' that is, they are personal ones'
are the ,*rn"
",
('Father' and 'mother' are terms which are not confined' as they are in
family
English, to actual progenitors; they often include guardians or other
of a parent'
l.ng.rug. will iispel any difficulty that this may seem to present')
just menNow, when the possessing agent is one of these kinship nouns
must be
there
noun"
tioned, or is the nam" o.-f u p""on, i'e', a 'Proper
seVpA
matlo a ga mTnaeno,
thipa ya ga Diile,
lokwald lwa ga Mareko,
my father's axe'
our father's cattle.
my mother's sickness.
your (plu.) mother's houses'
Diile's knife.
the book of Mark, N{ark's book'
their
often prefixed to the names of people to indicate
that
(Note
father'
jon'''i' mother, Ra,-i/rthane' John's
parents: Mma-Johane,
(The
intact.)
remains
mma
lhe rra is generaily ,ho.t".,"d to ra, while lhe
mma and
rra
are
to each other.
which incorporate the rra ot mnxa' tlne rra being
. Proper names are common
pattern Ratlou' RammdnD' Rapula'
shortened to ra-t men's names follow the
rvhilewomen'snamesateMmathibi,Mmapitse'Mmapulane'
agents, the ga must be used,
When such compound nouns are the possessing
just as with the simPle rra or ?n'ma:
masimo a
EXERcISE
go
19
Ga ke
o kopile
ya ga Mma-Montsho' 2 Mosimme rj)a lne
dikgomo
golegeng
re
A
4
rona?
ya
t" riha mesese
A ga i
po"l*to tsaya tshimo ya mosad:i' o tlaa bdna kae dijb?
bone ntlo
tsamaya. 3
tsa ga
rraetsho. i
Baruti ba
i*
T
e
sekole
go
r
+4
Alnyaa, tnoruti, gu
esso
10
'{'t!;t.
maJ'oko u gago. 15 Ke utrz,;a rupsa ro
.4a
narta, lo ithurileng gompieno? 1l ga lo a ithutu septil .LI tlaa baakanya dild ts, gago le tsa me; re tlaa
1>hakira hu nosi re tsawt.aytr.
A h,na ga ba a arahtt di1>otsd tsa moruti zca hdni? 19 Ke a lutala,.]!t.rtd, t.,
lwa.ltt bolwetse jua letshoroma. z{\ Molemd uta ngaka ga o thuse moizuetsr. .
21 Bnsimane hu ga Ratltdli ba epile sediha. sa gagwi nalr)ba. 22 ]le flt;itutnila go utlnta bana ba sehole ba dpila dipina tsa bitni rtuitseb.ra.3 2j G
ke rate go d1ila, ke ra.ta go ttata ;fdta. 2+ Dikgomo tsa ga rraeno tli tlaa g,t.i
koloi ya ga mmi sentli fila.
e hogob.
rxBncrsri
*'c
h.e
a utlu:u
thata.T 1(r
20
1 Let us (2) dig a ri'ell here (and) get (see) rvater. (consecuti'e lnrpcr,s.; .
n4y mother's children are vcry ill, I am going to call the doctor. 3 sha
not sing songs (this) e'ening ?
'l I am learning to speak setswana, mm;:
I see vour (sing.) ploughing, but you ha'e not pioughecl u,ell. 6 Gooc-
night, teacher, *'e shall studv (learn) again to-morrow. 7 'rhe Batswan.,
tribes are learning the works of rvhite people.s lJ Don't vou (sing") sr.
the dogs eating (they eat) our meat? 9 The rnen do not come; thev refusto come. 10 No, thev do not refuse, they are ill (u,ith) fe'er. 11 D
not call your: husband, I shall trv to do the u.ork. 6
L2 \ve shall be r,er.
glad to see your lvife and mother this evening. 13 If they want (like) to refuto u'ork, let thern refuse! 1+ Good-morning, children; bring your book.
and read your lesson. 15 sir, rve have not learned our lesson of yesterdar
16 Has a thief stolen my axe ? I do not see my axe. 17 speak rvith (/a
your (plu.) mother,
things here, the herd-boys rvill not steal anything (wilt not steal nothing).:
20 Take your beds at mid-day, and go arvay. 21 The boys are crying, bu:
their father reluses to listen (to) their rvords. 22 we shall hear your (sing.
children singing (they sing). 23 -fheir mother has dreamed a clream in th.
night.
Notes
- molwetsi.)
person. (Sometimes
3 ituntila, to be glad; it is also used in giving thanks. (In this latte:
meaning it is generally used in the Perfect tense, u'hich will be dealt with later,
It comes lrom tlie same root as dumdlaa Remember that in consecutive Imperati'es, Setswana does not use tl :
conjunctions ('and') rvhich English generally puts in.
s Use tekgo,wa (or tekgoa) fir 'whiie'rnan,, at present: the words ca
also be literallv translated (and often are), but our grammar cloes not go th::.
length yet.
Lesson l0
45
6
7
beeng.
d
11
-il
It
fi
I
I
fiI
#
&
=
5=1
==
r==
Salang
+6
CONVERSATION
IN
TSWANA
familiar verb.
FI
F;
b
d
47
leina Ia (ja) gago ke mang
rrago ke mang, rra?
mmago o kae ?
,'l
ly
)t
It
is
la
ry
rd
all
llt,
gs.
Iht
lut
\OUNS:
teng,
FAR
answer, awl, axe, bag, bed, bird, blanket, book, boy, building,
hog, \r.*n,
ecial
eup
ruc-
dso
ough
'erbal
mere
refertce to
mma
eople.
t they
can
estion,
nouns,
rkego
ry un-
ies.
ever
t_
"grass,
porridge'
,:st ichi ox, oxen' pasturl, path, people, plank, plant' plough' ploughing'
road'
river-valley'
t"gi*tnt' riem' river'
po', qrr"aiion, qrri"kn"..,' rain,-
'""d,
*.k,rult,seed,-Setswana;school,sheep,shepherd'shirt'sickness'sick-person'
*irt, song, sorrow' sourness' stone-wall, ieacher' teaching' thief' thing' thread'
white-person' wood'
iree, tribe] truth, uncle, wagon' wall, water, way' well' whip'
uord, work, worker, woman' yesterday'
be-sick' beagree' a9k, answer, bake, bark, be-glad' be-happy'-be-i11'
burn'
build'
thankful, become-broken, become-rotten' believe' -bring'
dig'
destroy'
depart'
3ur, call, chop-down, come, cook, cry' -cure' cut, deceive'
grow'
go-away'
give'
5',*ot, d."*-*ut.r, drink, eat, fall, fell, fetch, get-up-early'
makei*r'|, hear, help, herd, inspan, kill, laugh, learn, like' listen' look' love' make'
preplough'
place'
pierce'
nnise, make-dri.tk, make-ready, manage, milk, obey'
try'
teach'
take'
steal;
sing'
@re, rain, refuse, rernain, right' rise, see, seek' send'
I-ERBS:
Yoke.
ilTHER WORDS:
+h
LESSON
11
rvhich has
"o"st'u"tion
or
(there are several of these), r,vhich, as in English
Ponen! is the preposition
is a suffix which is added to
Latin, precedes the noun: and the other componerrt
called the 'Lncative' ending'
the end of the nciun. 'lhis ending is sometimes
cattle-kraal'
a re )ietry kwa lesakeng, lct us go to the
,lhe .niotion to, is ctrnveyecl by the verb, in conjunction rvith the prepositir,n
noun'
lnuu, atr| i.r'ith the -rrg sulfixed to the
causcd a change of vowel - the {inal
has
suffix
this
that
Note horvever
xn e' A similar change takes piace
vonel d of the worcl lesaka \as ciranged to
thai i and lz $'henever this sulfix or ending is
rvhen the {inal vorvel is any other
usirrg the comtnon prepositirln
to thc noun. F)runiples ttl illustrate this,
acldctl
tnl,
are these :
I,'inal
von'el i,
e,
i,
tl,
,i,
o,
1t'
kr'tbi,
me^e
(u'agon)'
tn koloing,
(u'ater)'
rto
seLiPd (axe)'
lesaka
(kraal)'
lokwald (book)'
ntlo
(house)'
teguPu (nrelon)'
in the rvagon'
in the axe'
in the kraal'
in the book'
nn ntlttng,2 in the house'
nn lega\ung, in the melon'
mo selePeng,
mo lesaheng,
mo bhwalong,
iu
con-
trasttoEnglishp'"pt''itit"tt'cachofthesecanindicateeither'to'trr
the tlvo is a dilli'from'; cither 'in ttl' or 'out t'f'"fhc distinctitln bettr'een
(like 'to' antl
motion
of
direction
of
the
it is not at all a rlistinction
cult one
'lhe
preposition ftrua
T;;;;t, but a clistinction of the amount of motion.
ol clistance, ri,itlr regarcl to tlre speaker
intlicates gerrerallv a con.siderable clcgrcc
of distlnce, rrnd vcry little, if an-v,
amount
,'r"^pr"p"ri ion inu i[ciicates a srnall
'inside of" or 'outsicle of"
position
rnotion. Hence it inai.ui.. often n,crelv
or 'at', some thing or Piace'
Sctsrvrlna
'lhe 6nl.v $,ay to -a.t", this is irv noting carefully the authentic
:
the usage'
prirctice, ancl trying to understand
to the garden'3
kwa; a re yeng kwa tshimortg' let us gogoing
itl
\-/
to Serorve'
are
we
re ya kwa Seroue,
Kanyc'
from
corne
they
Kanye'
ba tszaa hwa
the oxen are alvay in the veld'
kua iogn'g'
dihgomo di
lllliii
Lesson 11
(2) mo;
tsinamo
sekoleng
49
in the garden.
tlung!
tswang mo
come out of the house !
fologa mo setrharing
come down from (or, out
thila metse mo pitseng
pour water into the pot!
mosadi o apaya mo lolwa- the woman is cooking in
the
yard,.
Peng,
ngzpana o
(u)
(b)
But even in such a case as this, (1) would normally imply that
the forest was
far away from the speaker, and (2) would imply that tire
.p"ut", was near, or even
names of persons
or pronoun.-
ga ntmi, thipa ya ga
borwetse
-ng
jwa
suffix.
go to your father"
21
D,
take
:--5
==
:-_::=
::.:
senkD
kopi ya me rno
tafoling.B rz
Lesson
50
11
kz.aa mahgoweng.s 13 Jaanong pula e tlaa na, re tlaa bdna bojang krL* r-"
geng.lo 1+ A di.kgomo di tli! re diegile thata. 15 A ruri re tlan. gitr*:.
kwa legaeng ka mosd? 16 Fa re phaklla, gongwe re tlaa gdrdga maitsebo.,,,
17 A re yeng hwa hgosing, re yi go sika le legodu. lt
18 Dikgoma di hu.,
mo molapong.lz 19 Rri o ya kwa nokeng go hula dihudi. 20 Dipodi ,::
rata go ja ditlhare rno masintong a batho. 21 Re tlaa sala fa, re hula ta:.
fa e tstta mo sekgweng. 22 A malzletsi ga nke a ya gapi kwa ngakeng? 2
Borraetsho ba buile mafoko a bdni maldba kwa kgotleng kwa Taung. 2+ Ga r.
ye
hztsa masimo,
ExERCISE
22
re ya gae,
1 It is raining, we nill sieep in the house. 2 Shall \\,e not see the children as they come out of school ?
3 If the sun has set, I shall go home.
Where will the herd-boys sleep ?
5 'lhe wagons u'ill arrive at the cattleposts to-morrorv evening. 6 The lions arc destroying Maruapula's oxen a.
the cattle-post" 7 Outspan (plu.) the oxen and let them go to drink at t1:.
river. 8 My child, go to your mother and ask for food. 9 I like mother'.
Notes
Notice that in every case, under the influence of this -zg ending, thfinal vowel becomes more close than it was
the vowei diagram on p.i 1
- or (see
it moves upwards: a becomes e (not, hou'ever,
l), d becomes e, e becomes i;
becomes o, o becomes z: and i and z, unable to 'move up' remain unchangec
(See Appendix, Article 8, on vowel changes in Tswana.)
2 ntlo, house, w-hen the locative ending is added, often in speech drop:
its initial n- andbecomes tlang. (See Exercise 21, no. 11.)
3 The word tshimo seems to vary in different tribes, from tshimo t.
tshim6; but the locative seems to remain tshimong
- it does not become tshimun:
as one rvould expect from tshimo.
a lolwapa is sometimes shortened to lwapa or, in some places, to lapa.
5 kae, where, always comes after the verb; note also its tones, highmid. There is another Aae (sometimes spelt kaye or hahe), neaning 'how manl- i
the tones of which are the opposite pattern
- low-high.
s The syllabic n, m, r, zg, should be carefully
sounded in all words wher.
Lesson
4-
)r
ii
'!i
V.
,la
ri
di
m
23
te
11
51
they occur : e.g., monna is three syllables, not two : mo-(i)n-na, with the stress upon
the second-last, the syllabic z in this case. mma similarly is two syllables, as
ts ra; and bornnta and borra are each three syllables. Listen carefully; it is
important to get accurate pronunciation of these common words. (See Lesson
5, r A (3).)
7 masimo when used in the locative frequently omits the locative ending
-ng; the word legaeor gae does the same : ke ya gae, I amgoing home.
8 tafole is another imported word (table), like hopi. (bojild, lit. eatingplace, is also used for a table.)
9 makgowa or makgoa are 'r,vhite folk': and when a Motswana goes in
search of work outside the reserves or Protectorates, he is said to go, or to be,
kta
makgoeng.
I
boiang is one of the few Tswana nouns which actually do end in a closed
(Remember it
-ng. The latter is not here a locative ending at
all.
s,vllable, i.e.,
is three syllables, not two.) When the locative ending has to be added to such
a rvord, e.g., 'in the grass', the word becomes either bojangnyeng, or bojangnye.
11 siha is generally used with le, with. 'He will sue me' is, o tlaa sika
le nna. The verb of course does not refer to European legal proceedings, but to
the laying of a complaint or charge before the Chief and his advisers in the public
kgotla or tribal meeting place. But the one who brings the complaint can also
sav, he sekisa legodu, I bring proceedings against the thief.
12 hula can mean, according to its tone-pattern alone, either to graze or
to shoot.
13
in
the mornitg'
mosong.
- ka mosd mo
14
ls
I A- re yb Ffr-a m"otsi4g,
- lffia gg nsb- 2 Ee
i:sra kwa raelaffs4& Wa EE Rap*f-a. 3 TSne ft t$rnr rt
-"SEyb kopi no taf-oting_. h tr re yeng- ]ffi-a kgt+en. tt
l-T. 7
),
d
kg";t.
-di tlaa
'
DiBpree
TONE-PRACTICE 7
I
I
I
LESSON t2
Vl.RllS OF hIO'I'ION: CONSONANTAL CHANGES
'fhe commonest
are these:
'erbs
of motio*,
some
of which
u,,e
tla,
!4,
come;
Perfect, t$le or tlile, have come.
go;
ile,
have gone.
tsamaya, go away, depart;
tsamaile, havedeparted.
tswa, come out of, come from;
dule,
have come fron
Isina, go into, enter;
tsenye, have entered.
(1)
(2) The very common verb tla has a special usage in the exte'ded prer=
indicative, i.e., when it is a simple unqualified statement. Instead of the i.
tla, etc., which we should expect (Lesson 3), we have
,,,
'lhe monosyllabic verb swa, die, also generally exhibits this formatior.
I
t
In the last Lesson we saw the use of kz.oa as a preposition standing befor.,,
noun; but it can also be used without any noun following it, and then :
means 'there', 'over there', etc.: ya hwa! go over there! ke tswa kzna, I com
trom yonder. if the hzoa is very much raised in tone it indicates increased d-*,
tance -- 'far away over yonder'.
Its opposite, in this sehse, is kwano, which means ,here,, in the sense :=
'to here', 'to this place': tla kztsano, rra! 'come here, sir!' (mo and rflo teng x+,t
nono c4tr be left over at present.)
fI
For some reason, Tswana finds the syllables li- a..d /z- highly una:ceptable. Put otherwise, we might say that the consonantal sound repr+.
_l
1-
Lesson 12
53
vowels
sented by the letter / strongly dislikes being followed by either of the upper
ioru.
Now we have already seen that when the locative *ffix (-ng) is added to a
noun, it always tends to change the final vowel in an 'upward' direction; and
nouns ending in -/o or -/e, with ihat sufix, would end in -Iung or -ling respectively'
But Tswana dislikes that lu- or /i- so strongly that the consonant itself tends
to resolve or change into another consonant which is very closely allied to it,
but which has no repugnance to these closed upper vowels - i'e" into d'1
This is the reason why a word like pelo, heart, is generally written, in the locative,
these spelmo pedung; and why mmele, body, is similarlywritten mo mmeding;
But the
pronunciations.z
lings seem to represent fairly accurately the actual
of
spelling
style
neither
Probably
spe-llings pelong ind *melrng are also found.
changes')
vowel
(See Appendix, Article 8, on
i* q"itJ
l-
".",rrui*.
'such as this of
Consonantal changes,
trpical.
Ie
is
Dt
nt
changes to
Iogaga, cave,
Iogong, piece of wood,
.I
(")
an
in the plural
makes diPdni in the plural'
makes dipala, in the Plural.
kg in the plural'
lorud,
lorah6,
stone wall,
r in the singular
Xhere are others, not very numerous or important (see W & B', p' 31), of which
aerhaps loleme, tongue, is the most important. The plural is diteme, tongues.
ea
Q) In Class VIII
r in the plural
lesapd, bone, makes marapb in the plural'
lesama, cheek, makes malama in the plural'
'it
lne
Es-
of
smcrsB
md
re-
I
+
;F
=
'---=
23
dituld' 2
hzoa
4 Lo tlaa
wwah,eng gompieno. 3 Mosimane o gana go fologa mo setlharing'
5 A
mosd'4
ha
bothologa
phakila
re
,r*,ro1,o" [ing?" Ke a bdna re tlaa
badisa?6
hae,
ile
6
Ba
Morolong'1
w tsiyi tet[aU U phuti, re yl kwa go
Lesson 12
Gongwe ba ile go senka
mmidi. 7
Bxnncrsn
24
1 The lions have entered the caves. 2 stand (pru.) here, ancl .
the lion if it comes out of the cave. 3 Let the girls come out of the sc
let them go into our house. 4 will you (si'g.) rvalh in the forest in the :_
ness ?
5 The chiefs ha'e set out this morning, thev have go'e to vlaf..
6 women, take your water-pots and go to dralv $,ater at the wells. l
(plu.) will pour water into the tank (tanka) in the co*rt-vard. g Nlolatll-.:
people have left (corne out fro'-r) the iou,n, they ha'e go'e to the Aodi
(to the river of Aodi). 9 Come quichiy (to a boy) I I,m coming, mo:
10 To-day I ha'e made a handle for (of) the axe. 11 Ilaven't thel- _.
their houses r'vith bricks ?
12 Do vou rike poiririge of mealies or (got,:,
of mabili? 13 His gurns are (ha'e) srvollen'ery much. 14 The *,,
have come to see the towns of the *hite people" 15 we ha'e milked our
:
(and) nou- we shali drink miik. 16 She is sorry (her heart is ...) hc-_
(ka) her husband has gone far au,av to u'ork :rt vrvburg. tr
17 \\rhat
at night.
Notes
Lesson
55
12
dlrision of class
III,
ffimoriginallythesingularismobele.Butasweshallseeinotherconnections
formation of nouns from verbs'
ffict-"; objlctival p-.ro,,,,', Lesson 16, and
but meb- is allowable'
mm-;
becomes
t *oo 29), an initiil mob- always
.l",c,meaning.when,,alwayscomes(likekae?)attheendofthesentenie.
examples' There is
{F5* the tines of this word - high-low: see Tone-text
;der s'ord. leng, meaning 'what rlgiment' (age-grade)' which has the opposite
itlaa
6go
Dipd-
)A
cna
bba
flrhf,n, low-high.)
i tlaa
b ile
exceptional
mded Present tense, although other words fol1ow the verb; this is an
1-2' on
Article
Appendix'
see
cognition;
of
verbs
tie
mege, and is confined to
ffics rerbs.
JiotealsointhisSentencethatconsecutiveFuturetensesdonotgenerally
mcpat the tlaa after the first verb of the series'
aheabdnausedlikethismeans'.Ithink...,Notethatitistheex-
t Ra-
shoot
fiool,
F'k-
iking.
You
hegi's
river
rther
built
xrJ"
'goats
ecause
have
rught)
r have
ralley.
rtered)
d-day,
23 I
e light
r langmaries
rloun-
mean 'where
{mnmon; it is exactly equivalent to bail:isa ba ile kae. It does not
?'
hme they gone, O shePherds
Tsetuld,achairofseat,comesfromverbduta;butoftenthewordtakes
fu
form selib.
setena
or
setene,
s
1o
. lit.,I
come
T'ryburgisHuhud.i,PretoriaisTshwane,BloemfonteinisMangaung'etc'
- 12 ,minister'
(of a church) is moruti wa phuthigb, teacher of.the church;
howeverheisgenerallyjustmoruti,andaschoolteacherisdesignated
In
n|rdi wa sekole, or, *rrch oftener, moruta-bana, i'e'' 'children-teacher"
or
thichara
oJ.s. the word nxorutintshi is used also; and the Tswana-isations the word
use
ffioa and mistirisi (mistress) are fairly common' The Bakgatla
npho
lThe
wo:ra phuthAgd,
word 'ecclesia'
a.grthering, of people,"thus corresponding very closely to the Greek
out")
a'calling
lit', originally'
i,14fu tSt IO, +t;, an assembly or congregation Perfect
the
in
13 Frequently, us in thi, ."urnpl", the second of two verbs
kobd,
thNe assumes a Past tense form: you can say either manna o tsile o rekile
blanket'
the
w nnwt o tsile a rika kobb, for, the man has come and bought
Lesson 12
6' t-s-ile.
nostrong ra
Ue"ka
ToNE-pRAcrrcE
k-=
ron+.
i: ti:ltit:
F
57
LESSON
PERFECT T'ENSE FORMATIONS (1)
13
OBJECTTVAL pRoNouNS (1)
r*.
Perfect is formed.
-Ja
becomes
-dile.
tr'Iany two-syllable verbs ending in -/a (in the Present) form the Perfect by
bala, read,
kwala,
bdla,
becomes
write,
kztadile.
decay,
bodile.
This apparently irregular formation has the same explanation as the change
mhich we found in last Lesson (12), rvhere what should be mmeling becomes mme&; ttrat is, the incompatibility of the consonatt I with either of the upper
mels j'or zr. Here in this case of formation of the perfect tense, the -a woultl
hccome-z%, therefore balashouldmake balile
- but to avoid that -Ii- in the lvord
ffic onsonant changes to d, and we have badite.
Some other common verbs which form their perfects in this way are
fila,
-Ia
becomes
-fse.
(l)
verbs ending in
um*ubdivision.
-ila
d?ilo,
sing,
itumila,
be
make -etse
onogila, receive,
glad,
amogetse,
itumetse.
ahoa few two-syllable verbs have Perfects of this type; e.g., slla (pick up)
qn&m rctre (or sedile), and thila (pour) makes thetse. (Arso zpila,
zaetse, and. jiia,
,dhe-)
to
e.
58
Lesson 13
(2)
(3)
golola,
bolola,
II
verbs
becomes rofsl.
of
heacl or 1e..
Hence, until the verbs are knorvn, one cannot tell in nhich
rvay a particui:
verb rn'ill form its Perfect simpiy by noticing that it ends in la-
,a/a
becomes
-ajle
or
-ej/e.
(1)
bolaya, kill,
r,ve
tsamaya, go away,
tsamaile.
baya,
place, put,
apaya,
beile.
cook,
apeile.
lar.v therefore is
ke
beye, ga
ke
ape.,,
Itr A
English'
make
ur,
concorc.
t"*u.r.
-porridge:
Lesson 13
bo apeile,
monna o remile setlhare,
o S remile,
o
I
I
59
ftn)
*
h.t)
rrle
ke batla dikgomo,
ke a di batla,
But rvhen anything follows the verb, the Extended form is dropped;
he di batla
fect
thata, I am looking
mosese,
o e roka
sentli,
mesese ke e rokile,
ga ke a e roka,
it.
It rvill make things a little clearer, henceforth, if we write the extended Present
:,ujunctively: the above phrases will then be, kea di batla, ga kea e roka, oa e roka,
m-el
::c.
heir
.t+rcrsa
eye.
eje
ake
sed
sin
:ds'
-as
lcal
rnd
25
--r
^1
:ir."ita. 20
Ngwana
neile
o setse kzoa
ha a godile jaanong. 2I Re
motshegare. 22 N6ga e lomile
thupa. 23 Mabili a fedite; mmidi o
morakeng,
{ac,f}la ka mosd.8
-:=
=
==
E=-
Lesso"n 13
60
nxnnctsr
26
fhe dog has bitten the driver's hand, because (ha) he has struck it.
discr-rssions finished ? (lit., the words have they not . . .)
3 .a
owncrs of the n,ago' have lefi it in the road. ,f Didn't you (have you not
see the springbok (plu.) in the plains yesterdav I
5 -fhe goats
Are not the
head.
Notes
it
is p.:-
state
Note the rwo allied words, resaka (pru. maraka), and moraka (pi,
nkgodi.
or
man.kgwedi
is a kestrel or
kite.
Class
II
7 kgogo or hoko is the general term for domestic fowls, cocks and her-.
The former rvord is held to be authentic for south and East Batswana trib*
(D. M. Ramoshoana); the latter is more general in B.p.
Note that this is not an imported word from Engtish or Afrikaans: it occu:,
in most of the Bantu languages (over 200) in one form or another, from the souti-,
ern Sudan to the Cape Province of S.A. (See Appendix, Article 13.)
e ilmila, rdbala and fila are all Initiative verbs; in the Infinitive c_Present tense they connote an initial action or movement, not a state, conditio:
rrr position. timila is to go astray, so its Perfect means ,has gone astray', i.e.
Lesson
13
61
means
so the
T-T
A
I Bad'fsa ba dS belaite kWa nageng.. 2 !&Tra'
a
3 Mosese wa
th-usr ngr{anakb, tioga e me lomAns lenea.
Gaa
U Aoadtbatl+?
me, ke e rrcldls reabanerane
dt be1,1-. 5 Thipa ya- nts Io -e trei-l-e kae- ?
uogbub jna Iofta' l-o ba ji ka benakh, bongr+anaJ<a-
TONE-PRACTICE 9
62
LESSON I4
VERB .TO BE', IN{PERSONAL: INTERROGATIVES AND
DEMONSTRATIVES
fna
verb 'to be' has several forms and functions in Setswana. In thL
Lesson we will deal only with two of these, the commonest forms, ani
confine ourselves to the Present tense.
ningular or plural:
ke ditlhare, they are ftees; ga se ditlhare, they are not trees.
(And note that the tone of this Ae is high, which distinguishes it in a simplr
statement from the Ae meaning 'I'. But remember that ke meaning'I' can alv,
be high-tone when it follows the low-tone negative ga. The tone of the negatirt
se, following the low-tone negative ga, is also high.)
u
o
moruti, I
moruti,
moruti,
But more often the third person, although rvith a very slight change of meacing, is ke ,noruti, and ga
baruti,
lo baruti,
re
ba
baruti,
se
moruti,
But, as in singular, the 3rd pers. plu. is more often ke baruti, or ga se baru:;In these forms, the personal subjectival pronouns or concords seem to i,ncorporate in themselves the significance of the verb,
u mang
? who am I
he mang
o mang
? who is it
this person.
re bomang
rvho are we
::
?
I (i.e.
thw;
=:
Lesson
14
63
II
are
in common use.
e, this sack; kgetse e-o, that sack beside you; hgetse eJe, that sack
yonaer. Notice that these denote degrees of nearness or position relative to
ih" speuke, and person spoken to. The other form, not so common, is kgetse
hgetse
e-nO, this very sack here.. it is not so much used, for generally kgetse e expresses
'this here' with suftcient emphasis.
These demonstrative"s (they are often regarded as pronouns, but are much
ntlarer to adjectives both in sense and usage), correspond (like the pronouns and
concords) with the prefixes of the noun Classes.
that
Class this that
near me near You Yonder
yoo't
I yo 1
Yole
yoo
II yo
Yole
ole
ooo
III
ooo
e
se
lo
IV
v
VI
VII
ole
ele
eo2
seo
sele
loo
lole
WII
VIIIA
IX
In the older
these
me
ba
ba
e
a
tse
tse
tse
a
a
a
a
near
those
you
near
those
Yonder
bao
bao
eoz
ao
tseo
tseo
tseo
ao
ao
ao
ao
bale
bale
ele
ale
tsele
tsele
tsele
ale
ale
ale
ale
27
Ditau re di utlule
"Nnyaa,
10
fila'
lobaleng lole'
yi go
72 Ngaka
ole.
motsing
kwa
tswa
lo
gompieno,
lo
lokutald
amogila
ll' Ii.e tswa go
mma'
a
gago'
ao
Magapu
13
thata'
jo,
batho
bolaile
bo
ga e rate bolwetse
se moruti'
yo
ga
(J
jalo,
tnonna
rra,
wa
bua
ka
se
14
a
me.
a,
a gaisa magapu
i fr;no"ti gago ke mang, mrna?s 1,6 Leina ja me he Motlalepula. 17
A mosimane yi a imi fa; ke tlaa bitsa basimane bale. 18 Tlisa dikopi tseo, mma,
u di biyi mo tafoling e. 19 Monna, a ga u mosirnane wa ga Tirili? 20
Nnyaa, morina, ke ngzoana wa ga Maduba; he tsile go rekisa kgogo e'6 21'
tsima diphdtdgdld.
Gongwe
Lesson
6+
14
Ke
:!
j:
,i:
rxEncrsE
:i,
{
ii..
lli
fr
lfr'
tr
i:.i
&i
tH.
;i.
3
JI
ii'
:ir
,!
1 John, do you see that wagon yonder ? 2 Yes, I see it, it is going
(: in) the road. 3 Take this flour, and cook it ; and that meat of
yours, cook it.
4 As you have received these letters, when will you reply
to (answer) them ? 5 They have taken my lamps; where have they put
them ?
6 Are theiy melons, these things ? 7 No, they are not melons.
they are pumpkins. 8 Where are these girls of yours ? What are their names i
('who' are their names). 9 My father has killed this duck, he has shot it with
his gun. 10 Mother will cook it to-morrow in her pot. 11 Let us (two)
take these books, and our mother's, let us go to church, 12 Don't let the
sheep and goats go into the forest (lit., the s. and g. let them not go . . .); they
will stray if they enter it.
13 These oxen of Morolong's don't pull hard1+ I want (rata) to speak with those boys, they have struck this dog of mine15 He has left his whip at the cattle-post. 16 Will you (plu.) not sell ::
this pumpkin ? I (would) like (rata) to buy it.
17 The magistrate has gone :
to hunt game (diphdldgdld) on these plains yonder. 18 Who is that woman
along
!i{
rf
:,
:
i.,i
28
il
l
She is my grandmother.
The girl has come to sell these
there
2Q
mine. 22
19
2:
Notes
t In the 1910 Orthography
5
6
in the New
Lesson 14
65
1O
be an invocation meaning'Lord,
come'-
and
iti
Itu
llil
ilt
li
li
t'
66
i
LESSON
VERBS .TO BE', .TO HAVE'
15
: EMPHATIC PRONOUNS
lfn. two forms of the verb 'to be' which we had in Lesson 14 are realiv
not authentic forms of that verb. They might be treated as ,border-linl
cases',
use, but
'to sit'
in
it should be noted
as
it
go nna motho,
he tlaa nna moruti,
ga nke ke nna moruti,
he tlaa nna
fa,
to be
I shall be a teacher.
I shall not be a teacherI shall sit here.
The Perfect of this nna is ntse, but it will be dealt with later. other cases of
the use of nna can be seen from the following examples from the New Testament:
. . . gore ba nni le Yesu, . . . thar they might be with
Jesus (Mk. 3: l4).
' . . ba ne ba nna le Yesu, they had been (lit., they were) with Jesus (Acts
...fogo hanna jalo,
... if it can be so (I peter t: tZ!.
4: 13).
From this develops a set of forms which, apparently meaning originally ,to
be with . . .' have come to mean .to have . . .'
he na le thipa,
I have a knife; I have got a knife.
ga he na thipa,
I have not a knife, or, f have no knife.
baruti ba na le dikwald, the teachers have (have got) books.
baruti ga ba na dikwald, the teachers have not got books.
koloi e na le maoto,
the wagon has wheels.
ga e na maoto,
it has no wheels, it has not got wheels.
go na le thipa no tafoling,
ga go na thipa mo tafoling,
go na le batho mo tlung,
a go na le metse mo sedibeng Z
tl
:l
Lesson 15
67
go
again
monobjectivalpronouns,thereareinSetswanaspeciallongerprono.
I
minal forms, for each ,roun-.lu.r, which are best called 'Emphatic Pronouns''
They can be used either subjectivally, in apposition to the noun or pronoun which
examples'
is the subject of the verb, or objectivally. Their usage can be seen from
a lona loa tsamaya? rona re sala mo gae: Lte you going away ? Wetre staying at
'lhe
home. (Lit., are you you going away ? We we are staying at home')
lana and the rona add emphasis to the /o and the re, without r'vhich the phrase
senka;
he senka wdna;
u ilirang, wina?
nna, ke bua jalo;
kea gu
-+
me,
you (sing.),
ini,or ina, he, him; she, her.
nna,
ztsina,
It
I,
Tona,
lona,
we' us'
You (Plu'),
bdnd, or bdna, they, lhent
it is, thus:
ke rona, it is u'e;
nna, it is I;
ke lona, it is You;
you;
it is
ke bdni, it is theY'
she;
ini it is he,
ke
he wdna,
he
The emphatic pronouns for all the noun Classes are as follorvs:
Class
I
II
III
IV
Plural
Singular
moruti
nche
ini
ini
baruti
bonche
bdni
bdni
molaPd
morula.
dni
dni
melapd
ydni
IVa
V
Va
VI
VII
kgomo ydni
marula
lorula
adni, dn
lbni
dihgomo tsdni
magomo adni,6n)
tsdni
tsdni
Lesson
68
1S
maga?u a6ni,6ni
malztsapa adni, dni
malemd adil,
dni.
In the south, and amongst the Bakgatla, the final vowel of these pronouns
generally a
ydna, Idna, etc.
a ke setlhare? ee, ke
a he ditlhare? ee, ke
nnyaa, ga se tsdni;
sdni;
tsdni;
rs
it is not them.i
Note that, r.vhen the prepositions are used with these pronouns * e.g..
expressing 'to it', 'from them', etc.,
the go must be inserted, as it is u,hei
- (Lesson
prepositions are used with proper nouns
11, C) :
a ngzuana o mo ntlung ? ee, o mo go ydni; Is the child
EXERcISE
1,
29
. yS, he is in it.
ya go b:dna fa g,
+ A u na le ma.i:
a go duila podi ytt me?a 5 Ga ke na madi, rra, madi a me a
fetrile. r
Diphdldgdld tsele, a ga se ditshiphi? 7 l{nyaa, ga se tsdni, ke dipodi
firu
na le
dijd. 3
8 Mosimsne yo, o lebetse go nosa ditlhare tse. 9 Rra, gd go na ?iletse mo tattkeng, re tlaa nosa jartg? 10 A metse a bedile, ng*oninn? s
11 Nnyan.
mtna, ga go na dihgang; metse ga aa bela. 1,2 Rapula,
tlikgong
lseo.
u di tsenyi mo kitsheneng.2 6 13 Ditshipi tse, di na rifatsa
tird
eig?z e
la
1+ Di tlogili, ga di na tird.s 15 Banna ba traa phahita ba ya kwa
masimo.
ba na le dikgomo.lo 16 Koloi ydni ga ba nke bi e tsaya, kogobo
e robegilt
leoto.tl 17 Fa u ithuta thata thata, u tla nna ngaka. 1d Bafuetse bc
a gago,
jdni.
rxsnclsr
30
1 This girl will be a teacher, but I wil be a minister. (Lesson 12, Note 12
2 rf a person is sick he goes to the doetor" 3 The doctor heals people
because he has medicines. 4 This medicine, it is no use. 5 If the
porridge is ready, pour it into rhe plates (poteite).z 6 There are no tabies
or chairs. 7 What will the people sit on I (mo go eng?) g your father
will shoot a buck and make a sleeping-m at of (ka) its st in. ' s rake this sack
lili
Lesson
15
69
,i corn and sell it at the store. 10 come out of the kitchen, boys, I want
:, cook. 11 The children have approached the wood, but they have not
:ntered it'
1'2 Run arvay (tsamaya) , boy, leave these things here. 13
Sit here (plu.), I shali not forget to come again. 1r rhe rvater is boiling,
'.'rat shall I do with it ? 1-5 Do you not hear the bell ringing
? 16 We
:rall not go to church to-day. 17 what are you (plu.) afraid of (tshaba) l
-\ These rvorkmen rvill soon prepare the wheels of the wagon. 19 rhe
-rildren are glad because there are no lessons this afternoon (rnitseboan.o). 20
Lct the towls (dihgogo] go into the yard (Imperative). 21 I don't like sugar,
rut she likes it very much. 22 Have you lorgotten (sing.) to pay for vour
:ooks
23
)iotes
1 Doke, in B" L. T., uses the name ,Absoiute pronouns, fbr these, but
:irnits that they are often used to give emphasis. on the whole, the r,vord ,Emrhatic' best describes their nature and function in Tsrvana.
2 sukiri (sttkere) , benkele (bentlele) (Afrikaans 'winkel'), .poleite, kitshene,
.re all imported words; sugar, sirop or store, plate, ancl kitchen. (The A in such
':r importation generally becomes a ll; e.g., class becomes tlelase.)
3 lefa e le '.. means 'nor', in the construction'no... nor...'or ''either
... nor...' (Itcan also beused byitself
le sepi!
to denote theentire
: : a certain destination.
r0 ba na le dikgomo, lit., they have the oxen, i.e., with the oxen.
I e robegile leoto is very like the English usage, 'the wagon has broken
1
.',''heel'. one could also say, more explicitly but less idiomatically,
..
leoto Ia
- t'.ti Ie robegile.
12
Lesson
70
15
T-T. 11
Lcr
ToNE-PRAcrrcE
11
2 Dilc
Batho ba tlaa ner
+ Ga go na ditild mo sekoleng sa rona
mo go eng ?
5 Nna ke senka baagi, mme lona ga lo itse go aga
6 Bdne ga ba rate letswai, mme nna ke a le rata.
tseo,
u di tlogdld, ga di na tird.
7t
LESSON
16
Taking for example the verb tshiga, to laugh at, the Personal Objectival
pronouns (me, him, etc.) are as follows:
oa
ntshiga,
gu tshiga,
oa mo tshiga,
oa
+\
z:;:
oa
ba
he is laughing at mc.
he is laugling at you (sing.).
he is laughing at him or her.
w, ll
tshiga,
'i-
he is laughing at them.
of Lesson
6.)
(1)
action
the
ntshiga?
are you laughing at me
gu tshiga;
yes, I am laughing at you.
BUT
a u tshiga nna ?
is it me you are laughing at
- ee,
ke tshiga wdna; yes, it's you I am laughing at.
(2) It was noticed above that the nna of the first person objectival pronoun
ua
ee, hea
had dissolved into a prefixed n-, the verb itself, tshiga, remaining unchanged.
Verbs which commence in the consonants clt, j, k, n, and l, take the prefixed zwithout any change. For example:
chola:
jalila:
haila:
nosa:
tima:
oa nchola (ntshola),
oa njalila
he receives me.
he sows for me.
oa nkaila,
oa nnosa,
oa ntima,
he makes me to drink.
he stints'me.
Lesson 16
72
in many cases the prefixed n- has an upsetting effect upon the verb:;
it causes a change in the beginning of the verb, or necessitates a further
insertion. Taking firsi the case when the verb begins in a vowel, we find that
(1) But
(2)Whentheverbbeginsina&orp,then_itselfundergoesachange'
becoming
bdna:
patika:
(3)
oa
oa
mpatika,
he sees me'
he persecutes (oppresses) me' a
duila:
leta:
(4)
mPdna,
ap
ntuila,
oa nteta,
oa
(i'e',
the
tbl^
fodisa:
gaisa:
humisa:
('the following verbs are of less usual occurrence, but show the three differenr
initial consonants with practically the same stem:
fod.isa:
godisa:
hudisa:
oa
oa
Noticethatverbsin/makeph,thoseingmakekg,andthoseinhmakeh*i
when nouns are formed from verbs that begie
,u*.
"hung"s
(5)Whentheverbbeginsinrors,theprefixingoftheatakesplacethrrs:
senya:
he teaches me.
he destroys me.
oa nthuta,
oa ntshenya,
l
As in ({i
That is to say the / changes,,to a th, attd the s changes to a tsh.
whicb
verbs
from
formed
are
nouns
above, we shall find the same c(ttrg"t when
begin with these consonants.
L,esson
73
16
'
ff
p. 111, the 'Relative form'.) It is here introduced because it is very common and
very useful: BUT, the student must remember that there is much to he learnt
about it which is not in this Lesson. Nor can the -ila be added to all verbs.
Exan-rples of the usage of the Applied form of the verb are these:
kea
mo kzoaldla,
ntirila,
ntiretse setild,
basetsana ba tshabila
kwa motsing,
3l
-ilila,
in the
examples
can generally
Lesang
go
rra;
Ntesa
la tshipi.
1 Mmi o nthoketse mosese, ke o.6 5 A ga loa nkutlwa sentli? Nnyal
moruti, ga rea gu utlwa. 6 A Oneile ga a nhe a gu gaisa, Gopolang? Ga a
nke a rthgaisa, lefa a leha jang.7 7 Mohgweetsi ga red mmdna mo gae; rri
o ile hztsa morakeng go mmatla" 8 Fa lo mpatla, lo tlaa mpdna. 9 Bana
10 Ngzcana o
lo se ka lzua ntebala, etswa ke tlaa tsaya lobaka kzoa moseja. E
ngwegile gapi; kooteng o ngzaegetse kzta nokeng go tshameka. 11 Ke rata go
mtnotsa potsd e.
1,2 Ba tlaa ntuila ka go nkagila ntlo. 13 Abaa gu tima?
Ee, baa ntima, ga ba mphe dij6.s l+ U lelilang, ngwanaka?lo 15
Ke lela kagoba mosimane yo o ntshegi,le ha thipa ya gagwi' 1'6 Reetsang, lo
1,7 Ba ntshigilang, basetsaila
ntheetse thata; ke tlaa lo bolildla dihgang.tl
18 Bana ba ga m.mago baa ntshzuenya ka go tsosa
haoil Ga ba tshege wdna, rra.
modumd mo lwapeng. 19 Didimalang, basimane he lona, loa re tlhod,ia. 12
2A Mpsa ya gago e ntomile letsbgd; ke tlaa slha le zaina.l3 14 21 Mpo'
lilila,una le eng?16 Gakenasepi,rra. 22 Dikgogo tse, di gana go nkatamila;
dia ntshaba. 23 Fa ba mmdna ba tlaa mpolaya. 24 Lokwald ln, lo tlaa
ntlrusa, lo nthuta rcntli, 25 Fa u nkgolola mo dikgoleng tse, ke tlaa leka gc,
ke tsamayi,
baa
74
Lesson 16
nthlklli sukiri;
ExrncIsp
32
bosigo. 26
mosd,
madi ke a.15
1 These men are working for me; they are my workers. 2 There
are no lions at Kuruman nou,. 3 We have money, but we have no food.
4 These boxes are no good i put them in the yard. 5 The Sebinas are
suing me (sekisa), because I took their oxen. 6 Where has my mother gone i
I rvant her at once (quickly). 7 I don't lvant these things, they are no use
to ..'e. 8 The \\romen refuse to be quiet, aithough I have spoken with them.
9 Let me aione, I *'ant to play *ith my friends. 10 Father, I can't find
(.,onr seeJ your herd-b.y; perhaps he has siipped away to the town.
11 The
doctor will treat me, and probably he will cure me.
12 Tell me (plu.), mr
friends (ba-ga-etsho), have you not left them (the riems)
at home ?
13 Ther
- 'ii
have refused-to-give the herd-boy milk, but me
they have not ."frr.J
Do not (sing.) leave me here; rvhat shal I eat ?
15 I have neither flour nor
meat; (and) rvhere shall I get milk? 16 The giris have heard
me readins
their names to you. 17 The lessons are finisheJ nor,v;
f., pf"y.'"*';;
The chief will receive me we[, for my father has rvritten
",
u r"it.. ,o nm.
w
My child, put your money in the box. 20 what are the birds
making a noise
f?r (lek) ? Perhaps there is a snake in that tree. zr
rhere,s no snake; I
don't see it'
22 The men have gone witrr the wagon to fell trees for me.
far away in the veld' 23 Hns youi (sing.) mother refi
you, and gone overseas l
Notes
dpila is to
itive
sing.
(dpa diatta is
dpa as an intrans-
body.)
dpitc
a thing,
such
is inserted
ther.
z-
i,
in Engrish. Fo:
tn* (meaninr
to ra.. imbibe.
"o*Li.r.,
Lesson
75
16
Dumbreck,
nunciation
It
flame,candle,etc.,transitively,w-iththesenseofextinguishing;usekawa
of the
tima moleld/ do not put the fire out; and it can be used intransitively
to
means
It
also
(2)
out!
flame itself, a moleld o se timil let the fire not go
other
or
food
generally
stint, or deny to, or keep someone short of something;
they starve me.
necessities of life: bantima dij6, they don't give me food, i.e.,
to someopposed
as
eat,
to keep or use or
./a means to give someone something
'thirrg
is niila'
latter
that
girr"r-, iemporarily or merely-'handed to' someone a more
imply
sometimes
tt"re ip"ptiea form o;f niya. (niila, hou.ever, can also
permanent giving than merely handing to.)
ro
The Applied form of the verb, rvhen used i,vith the eng? meaning
,u,hat ?' acquires ih" for." of 'why'? Thus u lelilang? means 'you are-crying-for
'rvhy'
u,hat ?' i.e., u,hy are you cryir-rg i (But there is atlother \ria-v of exprcssing
in Tswana.)
It is more
basimane ke lona is something Iike mosese Ao o above.
of 'Will
force
the
has
lona!
ke
emphatic than lona basimane: diilimalang, basimane
you boys be quiet!'
13 e ntomile tetsdgd; Tswana prefers to say'it has-bitten-me arm', rather
l'rs. lritt"-n.*.r r.r-''. I.tlyould.npj. hpwe-ver be wrong to say e lomile leth..--'irtnan lt nas DlLLfIr rrr) arrrt
12
tsdgd
la
me.
14
(tetsdgd has an
Lesson
76
16
nth.usang, or, lo
l+
TONE-PRACTICE 12
17
I
I
L:EssoN
17
IRREGULAR VERBS
(2)'
PERFECT TENSE FORMATIONS
and
,ho.. .., out iir Lessons 9' 12'
nosa,
ilro',
,riiro,
changes to
rehisitse,
(sell
make to buy)'
- lit''
If the verb
ends in
be added to
-sjfse:
boditse,
reeditse,
_E
13'
nositse,
disitse,
botsa,
IN
to -djfse:
(ask);
(listen to)'
-nya this
changes to
-nfsd;
If
-nye or -nrd"
tsenYe'
?A:"'
kgdna' hgonni'
(enter);
(manage to do)"
the usual
formation is accompanied' in
Note that the last type of Perfect
to e' and
changing
]
vowels
r)
to o.
(As
with
tilf,L;;';""s;
"r.i1*"
in Lesson
9')
form Perfects in
A number of monosyllabic verbs
-/i'
thus:
(drink) makes
or of clouds) makes
l
:
t
i
(u)
selJ'
"
{b)
tS." "i."-aft"
Lesson 17
78
(.)
The Applied forms of these verbs will be studied later (Lesson 35); \1-e
may simply note at this stage, that the types noted above (except I, D) make
the Applied form by changing their endings to -setsa, -tsetsa, -letsa, or *nyetsa.
These will not be used in the exercises until after Lesson 35.
The following very common verbs are irregular in that they end in an -e
instead of the usual -a. The negative Present, ending as it does in an
-e, is the same as the positive or affirmative.
il
/ere
(Perf.
lerile), to bring.
ke lerile metse,
ga kea lere metse,
I
I
In its Applied form lere seems to follow the types mentioned in I A, B' ani
C above, but the irregularity of its ending persists there too; the Applied forrc
is leretse (bring to or for), not leretsa; with its Perfect tense lereditse. It is a
lvord in common use.
ke mo lereditse
u se ka usa nteretse metse
(The 'some' and 'any' are necessitated by the English idiom, but not by the
Setswana usage.)
ifse
(Perf.
dsi/e), to know.
oa itse,
kea mo itse,
ga ke itse,
he knows.
a loa nhitse?
ba mo itse smtli,
re
in lohn 17:25,
The
This verb is commonly employed in conjunction with its Applied form, rata
(Perf . reile), to say to or tell' Study the following usages:
ke re . .." . . . I say to you . . . (Mathaio
(I.e., two consecutive Present tenses; 'I say to you,
". . . ke lo raya,
: 22).
say ..
.')
lililrr
Lesson 17
'Jaaka ke lo reile, ka re
5,
?)
22, 30)
(Note. The student should not worry about these diltrculties of sequences
of tenses here; they had to be used to shor,v the very common idiomatic usage
with regard to re and raya.)
EXERCISE
33
gompieno. 2
A u dumedisitse
Ee, ha
mo mosong ono.
I
{r
axERcISE
34
Lesson I7
80
('petldldtd), and write to your mother. 8 The men are greeting you: do ,vo9 I too have greeted them, but I don't know where they com.
know them ?
from. (Lit., 'don't know that (go re) they come from where'.) 10 Cheer u:
(be comforted) ; the sun is burnin g (lela or fisa), but it will set ; night rvill com.
11 He (has) answered his father (saying), I have not taken your axe. 12 li-.
son has told me that he has no boots ('that', go re). 13 The rvhite anr
(motlhwa) have eaten the reeds, so the house has fallen (wa, Perf. oli) .
7+ D
vou not know me, John ? Come here and shake-hands-with-me (dumedisa) .2 t'
Do not turn your back on me (hularila), I want to be your friend. 16 Th.
other day the driver refused money (Perf.), he said to me (Perf.) he wants an or
17 Do not make (raise) a noise, you boys ! 18 I have seen his daughter =:
the well this afternoon. 19 Take off (pI,t.) (rola) your shoes if you enter tLhouse, for (ka) the children are asleep. 20 Do you (sing.) say you r'vill bea:
21 Yes, I say so, because I have beaten the boys at schoo.
me (gaisa) |
22 He has dnne me much harm (patika) , but now I have forgiven him.
Notes
One would expect tt reng? here, but the usual phrase is ua reng? (etcseems to prefer ha to ke, etc., even in the Present tense, and or.
never gets the extended Present, for the reason that this verb, in its nature, mu-.:
ahvays have an object or extension.
2 dumedisa is the Causative fbrm of dumila for fuller treatment -.
this verbal form see Lesson 36.
3 moru)a, son, and morwadia, daughter, can be prefixed to a person's
name, just like mma ar'd rua (Lesson 10)" With the singular possessives the,.
appear as follows:
'fhe verb re
morz.oaaki, my son;
morwao,
morwawi,
son;
his, her, son;
thy
norzoadiahi, my daughter.
morwadio,
morwadii,
thy daughter.
his, her, daughter.
Irr the vocative morwaaki and rnorwadiaki are ntorwaaka and morzuadiaka
'l'fre plurais are bornorwa and bomorwadia, etc., although barwa and barzlatii;
are also found"
nyatsa means to despise, and can indicate either the silent despising c:
a person in one's mind, or the vocal imputing of blame to that person; the upbraiding or reproving of him.
5 gana, refuse, can be used with the Infrnitive, as here, of a person refu.ing to do something; it is also used with Aa (see sentence 7) and an object, meanin:
refuse to give, or withhold. The ka is then untranslatable in English, unless yo'stretclr it to mean 'with' -- e.g., o ganni ka nkgzlana might be put 'she refusec'
to-part with the-water-pot'.
6 adima means either to borrow or to lend, according to the context.
t go re here (lit. 'to say') means'that . . .': it is generally written in tu
rvords when what follows is (as here) a statement in the Indicative mood; whe:
it is a Subjunctive (e.g., he came that he might see) it is generally written as or::
word, conjoined.
Lesson I7
I
9
ei:!::,,::!
or pdttdbt; _pap"r, pencil.
;.
ro tatuta is to deny
tettdrd:a
the existence
.";.;;d,
thing: t,
it is also used to
',1,
"f
sav th2r
e^ma^na
say
thar.someone
;;;",
""
*:,n:f
Note 4.)
12
,^_^^._
-^ i;;;'";tfi11"::'lj;ila:
:::l::^":*
-,,i".ti*ry;
";
to i'".,i
1"" 1i,1,-,", *un
i:"l
iiy;rr,,
or 1^,,l.ii]:.li
thing rrusted-in as the" ;bj.;'
F."T:'::'T.}]',,?#'ill"X'ii
siana (perf'
means
tor.
szzTe) means
and concords
14
gave" (contrast
donne', etc.)
rir'"
T-T. 13 l U a
rr- ? a:+ Hmoletetsa.iala ?
seu ka ri:at-ei ica_'.gng,
?
no rEya ka G,- kgoma
Ghsitse3 A 1e ankitu.r, U."g.?" Nnyfr;_**?, "*;
sa re guTt,se_ L
3a gann-go r:teret** *iig-og-*'5
ofr**rJ*
o
o, ou*
tsa me ffi seetsb t"+lor*
ilEe'b- d
;'#;il*Jr,r, .*
To-\E-pRAcrICB
13
i Ke ba reile ka re, ga ke
sepe. 2 U se ka wa
nteretse mashi, ga k; a .itse
batle.
3 Lo intshwardlA.
f,crra, ke fositse. - 4 Ga ke
dumele go re b, ;;h;;:
Eantse sentld. 5 Badisa ba re
ba mmonye kwa Ma_
ldnonong. 6 Kgosi.
reile
ya re, ga u i diru.."tf[.
-o
82
LESSON
18
PAST-INDEFINITE: IMPERSONAL go
tense, indicates an action which ri.,continuously going on, or was being frequently repeated, at some time -:
the past. It is very frequently used, also, in connection with the Past-defini:.
tense, to indicate some continuous action rvhich i,vas taking place at the time n-hr:'
some other definite action took place: e.g., 'I was sewing l,vhen she enterei
the room.' (The translation r:f such sentences ivill be delaved until next Lesso:
when the Past-definite rvill be studied.) I
u no u
The verbs for 'being' and 'having' use this tense in preference to the P..(see next Lesson).
Definite
ke ne ke le
u no
xt se
mosetsana, I
moruti,
rvas a
girl (then).
ndga,
baruti,
it was a snake,
they rvere not teachers.
The verbal form for 'to have' uses this tense extensively:
ke ne ke na le thipa,
ke ne ke se na thipa,
Note
ff
noha,
_T
Lesson 18
83
35
it was dificult.
ExTRcISE
Selipi
sa gago,
go ba tima dijd le
36
The doctor was trying to heal the child, but the sickness was very severe
2 Go (plu.) to him, and say to him, "The chief is calling you."
3 This year we will not plough, for there is no rain. 4 We were looking for
our cattle far away in the veld. 5 Is it far to the cattle-post ? No, it's not far,
it's quite near. 6 Have you (plu.) not brought me the money-box ? 7 : We
8 As the
have brought it to him, but he has taken the money out of it.7
(thata)
I
,
:
=
==
==
:
singing. 9
nicely, (and) the cattle were finding (bdna) pastute' 10 Now the grass is
(has) burnt up (Perf.); it won't grow (use tlhoga) again'this year. 11 The
12 I saw (Perf')
\l'omen had their sunshades, but the girls had no sunshades '
13
your son as he was going along (in) the road with his dog. (. . . a na le . . .)
-lre you a school-teacher, sir ? No, I am the magistrate's clerk. l+ She was
running to school with her father. 15 I was only a boy, I did not know
16 My horse has died in the night. 17
(Past Indefinite) anything (sefu).
Lesson
84
18
is not right to annoy your mother so. 18 Sir, my money is finished (Perf.).
has refused to lend me money again. 20 Where do these
oxen corrie {rom ? He had no oxen last year. 21 There was a snake in the
grass, (and) it has bitten me. 22 There was no time (lobaka) to go to the store
to gct shoes for him. 23 He (emph. pron.) and his wife were not Christians
at that time. I
It
19 VIy father
Notes
Woor<py & Bnor,vN (Grammar, p. 92) cali this tense the Imperfect:
Doke, in B. L. T., p, 122, uses the term 'Past Continuous'. The word 'continuous',
however, is (in Tswana at least) much more accurate and more suitable as a description of the tenses or moods which specifically denote non-stop action, and
(Sec
Actualiy, the tense now being studied is not much used in Setswana, because
these other verbal forms are generally preferred instead.
2 mokgwa is a word with rather a wide meaning; it means a manner or
way of life or of action, or a personal characteristic or idiosyncracy. used rvith-
T-T. llr
B rre e }e Apkgwa wa
gAgrare
ga b+ lilna dia-
peri.
2 &e ne rsbua bommaaruni--, r ne re sa A.ke3 A Ca Fe re, go thale- go bpt.l* satte ?
4 Ba ne
ba na te dikgomo k-E, lobaka-Leq. 5 Nnyaq, ke ne ke se
mrH.ti, ke ne ke le meegi- 5 Go no go fe botbilhb.
Lessctn 18
85
TO\E-PRACTICE 14
ro\E-PRACTIcE
- A u no u le kwa Kudumane
ngdgdla, rra ?
no go le lefifi, jalo ke ne ke sa bone sentle. 3
Eolo go no go na le sediba mo sekgweng sele.
ke ne ke se na lobaka lwa go kwala maabane.
honye motho a tsdna a tsaya pitsa ? Nnyaa,
mmdna.
E=
=
=
2Go
Bogolo-
+ Aitse
5 Au
gake
86
LESSON
19
I A ttr"
Past-definite (sometimes called the Past Historic) indicates a defi-ri:-'or finite action which was done bnd completed at a point of time now Pa--T^
Lesson 9.)
(Contrast the meaning of the Perfect tense
ke ne ka rika,
bought, did
you . . .
buy,
riha,
he...
onaarika,
we . . .
re ne ra rika,
lo no lzua (loa) rika, you . . .
they . . .
ba ne ba riha,
u no tDA (ua)
Note
he...
gaaakaarika,
ga rea ka ra riha, we . . .
ga loa ha lwa rika, you . ' .
ga baa ha ba riha, they ' . '
variation
of ke tte ka . . .)
ka.
is
a
dialectical
(ke le
..
the ke ne ka. . . as colltrasted with the ke ne ke. . ., etc., of the Pas:=
indefinite. This is the only thing rvhich distinguishes the two tenses in the afl-mative. But the negatives of the tenses are quite different. Note also the dif:rences between the pronouns in the negative of the Past-definite; i.e., between i:;
ua, and loa and the ka, wa, and lwa. This distinction is seen even more cle-*
in such cases as the bo- and di- nouns: bolwetse ga boa ka iwa fila, the ilbt:x
did not end; dikgomo ga dia ka tsa gdga, the oxen did not pull.
fa, ka, etc., there is another form of the negative of this tense; --lstudent should note its existence, although ra'e shall not use it muci, =
this stage. In this, se takes the place of ga as the negativing element.
you did not buy; but,
ga loa ka lwa rika,
rika,
if you did not buy.
(or
ka
lzra
ha)
lo
se
fa
(Not, /a ga loa ka lwa rika: that could be said only if the./a meant'here'-
kfter
se ka a diiga; a ruTna-ruma a
tsaya paka ya gagwi, a ya go e apara."
put it on.
"Lengau a
I
h
1
I
l
Lesson 19
87
-a,
tsa, etc.
vowel
- a, sd,
There are two other forms of the Imperative in fairly common use.
The first is the Permissive rmperative. Its for'ce is that of a request
to be allowed or permitted to do something.
Actually this is not a true Imperative, in regard to the main verb; only the
'umo or mmi, etc., is the Imperative, and the main verb is in the subjunctive. The
literal translation is, 'permit me that r may see', etc. (For the subjunctive,
see
Lesson 26.)
a u ko u mpolilili
do please tell me I
will you listen, you boys ! |
This has in the past been called the,polite'Imperative (W. & 8., p. 12If)
The name is a mistaken one, for the general import of the form is that
or i-p"tient or exigent request, almost always with the suggestion that the person
addres-
Lesson 19
88
bokete, mma?
ma motsing:
ExERcISE
38
1 When rvill you (plu.) look for your books and pencils ? 2 He is
telling lies, he did not see the chief at all. 3 Wild animals live in the forest
4 Please (sing.) stand (Applied form) over thereand on the plains. I t
don't stand here. 5 Whose jacket is this ? I did not see it here this morning6 Last year we went to Gaberones, (then) we went on (fetila) to Molepolole.
we saw our friend, (and) returned (boila) home. 7 When (fa)'we got to the
house, we found the woman in the back-yard, cooking porridge in her pot. S
We said to her, "Please give us some water to drink." 12 9 She said to u,*.
"Sitdownhere"; soshe went into the house and brought us some food and milk"
10 Let me see if (fa) your shoes are the same as her's. 11 No, they are not
the same; yours are getting old, but mine are worn out, they are no use no\r,
12 It was not Tebogo's fault, because she did not hear me properly. 1-1
He will come back here quickly, for he is on horseback. 1,+ My motherdo listen to me! I said to her, "Don't take these fish, we want them." f-i
But she refused to do so: she put the fish in her basket and wentoutofthehouse,
and went home. 16 Let me read, teacher! I know (how) to read nicelr17 Will you please be quiet (plu.)! I am trying to lister tc this child. 18
Is there any milk ? Where (lvould it come) from ? It won't be available, for there
are no cattle here. 19 There are only wild beasts and game in this countrr20 The hunter did not catch (tshwara) the ostrich, although he was on horseback; the ostrich ran away from (outran) his horse.
Notes
tshwana (chznana) (be similar, like, the same as) can be used bot!
intransitively and transitively: when the latter, it is followed by le; motho yo t
tshwana le motho yole, this man is like that maft; ga ba tshzoane, they are not alike-
Lesst,rt I
89
Lesson 19
ke donb lokwalb lwa gaga. 2 -F
u-Au rgpot;fli-b-krapra"aerrlri ! 3 Uonna3 ne a tle' f--,
h }&lrc a ga lo+ ha ll+a mo Fetela-eea- txla fe rsna.
+t& ? 5 Re ne ra me sibla mqtse. 5 U mmU ice gu
thislb ka gp si-anbl* icilra motsing-, ke bobfblb H,ha.
T-T. 15
ToNE-PRAcrrcE
Mna,
-mma
15
llltlii
iit
gt
LESSON
20
e In Setswana,
is in English.
oa se rika,
he is buying it, becomes in the Passivese rAkzoa ke ini,
it is being bought by him.
o se rekile,
he has bought it, becomesse rekilwe he ini,
it has been bought by him.
o tlaa se rika,
he wiil buy it, becomesse tlaa rikwa ke ini, it will be bought by him.
The Passive in both cases has been produced by the insertion of the semivowel-or semi-consonant-zo just before the final vowel. The majority of
verbs form the Passive in this way.
is
to
ng.
of i in the Passive:
Present:
Passive
aga
agizta (build)
agile
alafiwa (doctor, heal) alafile
dituaa (herd)
disitse
diitswe
ntshizoa
ntshitse
ntshitszpe
lerile
itsile
lerilwe
itsilzle
tlhatswitse
tlhatszpitsw
alafa
disa
ntsha
lere
itse
tlhatszoa
Perfect:
Active
Active
(take, put,
leriwe (bring)
itsiwe (know)
tlhatszpiwa (wash)
bitsa bidiwa
baya biwa
:e-t
alafilzle
Perfect:
Active
Passive
(ca11)
biditse
biditswe
(place, put)
beile
beilwe
bolaile
bolailwe
'-i
agilwe
Present:
Active Passive
ott)
Passive
[,esson 20
92
lema
senya
leba
lengzact (piough)
senngwa (destroy)
lejwa (lebiwa)s (look at)
lemile
sentsi
lebile
lemilzp.
sentswA
lebilwe
Note that in all cases the Perf'ect Passive is 'regular' and shows the insertior:
of the serni-consonant za into the ending of the Active. It is only in the present
that different verbs foilou, difierent methods of Passive formation.
(Note these three types of passive:- bdnwa, frombdna; rongwa, fron.
il
setsrva'a uses the Passive much more than does Engrish; it muci-r
prei'ers to say, for exarnple, ua bidizaa (you are being called), rather
than baa gtt bitsa (they are calling you).
II.)
in
ink'. 'fhi.
setsu'ana also has a fondness tbr putting feelings, etc., in the passir...
Instead of saying 'I leel hunger', setsrvana says, 'I am kiiled by hunger.,
Note the following examples:
ke bolazua ke
tlala,
I am getting
tlala,
lenydra,
hungry.
ke bolailwe ke
I am hungry.
he bolailute ke
I am thirsty.
(ke tshzlerwe ke lenybra) tB
ke opiwa ke
I have a headache.
tlhdgd,4
(Lit., I am throbbed
b,r
(my) head.)
T'he irnpersonal tbrm is also in common use:
goa tsamaiwa,
go no gorekisizpa dikgomo,
people are
(Lit.,
away.)
oxen.)
axancrsn
39
Lesson 20
93
'
'
'
F-XERCISE
40
with a stick
broken by us; u.e don't knorv rvho has broken them. (We don't knor.v that they
have been broken by rvhom.) 15 .[ Have you (plu.) not been sent (Applied
iorm) to Maun by your chief ? 5 It is very hot, I am very thirsty; please
qive me a drink of water" 6 "I was hungry but you did not give me food."
(\{att. 25 . +2) 16 7 "I was a stranger but you did not receive me." 8
Our gardens have been spoiled by your oxen. 9 Who has taken my axe I
ploughing
eggs, sir,
20
There are no
Notes
1
2
::-
94
Lesson 20
3
bolawa and lejzaa or lebjwa are the usual forms, but bolaizua ar.d lebizaa
a
5
6
ruined or destroyed.
r0
tshupa (chupa
it is an Initiative.r.erb meaning to
in Dictionary), a
become
mahure and segdtld mean nearly the same, but the latter refers generally to the back-yard itself, behind the main huts, rvhile the former means huts or
out-houses in it.
12 There are three verbs in 'lsu'ana for 'rvash'; their meanings are seen
best from typical examples of their use. (a) tlhal>a; ke tlhapile, I have rvashed
(myself); ke tlhapile diatla, I have n'ashed my hands; ke tlhapile mo matlhong,
I have washed my face. (b) tlhapisa; tlhapisa ngwane lr,o, rvash this child i.e.,
make him to wash himself, or help him to wash himself . (c) tlhatswa (tlhacwa),
t
13
r:vard sek,Lpild,
14 The
meaning of the proverb is that lan-s and restraints may be irksome and may even be thror.vn olT; but they producc better results and better
persons than does unregulated anci uurestricted freedom. feta, pass, or pass
by, can be used as equivalent to gaisa.
15 There are very many T'srvana verbs - uprvards of a score of thc-m
u'hich mean some sort of 'breaking',
be verv careful horv you translate
-this English lvord. It is an instance of thesorichness
of the language ir-r certain
directions. Here use the verb thuba.
16 When an Initiative
Lesson 20
95
bolra
ntllng ? A lic
ga ke no ttse-
ma.ng m'o
Yteame trLlwa, mnre
ToNE-PRACTIcE 16
mT go
fo o bequlsi gu*"-pfrsb
kgaif-bl*it, ka bes-er:abokhutlb'
I-esson
21
97
le zpina
becomes
le ldni
becomes
le ini
,,
nai,
le jdni
le dni
nad
,,
le bdni
le shdni
nashd, le tsdni,
and le goni becomes nagd, but is uncommon.
This usage is
nald,
najd,
nabit,
natsit,
'ery
terson or thing accompanies
another
.'e
. . . meaning
'I
ba tsile
nai,
euncrsn
4L
Ba ktt
mpdna,
h,'rdthi
15 Ke tsua go nlmotsa fa a na re
gompieno.T 16 A nthayi a re,,,Nttyaa, tntna,"ga ke
trc najd: ga go
tsehctaerLo,
Lesson 21
98
nxsncrsn
42
The young men went to the other side of the river to hunt
buck, but they coul,1
Please
? themicehave eaten
20 why, I
(-
tz 13
Notes
1
2
See
forrr.a
t1
Lesson 21
I
also
later
g-
-iga
99
ending
Lesson 48.
It
boa, bowa, boya is a verb that needs some care'
back occurred.
turning
the
rvhich
at
point
or
back; and it refers tJ the place
you have got
when
back:
going
am
I
ot
bu"k
kea bozaareally means I am turning
.-f
means
to turn
homeyouruy,krboile,Ihavetu"rnedback,i'e''Ihavecornebackorreturned'
is is a deceptive trans(The E'nglish'rvord 'return' here does fit the meaning, but
does denote.)
iation unless you have a clear idea of what bowa actually
Whenusedwithapreposition,again,referencetothebasicmeaningwill
indicate how
it
ought to
of
proceeding further,
turn back
Toindicatethereturntoaplace,theappliedtormboilaisused.Itrequires
ttai bolla kwa go mmi' I shall go back to my mother:
keboetsehznaMangaung,IhavereturnedtoBloemfontein.LookupinNew
cases'
Testament Luke 8 : 39 and 40 for typical
-ie
to Tswana can say either c fiwi . . . or u mphi . . .;
is often preferred.
| 1 Same verb in Setswana for 'sting' as for 'bite"
"12 rJse kana for 'why' when thus used as an interjection'
but the
passive
(i'e''
latlha is to thr# away-literally, of a thing, or figuratively
to
become
means
form latlhiga
abandon), of a person. Hence theinitiative Stative
to a passive, but it is not
similar
somervhat
is
It
ray,
or abandoned.
13
lost,
thrown a\
quite the same. (For the Stative form, see Lesson 48')
a'
2
mmdna kaga madi a dikgong tsa maldba '
?
gae
kwa
Nakd ke mang, moruti ? a ga se nakd Ya go Y^
3 Nama e, e a nkga, e bodile; a e latlhwe' + Gago na
dikgong, go ka apewalang ? 5 Matlh-d 1 -".u botlhoko tt?T'
6 A ke fiwd molemd wa matlhd,
ga nkake ka bdna sentle.
tswdb-tswdd, mordna.
1 I{e eletsa go
r9
*!
t7
i00
LESSON
22
REI-ATIVE CONSTRUCTION
The Relative construction is a term for the clauses which rerate
to, ,: qualify, some previously-mentioned idea or thing. They
generally begr
with 'who '' or 'r'r'hich . .'', e.g., 'the rnen ruho-a.el*orking-i11"-1h.-*arden,.'
This construction is even more common in setswana than iri Engiish,
becauso
Horvever, we will take the generar case first, in which the qualification
i.
indicated by a verbal clause.
Present:
ba ba batang,
lo Io balwang,
basimane
lohzuald
Perfect:
basimane ba ba badileng,
lokwald lo lo badilweng,
Future:
basimane ba ba tlaa balang,
lokzuald lo lo tlaahakaang,
Past fndef.:
basimnns be ba ne (neng) ba bata,
lokwald lo lo no (nong) Io balwa,
Past Definite:
basimane ba ba ne (neng) ba bah,
already learnt:
JI
I.esson 22
rikang, I who buy;
rikang, you who . .
mi yo o rikang, he who . .
II nche yo o ...
nna y0 ke
zoina yo u
III
moraJeoo..,
IV morulaoo...
dithipa
..
di . .
di . .
dikwald tse di . .
dilipi
tse
tse
magapuae...
malwetseaa...
malemdaa...
bonche ba ba
we who buy.
yourvho...
theywho...
marulaaa...
rona ba re rihang,
lona ba lo rihang,
bdni. ba ba rlkang,
merafeee...
V thipaee...
\4 selipi se se . .
VII lokwald lo kt . .
VIII legapu le le (je k) . .
IX bolwetse jo bo (bo bo) . .
X golemamogo...
101
The negative forms, when used with the Reiative construction, ernproy
the sa or se instead of the ga as the negative formative. we have arreadv
this alternative negative formative in Lessons g I C and 19 I B.
Present:
Perfect:
Future:
banna ga ba epe,
fa banna ba sa epe . .
banna ba ba sa epeng,
koloieesardbigang,
epe,
will
dig.
since the
II
Def.:
as
basimane ba ba ka dirang,
basirnane ba ba sa kakeng ba dira,
dilipi tse di sa haheng tsa rCma gopi,
nor
Lesson 22
102
- in the affirmative it is
ExERcrsE
. r
43
gopi. 10
pxencrsn
44
1 Here are the ducks we have kiiied. 2 Let us go and find boys who
can play with us to-morrow. 3 The men rvho will be here to-morrow are
not those whom r.ve saw yesterday. ,t He is my friend, who has helped me
greatly. 5 Take these jackets, u.hich have been made by olebetse's mother,
to the shop u'hich is on the other side of the river. 6 The women rvho had
no water-pots could not draw rvater. 7 If the rvater has dried-up (hgala)
in the pans (mogobe) ,let the oxen be herded near the river. 8 we are rucky
(segd) we rvho have a well which does not dry-up. 9 The chief has sent
me to pay the men u'ho returned yesterday from the cattlepost. 10 will the
money be enough ? No, it won't be enough to buy the things which we desire.
11 Probably the girls who went away will come again. 1,2 Who said so
(it is rvho, who has said so) ? I do not agree that it will be so. 13 come quickly
?
Lesson 22
103
(plu.) and take those chairs; put them on the wagon which is standing near the
corn, it has been ruined by the mice. 15 It is
difficult to help a boy rvho refuses to heed his mother. 16 tr like those who obey
me, and those r-ho serve me.
17 Who is it rvho ought to go to bring the post
(pdsd)? 18 If you (plu.) trust me, I u'ill not do you barm (utlznisa botlhoko) .
19 I cannot remember (gakologiiwa) the name of the rvoman who told me these
things. 2(\ 'I'hose r.vho have been forgiven their flults should try to do better
(botoka).
Notes
-f
to ba ba di tlhdkang
note the position of the objectival pronoun di,
as contrasted with the subjectival pronouns in sentences 5 and 8. Nouns are
often left out, as here; the full construction would be batho (or bdni) ba ba di
tlhdkang, the people vrho them lack.
+-r
Lesson
104
22
time or place. (When pele means first or before in point of time, it is much
higher in tone than lvhen it means first or before in point of space, or place
i.e., in front of.)
o tsile pele,
o tsile pele ga roila,
o eme fa pele 93. moruti,
o tsile kwa moragd ga rona,
Note thatpele and moragd behave as nouns, although they can be used adverbially. They are used u'ith the possessive concord Ea e.g., Tnorago ga gagzad,
lit. the after of him. It is identical rvith the Hebrew- usage, which instead of
saying lihe English 'after him', says 'his afterwards'.
13 lekana is to be similar to, or the same as, something. (The nouns
derived from it, tekana and molekane, mean companion, equal.) If two pieces
of stick are just the same length, it can be said', dia lekana, or dia tshwana, lhey
are the same. Like tshwana it is used with le; logong lo, lo lekana le lole, this
log is the same as that one. The phrase go lekanye, using the impersonal
go
T-T.
18
kEe r+osadi yo
itse gp re,
TONE-PRACTICE
r:
GA
ke
18
o utlwang
yo o sa leleng, o swdla tharing.' 2
3 mme
gana
nna
lona,
o
:
lona, o utlwa nna ; yo o ganang
yo o ganang nna, o gana 6nd yo o nthomileng.' + E kae kgomo
e e ne ya tlhaba mung wa ydnd ? 5 Fa re se na madi a a
lekanyeng, re tlaa rekisa maphutshe a re nang nad.
'Ng"nvana
oYo
105
I
LESSON
23
motho yo o siameng,
a good man. (Lit., a man who has become good.)
motho yo o sa siamang, a bad man. (Lit., A man who has not become good.)
mosadi ya o lznalang,
a sick woman (a woman who is ill).
tshipi e e fetileng,
last week (the week which has passed).
The Stative verbs (which generally end ir -)ga) are of this nature, and when
used in the Relative Construction correspond to adjectives in English, rather than
to qualificative clauses beginning with 'who' or 'which'.
holoi e e robegileng,
the broken wagon (wagon which has become broken).
basadi ba ba rutegileng, educated women (women who have become taught).
basadi ba ba sa rutigang, uneducated women.
thipa e e latlhegileng,
the lost (has become cast away) knife.
hgdrd e e bulegileng,
an cpen doorway (buliga, fuombula, open).
In the second place, there are a number of abstract nouns which can be
used with the Relative Construction, and then have the force of adjectives
of quality. Many are of the bo- ma- Class, Class IX. Examples of these are
yo o bonya, a slow person.
bogale, fierceness, sharpness; thipa e e bogale, a sharp knife.
bonya, slowness;
motho
6oAda, weakness;
as adjective,
botlhale, cunningness, cleverness;
bokete, weight;
bofefo, lightness, swiftness ;
weak,
sore, painful.
clever,
heavy.
light, quick,
easy.
light.
;
good.
blunt, cowardly.
cold.
hot, warm.
dirty, nasty.
sweet, pleasant, nice,
Lesson 23
106
All
Construction.
Abstract noun
meanlng
bokima
bontli
thickness;
hima
rzl/i
boshweu
beauty, prettiness;
(boszueu) whiteness;
bogolo
shzaeu,
thick, stout.
beautiful, prettr.
tshuseu white.
kgolo
'
redness;
hibidu: klxibidu ."i.
bontsho (bonqho) blackness;
ntsho, ncho, black.
botala
greenness; tala
green.
bonnye
smallness; nnye
small.
bobdtlana
smallness; pdtlana
small, little.
bohibidu (bohubidu)
bokhutshwane (khuchwane)
boleele
(botelele)
shortness;
length;
longness,
leele,
-hubidu;
monila,
ntli,
selipi se smtli,
lokutald lo lontli,
motho
yo
thipa e (e)
Similarly
a nice
a nice
a nice
axe.
book.
khutshzaane, etc.
I
Lesson 23
Note the following
place
107
.takes
"[d th.i, usages; in some cases a permutation
Ir
The qualificative 'a11', 'the whole of' (and sometimes 'every'), is covered
in Setswana by the adjective -otlhe, which takes a concordial prefix according to the Class of the noun being qualified. Examples:
I
III
IV
V
VI
VII
VIII
IX
(&
II)
tribe;
thipa yotlhe,
dithipa tsotlhe.
selipi
dilipd tsotlhe.
sotlhe,
lokwald lotlhe,
dihwald tsotlhe.
bolwetse
jotlhe,
X go lema gotlhe,
15
which rve shall study, seem to be the only authentic adjectives in setswana: if
indeed one can at all press the idea of a 'pure adjective'. The latter is a grammatical concept drar'vn from European languages, and Bantu languages are radically
different from those outside of Africa.
Notice lastly the way in which the concords (see Lessons 14 ancl 15) can
be used with verbal force (verb 'to be'):
di bogale, dithipa tse!
dithipa tse, di bogale!
But, dithipa tse di bogale;
motho yo, o botlhale thata;
But, motho yo o batlhale;
motho yole, o mokima jang!
Blrt, motho yo mohima;
is !
lilili!
Lesson
108
EXERCTSE
45
2.1
Tsaya
ko u bdni
mosese
di
tshaba moleld.6
moldra otlhe o fedile.
re
tse
dikg,;..
ke naga e ntli'
1+ Ke mang yo o traa rekisang nrc bentrering e ncha? ' .
Re ttgile ?notse o mogolo o mofsha, gaufi te morapdi motona. "16
Metse aot;i"..
a a neng a le mo tankeng e kgctro, a tshorogile (chorogile).
17 Lona rotrhe ba ,
hzaa moragd, lo tshusanetse go kgarametsa iotokara;
rona rotrhe ba re kzaa pt,,,
re tlaa o gdga. 18 Mosimane yo mokh,tshz.uane yo
mokima yo, ga a kake a -,:,:
mokkane wa gagzai yo o maoto-mareere.T 19
"Bi ba oprrrri i;iond *e ditsht::,
,,Ka mo raya,
tse, Re
r.te,
ke oomangr
bomang, 0a
ba tswa kaelt,'u
kae?,,a
20
Z0
ha re, Morina zDa n..
go itse usina."g 21 ',A nthaya a re, Ba, ke ba ha tszaang
tswans mo
mo pitlagarrcng
hitla.oauonq "
kgalo." (Tshenolt) 7: l,?, 14)
sxsRcrsr
46
All
in
2..
._
Lesson 23
109
Notes
1 lofiild is the short setswana broom or switch used for the floor; in
legged.
apara (Pf. apere), the (initiative) i,erb il.orn which comes seaparo; it
garment; hence, in per{'ect, to be rvearing. It is not used for
plitting on articles of clothing on head or feet.
means to put on a
mm
l-t
tv
I A KO-t} b6n} mosese wq tfte I a gc, se nrosgb mo:+ilb lh-a.t+ ? ? Djlbpb tse, tga e" mtU, di bo*
l36ll-1es, di na Le eo Ioediwa3 Be ;LgAle nrots_e. 6
illogolo 3 ruqfs]+a, ggutri lE melepb b nrctona- l+ St+tsb_
se se taq_lse re, gA kake sa dila s_el-ena s-e se t-ltata*
5 tso-ilh-e ba b-a bokoa, fb Lr& tra sa kalrcng b-a t*anra1,a- k?.
tlinao-, ba tlaa pa.lane dikoloi.
6 4 qogiinb 3ea tro mo_
nale ? 7 T hogobL JO Uo a.onale- I ito;pd},re.lG
mang.?
L/
se
TONE-PRACTICB 19
110
LESSON 24
NUMBERS: HOW MANY? (kae? )
nir'.=
I
II
r III
IV
V
VI
VII
VIII
IX
X
.fila,
of'
motho mongwe
of,
or,
of'
fila.
morafe mongzoe fila.
mokala mongue fila.
thipa nngute fila.
selipi sengzue fila.
lokwald'longute fila.
legapu lengtae fila.
bolwetse bongzoe fila.
of,
of,
oft
of,
oft
oft
one person.
nche mongwe
The root is -ngzte, meaning one, to which the noun prefixes of tire variou.
added. fila, meaning just or only, is added generally to emphasis:
the fact of the unity, but is often omitted. (As we shall see, this -ngwe has oth.
uses and significances.) In some tribes this -ngzae or nngzae has an open vontClasses are
-ngwi or nngwi. l
TWO TO TEN
TWO
batho ba le bararo,
bonche ba le bararo,
merafe e le meraro,
makala a le mararo,
dithipa di le tharo,
dilipi di le tharo,
dikwalo di le tharo,
magapu a le mararo,
three people.
3 ostriches.
3 tribes.
3 makala.
3 knives.
3 axes.
3 books.
3 melons.
malwetse a le mararo, 3 illnesses.
malemd a le mararo, 3 ploughings
Lesson 24
Similarly, the other numbers up to ten are
111
FouR,
slx,
...balebarataro,
sEwN,
ErcHr, ...babafirang mebedi,..-. e e.firang mebedi,... tse difirangmebedi.
NrNE, ... babafirang mongzne fila, e e.firang mongwe fila, tse difirang ...
TEN, ...bale shomi (somi), ... e le somi, ... di le somi, ... a le somi.
Alternative forms are these: for 7, ba ba shupang (supang),
ba ba rdbang mentl)ana mebedi, ba ba rdbang monzlana mongwe
mebedi, ba ba rdbang tnongwe fila. (Read W. & 8., pp. 79-81.)
fila;
ELEVEN UPWARDS
11
12
73
20
masomi
masomi
masomi
masomi
14
-
3l
32 *
30
100
468
or ba ba rdbang
mabedi.
tnararo.
maravo le motsd mongzne
mar(tro le metsd mebedi'
fila.
lekgolo.
There is a verbal use of the numerals; really it is just the verb ,to be'
as we had it in Lesson 14, I B.
different.
In the first, the voice drops on the last vowel; in the second, the voice is raised
on the last vowel.
pald (from bala, to count or read), is a 'number'.
patd ya tsdni e kae? what is their number ? (Lit., number
many ?)
of them is how
Lesson 24
112
EXERcTsE
47
di dintsi thata.6
jotlhe.tt rz
10
Menwana yotlhe
ya me e botlhoko; o
le
monguse
fils
rurugile thuta. 11 Ditshedi tsotlhe dia tshztsana; di na le tlhdgd e le nngwe -ft.12 Ga go na phdldgbb r '
le matlhd a le mabedi, le molomo o le mongwe fila.
pedi.
13 Motho yo o nanE i
nang le melomo e le mebedi, lefa e le ditlhdgd di le
leitlhd le le lengzae fila, re mmitsa moitlhd. 1'+ Bontsi jo bcgolo jzoa ba;n'
gompiena bo rutegile; le gali, go na le ba l: bantsi mo lefatshing ja Tshireletso ba :,'
sarutigang. 13 15 Ramadi o tlhabile dinku di le pedi tse ditshweu (chweu;. .'16 A ga se mosadi yo montld thata ! le bs,,,
podi e le nngzre fila e ntsho (ncho) .
17 A basetsana ba le batlhano ba nn| fa fats;,t
ba gagwi ba bantli jaaka ini.
ba le bararo ba imi ka dinao. l8 Go no go na le dilotele di le pedi tse ditek-:
19 mong wa tsdni a di tsaya, a di tsenya mo letloding, jalo a le tswala. 20 :.,
tshwanetse (chwanetse) go tlhdkdmila ditlhare tsotlhe tse di mo tshimong, lo di r';,
'netse malatsi otlhe. 21 A go apiwi bogdbi.io bontsi: lo na le dipitsa di s:i:,"
(shupa) , a cli tlhatliwi tsotlhe. 22 Dihgetse tse, tsa boupe, le tse lhataro ts-:;*
tsa sukiri, di na le go rekisizua ka mosd. 23 Ga goa tshwanila {o supa mo:it
ka rnonwana.
EXERcISE
48
1 How many days will you take to go to Sefhare and to return i 2 -'
we can get three horses and haif-a-dozen donkeys, we should take three da;.
or four days. 3 Bring me (sing.) five eggs, anC (some) clean (-ntli) c:,..:
water. 4 Last month I bought (Perf.) twelve donkeys for (ka) thirty pour::
5 Two men with blunt axes can:,r
(ponto) ; they were very dear (tura) .ta
Lesson 24
113
not build, can bring the bricks and the mud for the builders. 19 The
of boys like work which is not difficult. 20 How sharp the black
dog's teeth were! 18 2l "We are twelve brothers, we are the sons of our
father; oneisnot(gaayd), andthelittleoneis nowwith('has') hisfatherinthe
land of Canaan." (Genesis 42: 32.) ts
22 "They arrived at Elim rvhere
majority
there were twelve springs (motswedi) of lvater, and seventy palm (mokolane) trees."
(Exodus 15: 27)zo
Notes
it
The Class V numeral is generally now spelt nngwe; in the 1910 system
was spelt ngzae, and engwe has also been used: ngrtgwe has been proposed. It
sengwe,
u'ritten.
metsd
etc.
/e-
See
114
nur
J,esson 24
12 hirika is a Tswana-isatio', to
rv''ork for pay or lr,age. Nouns fro:
are in commorl use, mmirikd (pfu. mebirikd),
u.ork u. ._f?oy..r.rr,, miltt,:
bab er eki, lr.orkman, r,vorkmen.
13 tuhireretso is a'oun meaning
16
17
te
g6ni or
le gdna.
Note
10.
19
mm
I_1.
4U
yo o 4Ang te l-eftlhb fE le
'rygt't,thb, . 2 Bor.r,aga. ba
re d+kt,-,
"a
Ca lte tl.se palb-ta tsans,
3^
rn'nE
ne
I
nr
lller,no-
:r3di T
(a+ ?
te +ffii-
n+e
cftlts+
dintsi tlral;+_
ttrad.a*
^
o'
Ier
r
i*T*",u'L.,Iilff
t--,t-fl#tHf*H
ffiJ
r.:q
pa nnr) 1T- I'+\shj t,.r" t-c ]+arars_ ba
ka clin_
I
__
vO
-''vvucu
ermt+
"" ruil#""
L-
:-
leae
T'oNE-pRACTrcE 20
_Vlmapitsd, ala
le
band. 2
mong-,':
-rr"*"
3 Ga go
phdtogdld . ,rurrg le melomo"e le
fdl".
.
_
la
mebei
" Ga
lefa.e le ditlhogd di le ped"i. +
goa tshwandla go su:,
motho ka monwana.
llilllll
115
it
LESSON
it
25
.ltr"
V.
expressions 'some one', 'a certain one', 'another one', 'others', ,each
one', are all expressed in Tswana by constructions employing forms of
-Egg,e, nhich as we have seen has the root meaning of 'one', or'unity'. There are
::ree distinct usages, which can be learned more easily from examples than from
f;
'd
Jt*-riptions.
)e
;f
In the first rsage, -ngwe denotes a certain or a particular thing, but without
the emphasis on that thing being a single unit which fila implies (e.g.,
:n the numeral 'one'). Indeed the indefinite article 'a' can often be idiomatically
rf
Ditird 10:47);
"a
water
."
(Ditird 9:
19);z
u.nal
fu
txana.,
otherssay...
nnnWe a tsididi;
^-ha mekgztsa e, le ha e
Pad. II l2a) ;
mengwe . . ."
I
r=
:
=
=
3--.===-
,one
morakeng;
post.
Less6n
116
2S
In the above
sele, which,
use; it indicates a greater amount of difierence
tt un th"lrrc*e constrr_
tions
- a difference in 'kind' rather than in 'degree,. It translates trre
also in
*.c;-
ke phdldgdld
e sele
fila;
2:
(See,
4)
cli
sele,,, they
In the third
"Xb:!i
ha,letsatsi
(Padiso II135) ;
leJatshe
di1>nit
usage, forms
lengwe Ie
lengwe Ie lengwe
I0:
languages . .
19,
tiia
65: lib.)
lengwe,,
le busiwa he
sengwe se itsiwe
(Luie 6: 44) ;
"a re latlheng bohete bongwe Ie bongwe" (Bahebera 12: 1);
(oitn) chief.
is rulecl by i:_.
(some dialects of
however, always xse e nngz,,e instead
of nngut
.Tswana,
"Rammdni a tswa legoligzla
la.kg.arebi e nngwe go twe. . .,, Rammone
became the
slave of a cerrain damsel callei . . .
@ainmaia, p, 2z). S,_ii;;i;,
"'--'t instead o:
nngtte le nngwe (each one), they say,
"
e nngwe
le)
nrgl*r.1--
because
"
own parents
of my
father,
Lesson 25
117
mother'. These terms are used in- a general way; when they
are used in direct
address (vocative), rra.and' mrna takethe place of rri,
or mmi
rrywana-wa-garra, etc' sometimes they are shortened to ngzDana-a-rra, ngwana-a-7nma, my
brother, my sister.
(3)
mogolo (root
-goh),
kgaihadi (kgantsadi),
girl.
I.e., an
my...
thy...
rnogolole nnaki
mogoloo monnao
his, her . . . mogolowi monnauti
our. . .
mogolo-a_rona lnonna_a_rona
your.., mogolo-a-lona monna_a_lona
their. . .
mogolo-a-bdni monna-a-b6ni
kgaitsadiaki
kgaitsadio
f,gaitsadii, hgaitsadiagwi
kgaitsadi_a_iona
kgaitsadi_a_lona
igaitsadi_a_bdni
B'
article.
sister.
the family
flronna-
118
Lesson 25
malomi
rakgadi
rangwane
malomago rakgadiago rangwanago
his, her . . . malomaagwi rakgadiagwi rangwanaagwi
our...
ntaloma-a-rona, rakgadi-a-rona,rangwana-A-rone,
etc.
etc.
etc.
etc.
my...
thy. . .
(The first
consonaltt,
/r,
..
generally omitted.)
Amarried woman (and her people) refers to her husband's people as ti.,
bagwi, arrd a married man (and his people) refers to his rvife's people as the &r;guagadi or bagwagwadi. Any one member of these groups can be referred to
=.
mogwi or mogzuagadi, but these words are generally used ontry of the most importai
one, i.e., the father or the mother of that family.
The term mogatsa, meaning spouse, can be used of either a man or i
woman: but itis not held to be so proper or fitting asm.osadiortnonna, 'u,ife'o"
'husband'.3
sxrncrsr
49
1 Dinyaga tsa gago di kae, ngzoanaka? A ga di shotni le bobedi? 2 Mnt,;pula le monnauid btt ile kwa Shoshong, ba biditswe ke borangraana-a-bdni. :
Kgaitsadiaka, a ga ua utlwa jaaka rakgadiago a gu laya? a
4 "Lo nni (be
pelo e le nngwe ;fila; a nrcngwe le mongwe a sa tlhdkitmili dild tsa gagwi fila, a .;
tlhdkdmili /e (also) tsa ba bangwe." (Bafil. 2 : 2, rl. ) 5 Ralokae, u na le boxntrtt,;
kae?s 6 Ga ke tn bonnahi; ke na le bcmtgolole ba le bararo, le b, kgaitsadiaki ha le ba.rataro. 7 Ba re ga ba ntt borraabd le bommaabd; ba r;
ba le
botlhe. 8 "Setlhaye sengwe le sengu.te se se ssungweng loungd lo lo m,lemd sea ringzua, se latlhilwa mo m,olelong." (Mathcio 3: 10.)
9 Battni;bagolo ba ne ba bilediwa botllte kwa kgotleng go akanya molad o mofsha. 10 A.
tttlrta go re mogoloo o tlaa tsaya, ngwaga o o tlang.6 11 Ee, o bua jalo; ke ,:
bdna o senketswe nosad-i ke bomalomaagwi. 12 lVgaka nngwe le nngwe e batiba shule
tuild
jalo a tla
lno go zla
me
e nngwe.
i19
Lesson 2r
EXERCISE
50
?2
How many hammers and axes have you got in that box' -Thomas
the
Let
all
3
blunt'
very
is
It
?
When is your uncle going to sharpen his axe
dead
the
eating
vultures
many
I
saw
4
dirty rubbish be thrown T,-tto th" ht"'
6 This
horse. 5 The old man is very sick; let us all go to see him'governThe
7
i11'
are
who
many
and
year there are many rvho are ht
"g'y,
of
hundreds
many
bought
it
has
mefi (gorominti) is ltyingto helitn" ptoplt;
they
people;
father's
wife's
my
visit
bags oimealies.'Io 8 Let us (2) goto
1
were ill'
that
loi,s wife has come to see you, *ott.r, she says she heard
.(fa) .you
rvho
child
A
week'
every
13 Every worker should receive his wages
!4
doesnotobeyhisfather,slawwillobeythatofthevultures.lt15Wehad
fruit; i6- but the other
seventeen good trees, which bore ("sei to bear) nice
17 This woman
six were .ti good, they bore fruit that could not be eaten'
fromDinokana'
away
far
live
others
but four are dead, the
had eight
(The
"hi'ldr".t;
brothers'
big
grown-up
three
18 I have a very pretty little sister, and
work:
for
look
to
white-folk
the
tz
go
to
19 Many men
speaker is a boy')
married man
.o*" get a lot oflmoney, but others get just a little' 20 Every
Every child
2t
people
wife's
tt;t
'
orrght io take care of his'wife, and to ft"tp
has only two Parents. t3
Notes
1
z
other.hand' is chiefly
'tekola (tekotsi)'onthe
is ill' (The
someone..rvho
for
going to see or to enquire
used of sick-visiting
met with in
be
will
person,
sick
a report about a
causative form, Iekoilisoi
^ui"
45')
Lesson
in
Irsson 36, and the Reflexive of that, itekodisa,
3 rnogatsa has three other endings - mogatsaha(-ki), my " ' ' nxogatsd'
a good word
rour. . . mogats|, his or her " ' But it is not generally considered
i.e., to see how they are gettini
on' "
touse;perhapstheEnglishequivalentwouldbetorefertoaman'swifeashis
'rsoman'. But some trii"s .lt" the word without this sense of impropriety'
alayaistoexhortapersonseriouslyabouthisbehaviourorconduct_
to give important informnot necessarily because he has already done wrong, but
ation so that he will not make mistakes'
5 Note the way that Tswana uses these terms - it saYs, for examPle,
'how many your-younger-brothers have you''
two his-sons', not just'two sons'.
\4r',.,
he had
r20
Lesson
2S
6 A man always
(tsaya) a woman, but a r.voman
.takes
does not lr_,
a man; she is always ,taken
by; fti\zla ke) her husband.
or, the tatter. Note in this sentence
atso that
i ,"*:^1,:, .^j}^:i:,,
t:,:,;i:f
,y2.TI:;h:;;:;Xf
ry;i:'L::::::l*':::"i:;::;i"_t""";##"u"ff i[""zli:":*;
22
r*!:.7:::^:-:T,.
^:d^fff
lo gorominti
i" pjjir"
12
13
is treated as
ur'n*i'
personal
or
Class
girl.
See
the
sto:_
T-T.
21
: ffi:l":T
be bld.ibswe ke borangtnftaa-bbnb.
ffT""*'ry2 +1leiltr shoshons.,
sngue
}* senswe Ja'Jr",":$irleinaa-Qoft-'.
- lo 'ffi'l&are
mggeng lrsungo Io
molemhr.
meleqb,
3
.on
+:*"u^
ib-_
ff: , s-e latlhblara_mo ,"I*frAe_:,
3 Tsats-i lenge
*oi""ffif- ?ru
? ffi*Iltr *T*'*.o*i#ma
c&:;ildffiffi"
*
5 *" E
F _ffr:tr*?*
_.*+-ffi**
tJl.Bua, J-e ;""##
- " J-v'*s!s
Cbrh.OgglA}e
n ff*g3i;-"*
ba I-e bar+fO_ :oa flnp
ba gedileRg- 6 c+
st ga
d
..1
borreoaba- rE,
J-E benmgqbb_,
rm-*.
6;5"sur-i=ffifnc.
:3lF
$na
/
kena
rri le une; rlo* u c- ;-;;;;ff'****ot*Tlr-ff*lIA
n
ToNE-pRAcricE
na
21,
121
LESSON
'WHICH ONE ?' ( -fe
The interrogatives
'r,vhich
l'
26
) AND ,NO-ONE'
( _pd )
|.: ofe
zua
bbni yo o tsanmyang?
(Note that he martg yo o tsamayang? would, not be quite the same thing;
ma'g ? simply makes a general enquiry without having in mind any particular
Eroup; ofe? has just such a group in mind:)
I't tlaa rima setlhare sefe
(mo
ts
similarly, 'none', 'no one', 'not any', are expressed by the syllable -pi,
to which is prefixed the class concord of the noun(s) referred to. Bur,
.r-henever this syllable is empioyed, the verb must be in the negative.
(Look
back to Ex. 17, no. 19 and the Note upon it
where u,e had sepd meaning
nothing.)
gd go na opi: mo tlung;
a u na le madi ? ga ke na api:;
.fa Io sa dire sepi (seld sepi)
if
This last sentence rright equally r,vell have been put, ga lo nhe lo tli bdna
gopd: the word gopi is an adverb, qualifying the verb bdia. The meaning is
eractly the same, for all practical purposes, as that ofthe previous sentence but the
;
srammar of it is slightly different, A very similar adverb is gotlhe, ,altogether,,
'compietely', compounded from the prcfix goancl the syllable -otlhe meaning,all'.
There are many ways of using the Relative construction, for example
those expressing 'in which . . ., ,through, by, for rvhich', etc., and the
student ought to master them. The Relative construction is really a very flexible instrument, and to be able to handle it r,vell is valuable.
e
hanna
ba tird
e dirilzaeng
ke bdnd;
go dnd;
a town to
Lesson 26
r22
lo ke
lokzt:ald
/dnd;
se.diba
.lo go
no go barzua
mo
go
-;r,,
reading.
se
Lo
sdnd,'
go
c_--
water in.
agais genera'y
us,.:
in Perfect. (Every Betsrvana family normally chyells in iheiouses
it
has irr-..
erected.) 'fhe question therefore, '*,here cio you rive ?' is
either u agile kae :
rt nna kae ? 'fhe latter has a more rocar reference
than the former.)
nxnncrst
51
22: 3S_3g) 11 12
iO lLo ,, ha l:;-:
1g: 10) 21 r{ama e, ke ya ph6tdgc.
efe? Ga go na mahura api mo go ydni. 22 Rra, u
ntshenkili dild tse ke i:
kwahlang ntsalaki ka tsd_ni. 23 Ke di gu senk,i
kae? Tse di ne di re mo g;;
di
fedile; 2+
Exrncrsn
52
Lesson 26
t23
it will die. 7 Doesn't every girl think that she is pretry ? 8 What a
hrge kitchen you have ! there are many things in it.
9 There are cups and
phtes and knives and pots, but I don't see any table at all. 10 The tree beside
rhich the phala is standing is a large morula-tree. 11 I'm surprised at your
coming (you come) to see me to-day; you know that I have no time. 13 12
He is a man who helps people wherever he goes. 13 Come and let us play
rith the new ball which Monare has given us. (Put in Passive.) I+ Every
{xe (tshikd) is difficult if you do not know the laws of the country you are living in.
n,i The chief who was ruling at that time was a very wise man. 16 I think
Sere are nine horses which will run to-day. t 3
17 The chief has seen them
all, but he said there isn't one among them which is fast. 18 We saw many
[rlrck in the road by which we came yesterday, but we only shot one. 19 These
mea have told me that the town to which they are going is known by everybody.
3l \Iyself I cannot believe (agree) that it is known by all men of all tribes"
ll The eggs which you (sing.) could not buy, have been bought by your
lnternal aunt. 22 But she says there isn't one which is all right, so she r,vill
&mw them all away.
FSotes
"
do;
re
rzoele
is
used specially
ffiE tribal 'town crier' as he circles the town in the early morning calling the men,
{m some regiment, to the tribal meeting place. (It also means to give ofi smoke,
m, e
fire does.)
dtrrdr
mnne
g@wcrse,
to
labaha
rir e
f,essott 26
124
T-T. 22
Fa
2 Mssa*i menS'dl
tsh+ag:o
tQr ga ngJalan&lplyo.-d
Le ntongweo gopel-a B-+
-ya
plrbtigblb--ef+tce
3 Narna-eo,
U*ang G-o+a gagti*
ga go fta mahfira-6pb.rrc=o #bnb. 5 Easfuans b&ngw-:a
ffit# sekole-s tra- rr+tbfvra.rrg fi-o go'abnet b-a be4gw-e 5
6 Ga Eo rra t'irb--epL-e :tka-e bbqe=:'
s.e Tat geptl-
&-e-dt
TONE-PRACTICE 22
t2s
LESSON
27
In
This forrn of the verb, then, is characterised by two features: (1) it is preceded by grore, which here corresponds to the 'that' of the English Subjunctive;
',_1'e." lPadisd II
II
l.J)
you.
to...')
if you shade me (i.e. rvith blinkers)
so that I should (may) not look behind, do it (so) that thcy don't (may
not) press on my
eyes.
!{ t
Lesson 27
1,26
In the 2nd person singular and plurai, the l/d is generally, but not inr.ar.,i
assimilated to the o sound of the concord or pronoun: l/o.
(Do not confuse this Imperfect or Future subjunctive with another coi:-::
verbal form, the Habitual mood, kea tle ke reke, which we have not yer s:_:,
but which the student may come across in his reading. It is dealt with in L...,,,,,
41.) Examples of this second Subjunctive are:
"Jesu a tlhaola ba le somd le bobedi, gore
ba nnd nad, gore a tld a ba romd, ba
yd go ruta Mafoko a a Molemd, Ie gore
ba nn6 Ie thata . . ." (Mareko 3: 14f) r
"E rile ha ba ne ba kumanegile segolo, ka
a rika gore ke a godlsd, (gore) a tld a
dl'rd/d bana ba me." (Diphoshdplrcshd,
p.3.)
mis-:
,,,,,
,r
(T-,n.
bought them (a
so
that thel'
F\:+
:':
mazailanq .rirr'
c4mr:
It
"l[abdkd a Setswana a mantsi, a mathata; go ilitsiga a ka nna le bakwadi ba ba ka a hznalang, gore basha
ba a ithuti, a se ka tt nyilila, a tld a
lemd
itsege sentli.
"
(Padtlsd
III I 57)4 5 6
"A
tsini
mo
go
EXERCISE
1,
tsdni."
53
(Mareko
5: 10, 12)
;.inmm
:=
Ditshwene
mo lemoga, mosadi
,.iMfie--
Lesson 27
727
5 Mmangwane o na a tshwett
6 jalo a adima dikatse
di le pedi mo go mogolowi, gore di mmolaili dipiba tseo. 7 Gompimo ga go na
piba epi, lefa e le nngtae fila; di nyeleletse ruri.12 8 Ke ne ke sa gopole go
mae a tsdni a se h,a a tslwa ke dibata le batho.s
nngwa thata ke dipiba, tsa mo jila dijd bosigo;\o
di
re dihatse
le pedi
lokhutshwane
12
ncha ya ga
senhgzai se
se
(Yohane 6
2l
mosetsana
54
yo monnye fila.
gagzoi.ld
22
2 She is afraid to go
1 A man's voice is not the same as a woman's,
.l
near the house, she is afraid that the dog will bite her. (Put in Passive.)
Let everything with which we shall build (put in Passive) be got together soon;
let every one bring his own. 4 He is well known to people wherever he goes.
-5 You are bad boys, I shall teil your father about you. 6 Take the hammer
lrom that child, so that he may not spoil my boxes,
7 There were two hundred baboons in all,the caves. 8 I told the teachers to tell the boys (Subj.)
to take their hats off. 9 The big school in which all these children study
rvas built by Khama. 10 This woman says her husband has taken two oxen
from her, in order to sell them and get money. 11 James, take care of these
trees, and water them every day, so that they may bear-fruit nicely. 12 Is
there no one here who can read to me this new book of mine ?
13 My wife's
people have gone to live at Gaberones, to be near the school to which their girls
go. 14 I have seen you before, but I don't'remember where I have seen you,
15 Yes, they know (recognise) me, they know it was I who built the magistrate's
house. 16 All my father's brother's people will set out to-morrow to go to
the cattle-post to see how the oxen are. 17 Ducks build their nests in the reed,
n-here they cannot be seen. 18 I shall buy you a brush (seshutlhd) so that
\-ou can (may) brush my shoes for me every morning. 17 19 "They said
to him, Who are you? That we may,answer those who have sent us." (John
1:22) 20 "He said to his disciples, Gather up (sila) all the scraps (dihabetla) which remain (Perf.), so that nothing may be lost." (John 6: 12)
lllltir
t2B
Lcssott 27
Notes
r::m:
,r..ffi.1
Ls
to
:::t:::f
;"r,
Ji;;;",
r;
i""a".
of
technical se:
;,;
;
""1;";f";;.::",:
"ffi .*, Jf,..-
.nawilana (lit., ones rvho fail together) means twins; the worc
ilitsiga
is
,l* ,;;;'*ril'ri"rrrrr,.
;t#,::.:^-:l:"^":o]:g:
llt,n-its
"",".1
"rji,,i; .;
:i:"::: "l::. ,^ vorvers. p"1 ;"_" o."0,. ;; ;;,;,#g":"il,t"f'H;,.
correct.
i,,.,i:::.,ii":,:,:".T^p".11:.
*Tl.lll.' itsege isthe Stati'e form, a'd
be well-knorvn.
;;;",,"
n.
0""*"i,.'l'1.
r:::
,,,
.",-.
i?lf,ili.
13
14
lJote dipiba
tse dintsi
the rse can oftt.n be used instead of t:_:
.:;
lekau is a lad, a stripiing;
lekolwaneis a big strong young
ma:_
v'ith dibatana above, note 9, this is u.-.e'e.rur
of the usua"r r.-"?rii."'_,
15 re
itse go
rdbala:
itse, followed
:::
na i-=:r:t..
16
(But
_tsiila, Applied
see Lesson
32, Note
t":T
11.)"f
Le ssoit 27
17 'every morning' is either
l3ie, orI better, ka mesd-mesd,
129
I(gosi
ya re a go kuiwe batho gore ba phuthege ka bonakd, ba phuthBgele taolo e ncha ya ga goromdnte. 3 A go phuthwe dilwana
tsotlhe ka maabanyane, gore koloi e dldlwd go le ka maphakdla.
+ Mosimanyana ke mhitlhetse a lela, a re mogolowd o mo tseetse tiki ya gagwe.
=-.:=
*:-_:
==
:
130
LESSON
PRESENCE, ABSENCE,
28
yi
(It
should be explained here that teng and gdni can be translated either heri
The u'ords do not indicate nearness or distance, but simply the p..,
sence or absence of something at whatever place is being spoken of or thous:about. The context decides.)
or
there.
nnyaa, ga di yd; no, there aren't any (they are not). (This has
the same force as, ga go na dipi.)
pula ga e yd !
tt madi a ten.g? i i, ga a yit;t
a moruti o teng gompieno?
ga a yd, o tsamaile;
batho ga ba yd mo gae;
there is no rain
ab,,
? No,
none at all.
etc. f i:.:
When prececledby t'tt or ha, etc., the negativc ga changes to sa as ir.r otr
noticed:
cases already
a u no u le tcng
maabane
i i, ke ne ke se /d,.
se
bommi ba ne ba se yd mo masimo;
le dipodi di ne di se yd mo sakeng;
a kae, mafshi? a teng, mma.
no,
Lesson
tntaa, ga a yd;
ir maabane a ne a se yd;
2B
131
(1)
he mo fitlhetse (mhitlhetse) a se
(2)
it this
way, rather
Another usage, fairly common in use, can best be seen from examples:
ra go kopa thusd kztta go o-rla Yohane; go to ask for help at John's place.
dihgomo tse, ke tsa o-rra (tso o-rra) to whom do these oxen belong ? (Lit.
mang? (or, he tsoo mang?)
to whose home or place ?)
nna ke birdka kzra go o-rra Shaw, I work at Shaw's (shop, store, place, etc).
The above are generally spelled goo-ra, tsoo-ra, or even as one word,
rxrncrsn
55
Morina,
Kana shagt ya me e ile kae? E ne e le teng maldba.s 6 Kea gakologilaa jaanong ; ke ydni e ke e rehisitseng. 7 Fa ke sa mo kwalele, o tlaa
gopola go re ke mo lebetse. 8 Mme ruri ga kea mo lebala ; ga nhe ke mo
lebala gopi. 9 Rra, nkadima digarazae di le tharo mo go tsoni tseo tsa gago.
10 Kana u na le di le dintsi; nna ke na le e le rutgwe fila.s 11 Mme
go tlaa epizaa jang, fa digarawe le dipeke di se yd ?
12 Mobentlele a re, dipekere
ga di yd: mme ruri ga a bue boamnzaaruri.G 13 Di teng, tse dintsi; ke di
bonye ka matlhd. 1'+ Ke phahetse ka romila mosimane kwa moselaging gore
a re rikili nama ya tusheleng. i5 o boite motshegare o mogolo, a re, nama
ga e yd: ga baa tlhaba kgomo gompieno. 16 A re, moselagi o mmoleletse go re
nama e tlaa nna teng ka mosd. 17 Mrna, a go tlhatswizri difdrdkd tse le dintslnrana tse, tsotlhe; dithipa tsdni di ha lesiwa jaanong.T 18 Ke tsoo-ra
mang, ditonki tse di gu jetseng mabili? 19 Ke latile motlhalawa tsdni go ya
kzoa goo-ra Babinang. 20 A dikgetse di teng tse mmidi o ka tsewtgwang nxo go
tsdni? 21 Ba re ga di ltd jaanong ; tnme ke itse sentli go re di ne di le teng tshipi
e e fetileng. 22 A di adimilwe ke mrngwe-gongr.'e di utszailwe-ga ke itse.e
23 "Judase a batla lobaka lo o tlaa mb ba ndilang ka ldni, kzpabontsi jwa batho
bo tlaa se ydng gdni." (Luhe 22: 6)o
24 "Ga a yd;t'a; gonne o tsogile fila
jaaka a na a bua: tlang lo bitni feld fa Mordna o na a letse gdni." (Mat. 28: 6
)ro
rxBncrsn
yd. 4
ko u baaka-
56
1 As r,ve were gathering at the kgotla this morning, lve heard the cocks
crowing. 2 The case was very long, so we are all hungry. 3 The sun
\\-as very hot also, but there was no one to fetch us water. 4 please let me
Lessdn 28
13'2
see your letter again, that I rnay not forget the namc of youl husband.
These naughty boys have taken all the eggs that rvere in the duck's nest. 6 T
other day they were ali there together (mmdgd), now they aren't there. 7 I
this hammer and this saw in that box; leave the other two saws (put in Passi,
on the table that they may be sharpened. 8 She is looking for work at Joh
son's so that she can get a lot of money. 9 Lock (plu,), here's a liou's ti,
(track, trail, spoor, motlhalt) ; let us follow it rvitli the dogs. i0 Some
the men are rvorking with picks, others are using (dirist) spacles, and othcrs r,
,doing nothing. 1.1 How many large nails have you bought, Olehotse ?
I've bought twenty-six large ones for 2f3, and some other smail ones for sixpen .
13 I asked for them at Parker's but they said there weren't anv. 1+ \..
15 We rvcrc dclar-girls, why have you come late (diiga, Applied form) ?
(dia) by i'r,aiting for our big sisters. 16 We don't like this ncu' store-keei',-:
he is very cross (bogale) .
17 Also there is nothing that u.e rvant in his str':.:
1tJ We r,vent to the school to look for the teacher, but we found he wasn't th.:.
19 Some tribes like to build rvith brick and stone, others like reeds rvhich gri'=o
in the river-valleys. 20 We can't buy fish here(mono) for there are no ri'r't i
in rvhich fish could be found. 11 2l Let's go to the church this eveni:::
to listen to the two ladies singing; they have very nice voiccs. 12
Notes
1 i i is a convcrsational forrn of nnyat-see Lesson 5. The trvo --parate vorvels are dilTerent in tone
the second much lower than the first.
2
ciations.
5 Note
that kana
clamatory or expostulatory force; frequently it is untranslatable. It is similar ana of Lesson 18, Note 3. This ivord, however, has other uses besides tt:.
and other meanings.
6 mobentlele or mcbenkele or rabentlele is a noun (Class I) from the ii:*
ported word for store or shop
i.e., it meanS store-keeper.
7 dintshwana, irregular-plural of dushwana a small spoon; dusho a la-.
(porridge) spoon. (There are various forms of this word.)
e This construction corresponds to 'rvhether , . . or whether . . .
e lobaka in the sense of opportunity, occasion, chance. The actual rr=t
reads "kwa . . . bo tla bong bo se yd gdni." This is better Setsrvana, but the li::l
given in the Exercise is also admissible, and avoids the difficult idiomatic r"'
which will be studied much later.
10 o na a letse is really in form a Pluperfect tense where he had L,:,
1 1
mono mearrs here, in this place, but refers to a large place or ai:;*
such as village, town, countryside: ,fa and fano refer to a small or limited a;e*-
.,"'.,rlti,rl,
Less0n
2B
133
or the immediate vicinity of the speaker. You don't say tla mono; yov say tla
i.e., in these parts here u-e have
kwano, But you can say ffiono ga re bone pula
no rain. Inside a house one could say, Jano go lef.f. jang, how dark it is in here.
12 There is another common word for evening-time, besides maabanyane i it is rnaitisd, which comes from go itisa, meaning to spend the evening hours
before bed-time in some social occupation. Its reference seems originally to be
to sitting round the fire in the front court, talking or telling stories: maitisd is
this pleasant evening-time, or the actual occupation or conversation itself. (The
verb is used in Lesson 45.)
e-
TONE-PRACTICE 2+
t3+
LESSON 29
AUXILIARY VERBS lala, ilhdta AND
sa/a:
NOUNS FRONII VERBS (1)
S.u..al
l,erbs are usecl in an auxiliary capacity,
as u,el.
their olun'issyilabic
right as indepencient verbs.
in
the StI-:
the :-.
The Aux'iary is not it..r ai."luy transratabre,
- except
by
the
.uo... _
night" 'all night long" etc. It can be ,rr"a past
i.r
(narrative) or Future, a:.:
Imperative; and it is generally follorved
by the main verb in the present Indic.e rile ngdgdla ke tswa MaJikeng ke tJa
last year rvhen I came home g.o:.,,
Iala
ke
tsamaya
bosigo
Mafeking I travelled all throu.::,:
\"
.Joilne; 1
the night.
'.'Ba lala ba tsamaya bosigo jotlhe,,
( Mo_
they rvent during the rvhole nie. .
kwena, p. 56); e
re tlaa lala re [*a bosigo jotthe;
we.shall
night'
rvork throughout
Io
tshzaanetse
sigo
gore
jotlhe;
Io lald Io dira
nrght.
lto_
fats\-bosig-o jotlhe',
(II
Sam.
tZ: ti;;
if it
happens
the..
to be an Initi.
all
all
:."tlrti
Lesson 29
"me ba se ka ba lala ba tshwere sepi
joo" (Yohane 21: 3);
sigong
bo-
135
tense,
(u)
or previous night;
it
can be
more generally, something which took place during the day previous to last night
i.e., during yesterday;
rrioletseagorogile;a
my father
day.
Moegepeto
l{a-
(1)
"ba . . .
IIIISS);8
tshokologong" (Padisd
"go no go se na opi yo o
ka tlhblang
all
day
goliga" (Mareko
5: 3);
'$
f,esson 29
136
(2)
Like lala
(The otl"rer common use of tlhila, in tl"ie negative, meaning 'r1o more
longer',
is dealt lvith separately in Lesson 't0.)
'no
meaning remain or stay bchind, lve have had from Lcsson 7 ons'irrselse, is used, zrs an Auxiliary l'erb, to indicate that son:
tiring has already been clone or acccornplished:
.sa,la,
'nve
Pluperfect:
a\vA\
II
[{any cases of nouns u,hich are obr.iously formccl from 'n'erbs have alrr;see, for eranple, the Note
occurred in the coursc of thc Lessons
cognatc objects, Lesson -5. Nearlv all verbs can make nouns, some of them:
veral ciifferent nolrns; to grasp thc principles of their formation is 1o acquir- host of ne\v nouns to aclci to one's vocabulary.
In this Lesson r,i.e shall consiclcr the Agent Nouns, those n'hich indicetc :
doer of the action of the verb; they naturally fall into the first noun-cl:rss.
Tl-re general practice has alreacly been noticecl; i.e., a mo or ltt is prefi'-.to the active r.erb, and the final r.orvcl of the lattcr is changeil to ar:
trom go aga,
to builcl.
from go ntta,
to teacir.
{rom go kopo, to bcg for.
nLotshameki, hatsltanteki, playcr(s), from go tshamekt, to pl:r,v.
baagi,
builder(s),
nnruti, haruti
teachcr(s),
mttkapi, bahopi, beggar(s),
rnongi,
tlre final -a vorl'el is olten retained'. ?norongllLt, one u,hri is sent; moriltu{t, , u,hr.r is taught, a disciple or student; ancl sornetimcs both cr-rdings arc fou:
e.g., moratwa tnd moral:wi, one lvho is lovecl.
tI
Lesson 29
C
t37
to
Jr
*ok*iii,
t
il
moremi, baremi,
ntmoni, baboni,
I
I
F
b
F
hewer(s),
seer(s),
mmadi, babadi,
mmoledi, baboledi,
to write.
to sing.
from go
rlma,
fuom go
bdna, to see.
and the
reader(s),
teller(s),
I both these
,; ;;;;";;:
from go bala, to read.
from go
boliia,
to t"ii.
the finar
vowel- of the latter remains o and. ti"
noun and verb together form a sort of compound noun, which is best written hyphenated:
!
!
moruta-bana,
masupa-tsela,
mntla-pele
motla-moragd
mosala-gae,
m o - n - t s amais a - b o rig
o,
by night.
(personal name,
57
1 A re itlhaganeleng,
ba bangwe ba setse ba simolotsi go tshameha.
!o*T!,
Bana
tapile jang! ba
trhotse ba tsTzamekile letsatsi lotrhe.
-ba
3 Batsomi
ba letse ba
ile go tsoma kwa makaleng:to 4 ba re
ba letse ba tlhotse mo
kgakala le batho, mme ba se ka-ba b6na refa
"ageng'
e re sepi. 5 Mosimorodi
::a
ts/tamekd ko ofe? A ke nna, gong.re
ini yote? 6 Mojadi ini o iala pen ya
Eagtti; Modimo ko dni o o noyirg-pulo. 7 Kzoa ntli ga pula peo
ga e hake
''a gola, lefa e le go mela
tdta.I1 - 8 Nna ka re, mmui yo o buileng peJe, ga
se
rnosupi yo o siameng; 9 kana
o setse a boreretse morauii g" r, *";"bwi he ini
io _o mo-gakolotseng go utswa: I0 gompieno o
gapi,
2
zakolodi opi.
ena ga ba yd.
*}
from go kwala,
from go dpila,
writer(s),
singer(s),
bakutadi,
moopedi, baopedi,
"*ia
o ,, o io o ,, na mo_
fetogile
Babereki ba-ne bi te-teng kgwedi, ,jriirrng,
mme mo hgzred.ing
1.2 Masupatsera te Maxaiatsera a tetse o air;t,
11
ditird
tse dintri,
Lesson 29
i38
thataro' 20
Bxrncrsp
58
1 Aii of you who are witnesses, each one must speak the truth which
knorvs. 2 A11 day we have been thirsty; at noor we came to (zoita) a cerr:-:
rvell, but there was no water in it at all. 16 17 3 There is no one
who c.:
My aunt (father's sister) yesterday borrorved (perf.j four of our pots she
;
she r'vill bring them next week. 6 There are twelve months in each
s.
vea--
7 each month has thirty days or thirtv-one days : g but there is one mon:.
rvhich is called February which has oniy twenty-eight days. 9 Five
monri
of this year have already passed; there remain
1go ittsts slven months. rB
ourteacherto-dayhas toldus two new proverbs, tut I have forgotten one
of the::_
11 one of them told about a lamp and a pioneer. re 12 Do you rememt"=:
it? No, I also have fbrgotten that one. 13 The traveller travelied all winte.
in the month of August he began to return to his own country. r+ ye.
I slept rvell last night, but all day I have been troubled with (by) .rry ears; thr-r
are very sore. i5 The magistrate and his three clerks have been
ajl dar-.:
the case about r'r'hich they rvere tolcr by the chief, 20 16 when the
lanwent out, I{otlalepula had already washed up all the plates.2r 17 To"_
toises live in the long grass; they walk very srorvly. 1g when
the messenst:.
arrived, he found that the thief had already made his escape (ngusigo).
Have you (sing.) seen all the tultures eating the horse which was killid
turt .,ie..
by the leopards ? 20 our scouts (pathfinders) will play football this afte. noon r.vith those rvho corne from Mochudi. 21 I tt,int that the policemervill keep guard on (disa) the prisoners all night. zz
..
Notes
e.E
Lesson 29
s
in A
139
in
Yohane 21
I J, quoted
(2).
6 Note the
until midnight.
of the
sun:
implication of the saying is that, rvhen ar.rything cannot be fbund, the only person
likely to find it is the one rvho has kept it.
15 aitse, aitsane, are idiomatic semi-exclamations, difficult to render by
one or two lvords ; they have the force of 'please remembe r that . . ,' or 'you must
realise that . . .', or 'I'm calling your attention to the fact that . . .', or, 'I'm tell-
ingyou...'
of
salse
after
20
d'
that
took up all or most of the daytime. Such reduplications of verbs are common in
Tswana, but one cannot use them u'ithout some experience. (See Luke 24: 18.)
2r Note (see trans. in the Key to Exercises) that 'lsrvana often puts in
the impersonal 'it is'- in cases like this: 'u:hen (fa) ... it is that (ke'
a ke
. . .' Or it can be regarded as a shortening of he go re . ' .
22 A prisoner is either a mogolegui (plu. &a-), or a legoligwa (pl.u. ma-)'
Actually the latter is the commoner of the two.
Lesson 29
140
T-T. 25 I
nrekile- l-etqatg'i
jet,}bg.
+imL lt
h retblhagacetragagaB b-a qc l ba mo tshola.
l-eng, ba5lnrane-, ka tta baqgr,*e{:a sctse t-a s-funo}.etr*, S=
tsnameke' 5 MefUta-benao lEtse-a ba*il" lokn'alb ::
6 Rona'o-a r-e setse=
grla k setE-epg k 1o ba*ilere lenlle, re tlaa tfhb mo gae-r*ala-tsi -te. mabec::7 K-e tJ.a 1ala xe rofetse s'entlb, k-a ke tfhet+ iG dl1ts thatai- jaaneng, ke Stse l"e fapit-_q bhata*
ToNE-PRAcrrcE 25
l!!rtri l| |
i1 ,;,i
1
14t
LESSON
'NOT YET' ( re ) :
3O
(2)
much-used verbal form is of the type ga. ba ise ba je, meaning 'they are
not yet eating', i.e,, 'they have not yet eaten'. It has three elements; (1)
the chief characteristic is the word ise, (2) the negative ga generally (but noi
always) precedes the phrase, and (3) the main verb itself is in the negative.
In practice this becomes a sort of negative of the Auxiliary setse which we
have had; but grammatically it is not actually such. The ese cannot be regarded
as an Auxiliary verb.
sometimes (as in most pre-1937 literature) this word is written ese, but it
is probably better to spell it ise, and this is the custom to-day.
The phrase we are considering is used very commonly in the present tense,
fairly often in the Past-indefinite, and occasionally in the Future tense. Its
purport is clear and definite, although variously translatable in English as ,not
yet', 'never', or 'before', according to its context.
Present tense:
"lobaka lzaa me
(Yohane 7: 6);r
ga Io
ise
la tle"
9)
ga ke ise ke bone motho yct o tshzaa- I have never seen anybody like himl
nang nai, gopi!
-fhe ga is omitted when
the phrase is in a dependent sentence or clause,
"
seen us.)
ga Kgame a busa dingwaga Kgama's son reigned two years, and
di le pedi, a swa a ise a tsale ngzoana" died before he had begotten a son.
(Padisd IV 139) ;
(Lit., he had not yet . . .)
"
)igwana
zaa
Past-indefinitetense:
Lesson 30
142
il
_"
or ba, nor necessarily passive as those formed from the passive verb), ar.
from many verbs to indicate the action itself of the latter. These nou:,.
no prefix, i.e., they fall into Class V, having their plural in di; the onlr _ -_
in the verb itself is that the final a is changed to cr-and occasionally to o.
from phuthiga, to become gathered, rve har.e pluthigd, a gathering; fror:mila, Io care for, rve have tlhdkdmild, care or attention.
But, in the case of most verbs, a permutation of the initial consona:.: :,,
place rvhen a nourr of this nature is formed; these are identical rvith thc p. tions rve hacl in l,esson 16.
i::
Typical
verb:
rneaning
araba
to answer;
to tell;
to reward or
bolilu,
tluila,
fodisa,
gopola,
htonaniga,
lekola,
rekisa,
simologa,
(shupa,2
(fenya,
V noun
lbrmed from it:
Class
of verb:
karabd, an answer.
polild, a telling, storv.
pay
tuild,
reward, payment.
to cure or heal;
to think;
to become poor;
to visit a sick person;
to sell;
to begin, commence;
to point to, shou';
to conquer, subdue;
tekold,
a sick-visit.
tshimologd, a beginning.
All verbs which commence lvith the other consonants k, kh, :-:
- initial c, :n, ng, ?ty: p, plL: and, t, th, tl, ///2, etc.-suffer no change in the
:
ir:r:::
when the neuter noun is formed. 'fhe verbs ending in -aya form th. - - ,r:
noun in either of two $,ays: tsaya, baya, etc. form the nouirs lsdd and:.
tsama))a and bolaya form the nouns (w)tsamai and polad. 'fhis is . _.
might expect, from the negative Present and the Passive forms of thc.. i:*::L:
:::::
(Lesson 13
C.)
There are a very ferv irregularities in the formation of the type of .- -..
have been considering, but they can bc mastered ."r,hen they appear.
ExERCISE
59
Lesson 3a
tsid ya ga kgaitsadiarona.e
nn ponong ya batho,l
zaa
tsid. 12
1+3
10
11
60
'Iranslate into
Setsr.vana:
1 Mother, let me come inside quickly before the boys catcir me. 2 T'he
church-people (mophuthegz) were praying in silence before the minister entered.
3 Notice of each marriage must be made on (ka) three Sundays (tshipi), before
the wedding takes place (ima) .
4 This man, r,r-ho has already been paid by
us, has told his chief that he has not had anything. 5 'fhe rvoman's daughter
says her mother is not yet sixty-five. 6 "Jesus said to his disciples, The
harvest truly is great, but the workers are fe-'v: 7 so (ke gdni) pray to the
Lord of the harvest that he send workers into his harvest." (Luke 1O: 2) te
8
You must know that, by rights, the receiving of strangers is a great thing for
not yet had release from our debts. 1i A good victory is that rvhich is obtarned (bdna) without the killing of many people. 12 Will the prisoners not
rejoice in the day of their release? 13 Yesterday lve heard the sad story of
the loss (destruction) of all my father's (elder) brother's huts.2o 14 In
nyopinion it rvas a nice ivedding; the bride and her bridesmaids (basupi) were
dressed in beautiful white dresses. 15 Why doesn't your elder brother thank
his uncles (father's brothers) for all these fine gifts ? 16 The woman, who
has been kept busy (tshzlariga) all day at her work(s), did not hear the thief coming
in. l7 Let us (two) hang up the springbok on that tree there, so that we
can skin it.
18 What's the time, Tshwene ? Haven't you gone to get the post
yet ?
19 I am afraid to ask for medicine for you without a letter and some
money to pay for it.
20 He has changed a lot, your young brother; I failed
to recognise him.
Notes
to
Whenever the
s is dialectically
(as
It
ese
ise.
chupd.
Lesson 30
t+4
3
4
,,
of grain.
..
that of the tribal totem, the serdtit or sebdko. You address one of th; : "
tribe as Marolong or Thdld; one of the Bangr.vato (Bagammanglvato) as -'_' .",,,:.
or Phuti (or Mophuting); one of the Bakgatla as X,Iokgatla or Tshwene; . :
The chief of a tribe is of course in a special sense the Mokwena or -,
or Mokgatla, and is often spoken of as such, rather than as Kgosi. the designation of the Scottish clan chiefs, the Nlacleod, the Macphe:. :,,,,
r:::rr:::,:l
t0
:rF:
.:
banns.
12
:r,;inii,!rc,,
,,,
phuthigd.
14 kg\tha is to pay a tax, lekgithd is the tax so paid.
15 pus6, from busa to rule or reign, is norv-a-days generalll'rf,i.: iri
Government or Administration rather than of the rule of a chief.
:ii:
Lesson 30
16
17
pholo
is a
t4s
i.e.,
if
purposes, is a pd6. (The word pelesa is also used of draught animals, but strictly
speaking refers to a ridden animall see Note 9 above. It comes from go belesa
to saddle.)
18 (See Key to Exercises.) The proverb expresses surprise or expostulation at some unexpected disagreement between close friends or colleagues;
'what has caused this division in our ranks ?' The word more rfieans a tree-it
is often synonymous with setlhare-and also a tree-root or plant-root. Hence
means concoctions rnade from herbs or trees' not so much healing medicine as
those to work harm -- tnere is practically equivalent to poisons'
"fhe word kala has three meanings. (1) It means a tree-branch, as here in
this proverb . (2) It means the tick-bird rvhich accompanies the rhinoceros,
or other large animal, and lives on the parasites which infest it. Hence, (3) it is
used of the confidential advisers or retainers of a chief, those men who are always
round him to serve or seek favour, and incidentally to get a living out of it" So
it
*,hen a retainer or sycophant falls out with his master and leaves hirn, the proverb is quoted, kala e kgaoganye le tshukudu! the tick-bird has deserted its rhino.
19 Note that, as in the case of leboga,yourapila a person, andyourapilila for something.
20
Notice the distinction between nouns from Active verbs and those
from Passive or Stative verbsl tshenyd ya me is my destroying, i.e., the destruction I cause ; tshenyigd ya ilxe is my being destroyed, i.e., the destruction I suffer.
And tshenyigild is the loss itself rvhich I bear: the word is often used (in plural)
for'expenses'.
=
ljl 26
ffi-pbsL
=
=
=
tr
=
:.
=
I
=
TONE-PRACTICE 26
==
=
=
&
-='
=
=,
dumdld
#='
l+6
LESSON
31
'fIME,
PLACE)
ka
ka bonya,
ha senya,
ka bonak6, ka bofefo,
ka botlhale, ha tlhaloganyo,
gradually.
ka boeleele, ka bosilo,
ka bogale; ka bondld,
ha pelotelcle, ka bobelotelele,l
ha pelokhutshutane,
ka potlakd,
ka botswerere, ha matsitsiliho,
ha pelot shutpu, h a b ob elot shzo eu,
ha bomo,
rvisely, understandingly.
foolishly, in a stupid way.
angrily;
gently, softly.
cleverly, skilfully.
sincerely, honestly.
rvilfully, of set purpose.
mo go . . .
well, rightly.
ill, badly, not well.
ka mo go siameng,
ka mo go sa siamang,
ha mo go lekanyeng,
enough, sufficiently.
ka mo go feteletseng,
the
mo
'-.'!
bittee
=
=f
I*
I
I
-:
Lesson 31
=
=
=
=
*.
:=
:=
=
=
..:
mmang ke utlwi
bana;
/<e
gind
ka gbni), rnoruti;
milk
fa i mpotsa kafa mafshi a tshologileng if you ask me how the
.
.
.
spilled
kagdnd...
Note that in English one r.vord does duty for ail the three 'horn's' similar usages:
;
gbnd, rra;
ke gdnd ke la bolililang ' . .;
ee,
=
=
ke
gangzne, gangwe
:
=
.fila,
gararo,
gani,
gatlhano,
garataro,
=
=
yes,
once.
twice.
thrice.
four times.
five times.
six times.
go le gannye, go le gobdtlana;
go le gotona, go le gogolo;
gali;
le gali;
ka gali;
mo go
=
=
-:.
gasu?a'
seven tlmes.
gabofira-mebedi, eight
times.
'gasom\,
ten times.
etc"
etc'
gakae, gakaye?
=
:
=
=
=
.
sir.
::
:
=
just so,
so (therefore)
From the nurnerals are formed, by prefixing ga-, adverbs which indicate
the nunrber of times an action has been done:
gabedi,
=.
=
:
got
the
,descriptive how', the 'interrogative how ?', and the 'exclamatory how!' In Tswana
the first is quite a difierent construction from the others' Note also the following
:
=:
=
*
:=
t47
always.
as much as that.
kalo;
mo teng ga ntlo;
fa gare ga sehgwa;
(:
mo bogart'ng (garing.) ga . .
fa gare ga sekgwa Ie noka;
in the middle of . . .)
bet'ween the forest and the river.
Lesson 31
148
on';
ac1verbs,asdistinct{rorngare,pele,morag6,etc.,u'hicharereallynounS.
Lesson 22, Note 12.
51
prsrcrss
"Yesu n ya gap| kwa Kana wa Galilea, kwa o fetotseng metse bojak'gdni.7 77 Go no go na le motho nxongu)e tna kgdsana, yo tttt': ':
o lwalang kwa Kaperanama. lu Eni yo, fa a utlwa.fa Yesu a tsile,a"-' r'l
go ini a mo rapila gore a fologi a yi go fodisa morwaztsi. 19 Yesu a mo r':
16
mofine
f,F,alosahoneditsIrupdledikgakgamatso,galonhalodumdlagopi,2it
tho wa kgdsana a mo ra))a a re, Morina, a u ko u fologi, ngwanaki a ise a
21 Yew a mo rd,va a re, Tsamaya.fila; morwao o tshedile." (Yohane 4: -'- "
rxrtcrsr
62
::r:
ye:
have been looking for that letter many times, but I have not found it
Yesterday the magistrate spoke sincerely with the people, and advised the:: :rrr"
they should act. 11 The minister also begged the people not to do a:-- :
irrrilri
liiiitiii
Lesson.]l
t49
hastily. 1'2 The clerk says he had great difiiculty to hear what the old woman
saying. 13 "simon Peter said to the other disciples, I am going to catch
fish. 1.4 They said to him, And we will go with you. 15 So they set
out, and went into a boat; L6 But that night they did not catch anything."
(John 20: 3,4)
1,7 Let us see what you have in that bag, Moremi; is it
something that can be eaten? 1s How often did the bell ring? was it six
or seven times ?
19 I did not count carefully, s but I think it rang nine times.
(Either Perfects or Past-definites.) 2a I taught this girl yesterday how a fire
is lit, but she has forgotten it already.to 21, you (sing.) who have not yet
rvas
?t
Notes
2 Note the adverbial phrase for unwittingly i.e., ,by lacking to know'.
3 Lit., equal to one bowl. One could also- have said., metse a a hanang
ka mogopo o le
mongzae,
to have great
as tshwana le .
6
7
I
act,
lt
ise
Lesson 31
150
}tnang lfe rTtlwb l<afa lo bpbfang ka _ Ke gbrrb kafa r"ebpbtang lra Cbn'b, i.*--3 Bqtsoxri botl-he ba rta fe go itffi,a go lsa:nayCL .-- ikobl+ I k6 fl*imal-i:., I ka fr'o go sa bonraeng, - .r4et.:-pnb}bgbl-b- di ca ka tsa bs bbna, tSa\ lshabar
r\ r \
fse e--alanrele- ltra Bo tcbnb-.
s I0- _:
) lJoroKo
kae' ? g - ne . le gar*tarq, gongraie gaslJp+ ?
5
-u
+srrg
a
*thute,
6
ieo
u
kafs
upofbfbf+
ka
u
k;=
;
tb
go kgweets+ l,erl ka te-ng ?
ToNE-PRAcrrcE 27
151
LESSON
32
in very common
' '"
use:
So
ask
him.
and.she began to hate Goat-
-,ke bile ke na le dinku d.i sele, tse e I have other sheep also, which do not
belong to this fold'
cng tsa lesaka je . . ." (Yohane 10 : 16) ;
,.. .
he
was already tired, and was overtshwerwe
a
a
bile
a
lapile,
' o setse
come with sleeP'
The impersonal form ebile is often used, instead of bile with the Class conrords or pronouns:
"'- . .
bite ba le pelotshitlha, e
bile e
as
quarrelsome people'
h iligagapa" (Padisd III135);
correct')
equally
been
have
ffu bilz. . .' would
The Future is in use' but is not very common' Here the ba is definitely
three syllables, the two vowels being difierent in tone:
Lesson
t52
"
p.
,72
rwr
prai''.=
(als,
118);
mo go
in it.
gila
bogosi,
. a ya go amo-
Ie go ba a bowa" (Luke
19:12);
certain nobleman . . . \\ s.
ceive a kingdom, and then :
(Lit., and to also return.)
after me.
get a lot of meat . .
invitation.
"gore a
bd a tshili
hobd" (Padisd
mabili fa godimo
IIIllJ);
ga
is
q*nr
,r,,
De..
po';:
,,
takes the
II
Class
III
mogopol| (: kgopold),
motshamekd, game;
Class VI
Class
VII
kwala, write.
setswald, door;
tlhaba, pierce.
tshela, Iive.
tswala, shut.
kwala, write.
rata, love.
swa, die.
loso, death;4
Class
VIII
legoligzaa
(:
mogolegwe/,
lenydra, thirst;
letagusa, a drunkard;
lehgith|, tax;
prisoner;
goldgwa,
be bou:-:
become --tr,rfi:r
tagwa, become c:--:r+
hgitha, pay tax.
nydrztsa,
Lesson 32
153
(There are one or two more; but rnost of the numerous nouns of this Class
are not derived from verbs at all.)
iturnDla, be glad.
gladness;
ihanya, trust.
ikanngzla, be trusted.
boikany
igd, trust-worthiness
ikanyiga, be trustable.
tshela, live.
botsheld, life1,
Class X
ploughings;
rvritings;
htttala, write.
lema, Plough.
Moruli,
Sedimothula,
December.
All the names of the months have some relevance to the season; e.g., Phalaneisthe month when theyoung Impala(pha!a) are born; Mosbtlha is the month
when the yellow flowers of the Mosetlha tree (Peltophorum africana) are out.
The student should elucidate as many of the other names as he can. ProbablV
ngwanaaitslili is the full form underlying ngwanatslli'
ExERcisE
63
mof.nyana. 9
phakillli
ha Matlhatsb,
mokguteng wa lcfatshe
leo; a ba
Lesson 32
154
ga a yd tsatsi
64
What rvill you make (betla) fbr me rvitit your ne\v sa\,\. and hamnrer,
2 Please cut up this cloth for me rvhich rny mother sent rne yesterclay (pr-rt in Passive) ;
3 cut it carefully, and sew it witli skill, and use rhese
buttons (konopi) and this thread" 4 For my part I don't beiieve that this
letter comes from your uncie (mother's brother), lbr it is not written in his
liandrvriting. -5 We began to plough in the month of November, but now
the u'ork is at a standstill (e eme) for u'ant of rain (ka go tlhdka . ..).ts
6
He is a bad-hearted boy, and he does not speak the truth, and aiso he is verv
],Iolefe
greedy. 7 I
Notes
Lesson 32
155
Compare the two words spelt mctlhcba; the word meanin3 slttzC is high-mid
'rn the last two syllables, that meaning the shoot or sprolrt of a plant is lo*-mid.)
3 When nouns are formeci from verbs of the type tshela, sepela, etc.
i.e. stem volvel or penultimate von'el e), the fitral I of the noun generally has a
:etrogressive effect, raising the stem or penultimate e to at i, The result is
:etshidi, tshepitli, etc.; indeed the usuai forms of the latter rvord is xhipidi. These
:re not abnormal forrns or ercepticns; altircugh setshedi, etc., are also found. The
:hange in vowei is exactly parallel to that rvirich occurs \a'hen bolila forms
:he noun mmolecLi. (This change r,vould be clearer if the 'half-open' vor.vel
retween i znd e
lvere given a special symbol.)
a In some -dialects the /o prefix seems to be disappearing, or at leest to
re very unstable, its place being taken by /e" Thus one finds in eastern peripheral
jialects of Tsin'ana leratd, leso, lekztald, etc, The longer the trvo prefixes can
-'re retained and kept distinct, the beti.er; the loss of /o is an impoverishment of
ihe language.
5 The words for Saturday are, respectively 'rvashings' (i.e., the lvashingjay, when clothes were washed and ironed for Sunday), and 'cookings', i.e.
'cooking day'.
6 go tztse (in past go tztse), is the Passive of a re, he says. It means there:ore, 'it is said . . .' : a re re yi sekoleng, he says we are to go to school; ga t?.ae re
..i sekoleng, it is said we are to go to school, or, they say lve are to go to school.
The phrase gatwe-gatwe means hearsay, as against certainty or knon4edge.
.iterally, 'don't
1 tslila
see
I.e.rson
156
phasis
to
,12
it'
G"
14 g(r
tsamaya rneaning
of similar import.
15 ntlha by itself
means
'end'-(i.e', an extremity of
something, :'
tcrnrirration) ;also cause, account; so the phrase katttlhaya ''. means'on aci
of', i.e., because of. Ka ntlha )'ang'i (because of what?) thus means 'u'h:'
as
about.
1
2
157
LESSON
33
'i't" u"rb ri, rile, whtch we have been using since Lesson 17 II C in its
primary meaning of 'say', is also used extensively as an Auxiliary verb,
with a different import. In this Auxiliary usage it is sometimes difficult to translate; but always there is the underlying idea of 'the time wheer' some action
took place.
There are a number of highly idiomatic tenses of it, but most of these (such
as e re, e tlaa re, e tle e re, etc.), necespitate the use of the Habitual Mood, which
rve have not yet studied. For the present we rvill leave these aside, and confine
ourselves to two common forms which take the Indicative Present tense.
e rjJe is the impersonal concord e with the Perfect tense of re; and ya re
is the same concord and verb in the Past-definite or Narrative tense. Although thus grammatically different, these tu'o forms are used interchangeably;
there is indeed no difference between them. They both indicate that the action
of the main verb, which immediately follows, happened in the past; and, generally,
happened as a prelude to, or in connection with, some other action.
"e rile
ba
fitlha (kwa)
moseja
ga
rrlle);
rile
(Note that, in the third person singular, the pronoun rvhich follows the
ya re or e rile is always a, not o.)
Lesson 33
158
tive form:
"E rile segwaba se bdna dilo tse, sa when the merchant sawthese :,
ithaya sa re . .." (Padisd III2S).13 he said to himself . .
"Ya re mpsa e bdna mong ua y6ni, ya When the clog saw its mas:._
su_pa boitumdlo . . . (Padisd II
showed its joy . . .
l2Z) ;
"Ka mosd e ri/.e re tsamaya, moengele Next day *,i,"., *. went awa,
a utswa senutild seo . . ." (pad. II lai) ;
angel stole that cup . .
"E rile ditsala tsa gagzui di go utlwa, when his friends heard tiris, : ,,
ts| ra so mo tshwara, gorme tsa r, oa
went to take him, because thei ;ers,,
.
r::
tsinwa" (Mareko
3: 21);1
He is mad.
But the
hearci . .
pharisees.
and.
re. -,
when
11
23)
bAna
...
ba jadikueng
"
And notice the use of the Auxiliary rile, etc., r-ith the other Auxiliai*
zse.'
iir:,"
nr--
I
Lesson 33
"Ya re a setse a le gaufi nabd . . , (Pad.
rrrl38);
". . . e rile Dimo a ise a fetse ftLetse mo
. . ." (Padisd III|38);
molapong
159
as one
word.)
This sena conveys the iciea of a finished action; and it is always followed
fatshe, o 6pa
ia+1;
ja thatadi
di-
mo
sena go
bdna
(Tshipidi
'il
(Pqdisd
IIHT);
"Fa go
sena
Iapile
When he completes
lT:i;*
fa
kgingwi a le ..."
137);2
'1. . . , ,rno go bdna fa mong zoa ydni a
se ka aitse..." (Padisd II127);
". . . he sena go thruba ntlo ya gagwi . . ."
". . . di
go baahanngwa ba setse ba
they eat
to sit on the
sat down
il*"iT.has
didnotknow'''
after (when) I had broken his house
"
'
When the preparations had.been completed they were already tired '. ' (lit.,
it finished to be PrePared.)
One day after he had hunted for
when
"Letsasi lengwe fa a sena go tsoma ka
lobakanyana . .
."
(Padisd
III|97);
awhile...
be seen from the above examples that the best translation is generally
the English Pluperfect, and is of the type, 'when or after someone had done
.o**thirrg . . .; The idea is always that of some action being completed, and
being succeeded by some other difierent action. Note that sena plus the Infinitive
can sometimes be followed by a Present tense, as in the first two examples; aithough generally the actions are both in past time' 3
There is no direct negative; for that the Auxiliary ese is generally used. Thus,
the translation of 'before he sits down' or 'before he irad sat down', would be
pele a ise a nne fa fatshe.
It will
This Auxiliary
'"8 rile
tla . . ;'
TshiPo
(Tshipidi 162);
..
."
(Padisd
IIll1);
tse-
with e rile
and ya te:
tosleep..,
After (when) he had received that
money, he put it in a bag . . .
Lesson 33
160
". . . yo re a
tseng . .
."
rxonctsr
sena
(Padisd
65
E rile
go e ntsha mo letsa-
III|35) ;
of the hole . .
it (his horsej +;
sena
!:,::.r,
ya gaguti, a
neli
hzpa
M(a)halapye. 5 E rile
maabane
jaaka re ne le
fa pula e lei;:
ra zoila rd: ::
,,
tsorna,
mo
bojangnye: 1.6
ExERctsB
66
1 Tell me (sing.), how many bundles of grass have you prepared to-a=
2 As I was going to the store, the Browns came in their motor-car, and i:-s,,
qave me a lift.
3 Thank you for these beautifui eggs, Mmaphuti; gir-e :''
greetings to your sisters. 4 The doctor came to visit the old man th::':r
last Friday, and came again on Saturday. 5 If the rain comes before u-e L-i-',,
finished thatching we will be in difficulties. 6 When (fa) yo:u (sing.) i-*.,.
i
finished washing these pots, pour water into them, and put them on the :-:
7 Your hat is very old, and it's worn out; when lvill you buy another one i :
My wells have fallen in, Chief (Bangwaketse tribe) ; can't the Chief (i.e., ti-::r
person) help me with a water-barrel (shwaki) ?
9 After his father died. r:
went to live in Mafeking, and he stayed (nna) there a long time, 10 at*.*:
fifteen years, before he returned to Phitshane. 1 1
11 When he arri-, tr
home, and had greeted the chief, 1,2 he tolC his mother that (fa) he :,pr:
(has) come tq take a wife. 13 In this place there is no green grass, there a:r
no trees, birds don't exist; there is nothing but houses and people. 11 G;lr
greetings to the strangers; they can go anywhere they like in our town. .r
When the old lady was (already) fast asleep, the girl slipped away (ngwlga), un-:w:
by anyone (not seen by no-one). 16 She is a woman who knows well (h,:w.'
Lesson 33
161
to thatch, but she asks a lot of money. | 2 17 The whole tou''n was in great
sorrow on account of the death of the chief's mother. 18 One cannot
(impersonal go and passive) travel by wagon in September, for the pans have
all dried up. 19 Each bundle of reed is 1/3, but they are very small bundles.
20
The ants were running hither and thither, looking for their food.
Notes
tsinwa,
Iit.,
'entered'
also an inedible
II
sort.
ruma, Padisd II f 17 .
7 kwano le kwa or kusa le kwa, etc., means 'here and there', 'hither and
thither', 'back and forward', etc.
a palila (paletse) is Applied form of pala (padile). The latter is a useful
and rather idiomatic verb rvhich has not an easy English equivalent; it means
'to be too much for', 'to be unmanageable', etc. For example if a man returns
from an unsuccessful attempt to persuade someone from doing something, he
could say, o padile, or o mpaletse. Or if a book is beyond one's understanding,
one could say, loktuald lo lo mpaletse, or ke paletswe ke lohwald lo.
9 mongwe ka ind is 'his neighbour' lit., 'the one by him'. So barttti.
- baruti ka bdni 'their . . .'
ka ini are'his fellow-ministers (teachers)', and
ro dtsila is to become drotvsy or sleepy; to nod u'ith drowsiness; but
thulamila is to fall definitely and soundly asleep. The latter is an Initiative verb;
itsila is seldom used in the Perfect tense,
lt 'about fifteen years' is e ka ne e le dinyaga di le 15.
12 The old Setswana thatching r'vas done, and still is, by women: the
modern proper driven thatching is men's work.
t3 segwaba is a merchant, one gaining livelihood or weaith by trading.
(See Diphcshbphoshd, p. x, Agione '&-a seguaba, Aegeon the merchant of Syracuse.) The word does not mean a rich man, as such, or one rvho inherits wealth;
it means a 'self-made' man, one who has used his brains and ability to enrich him-
162
Lesson 33
2-T. 29 I T file-a tle I sellpb- a fidhbla_ ba tse ba t*a:natle2 Ta ps npsa e bhrra mung wa y;=
ya .supa boi.ounbli:- jffa t'on3 F-a re sgna go slrt_-:
t-irb- e, pe tl-aa tthatlays metse a bgbbh
L T :__
l4o&isa a sn* &o ja, :^Ttna Fa fatshe, hma tlhase g-- -*
tlhar..e sengwe sa mokgalb. 5 yE re
a sl= a
s14&r a- ya ga -aga ha MaFikengj a ba a nna lepg Lo:= _
f5 lel-esle-.
6 E r."tle fa a grbga" a bile a ser4_
duroedis.a- kgesi,
7 e^ bolilbla mraagr*b fa a teil=
traya nosade.
ToNE-PRAcrrcE 29
r63
LESSON 34
PLUPERFECTINDICATIVE,&NEGATIVE:DIIVIINUTIVESUFFIX
is not, apart
There is a definite Pluperfect tense in Tswana, although it
The
occurrence'
from the Initiative u.rb. (... below), of very common
following are examPles of its use'
Norv Elisha had sPoken with the
"Mme jaana Elisha o na a buile le
.." (il
8: 1);
letshoo, Ya
alafile
"Ka ,ke ne ke e
IIl15);
itumdla . . ." (Padisd
mosadi ,
Dikgosi
"...fo
maoto a me a ne a se
mpoloka" (Padisd III 182) ;
ka
I had healed
its Paw,
it
was
delighted.
I did not
met"t
if
m1' legs
rekile, I
had bought
rekile, You .
onaarekile, hc...
re ne re rekile, we . . .
u no u
ke ne ke se ka ka rika'
il' no u se ka wa riha'
onaasekaarika,
re ile re se ka ta rdka'
I had not
you...
he...
we..,
compounThe student may note that this tense has the appearance of being
rekile,Iooks
he ne ke
cled of other Indicative tenses; the affirmative Pluperfect,
Pluperfect, ke ne
negative
the
and
tense:
Perfect
the
plus
like the Past-indefinite
ke se ka ka riha, look. Iik" the Past-indefinite plus the negative Past-definite'
to memory'
Such a statement is not a grammatical description, but an aid
The commonest use of this verbal form is in the case of the Initiative
verbs; u'e have had one or two cases of it already' (See Lesson 20'
Note16.)ThePasttenseoftheseverbstakestheformofaPluperfect:
A
-
robetse,
ba tte ba tobetse;
ke tapile,'
lu ni ke tryite;
se ne se rabegile;
(se ne sa rbbiga;
ba ne ba se ka ba rdbala;
se ne se ka sa rdbiga;
ba
(or, ba ne ba sa rdbala;
se
For the alternative form of the negative Pluperfect, see Appendix, Article
22.ThenegativePluperfectisnotinverycommonuse;aninstanceofit
Lessott 34
\6+
is gi"-en araong the exanp\es rn \ above. For geneta\, .had not..,, meaf,.
'had not yet . . .' ; i.e., it refers to some action which had not then happenec
but which did finally happen; and in all such cases the Auxiliary
-- ha n.e ba ise ba tle, they had not yet come.
the Pluperfect
z'se
is used, n;
of the
before
the o na a epile
mosili pula e
ise
e t:.
rain came,
because he had dug a trench,
1'ear
senago....
II
to t\re unmodrit:
majoritY of cases the -nyana ending is added
noun thtts:
In the
t1""u,9,,nn4.
lefatshenyana
ti")2vnn4'
madinyana
kgangnyana
cases
logongny ana.
coalesces
thupa,
When the noun itself ends in -na, this is generally absorbed in the -zla";
mosimane, mosim.anyana; mosetsana, mosetsanyana; ngzlan.a, lxgwanyana; ses;l'L
sesanyana.
lVhen the noun ends in -mo, -tttu, -me, this coalesces to form -lgrlctti
thus:
Lesson 34
\\'hen the noun ends in -re, -ri, this
coalesces
165
\\'hen the noun ends in -le, the ending often, but not always,
becomes
-jana; thus:
kgu.kalanyuna) ;
are
of pitsa)
'r,:
x'.;.
t:iht;
'L
botlhale bo tswa
Fhalaneng."ts 20 E rile fa u ya
bentleling,
Lesson 34
166
nxrncrsp
68
,: -:.
,,
board (kdbdtli) .
3 I found no sour milk in the small basin; it had i';:. -,i
by the littie boys. -[ Do you (plu.) know a little animal u&ich ha-. _,,_., ,,.
a littie rnouth, and a little short tail ?
5 Let him go to hercl the k-i;, .:
,,,,,
,,
19 The little
you buy
little dogs tare (gagola) his trousers and also bit his
rvhicl .:
2I
legs.
Notes
17.)
5 A proverb;
rr,,
=::
8
e
?
Lesson 34
'lo
11
t67
9
aotl&e
beLsirunfanaUasl$
di_tcgq$an*ts-a yinb *i ne &i seLse d'f buile jalo nr*lbba.
TONE-PRACTICE
3O
**
168
LESSON
35
Fror' Lesso' 16 o'wards rve have constantly bee' using t6e 'Appli.that which has -ila fot ending instead of the -a
form, of the verb
the Simple form; e.g., rikila, hwalila, dirila, etc'
Now this 'Applied form' is only one of several derivative forms which t;-,
'ls*,ana verb can assume. If l,r,e take dira as a typical simple verb, we have thc"
do]' t::
examples of the clerivative forms; the causative form, dirisa, make to
each
otir.:
make
dirana,
Reflexive form, itira, make oneself ; the Reciprocal form,
undot::
become
the Reversive forms, dirolola, unmake, undo, and dirologa,
the Stative forms, diriga, be makeable, and dirala or diragala, become dor"
happen. These forms will be dealt u,ith in separate Lessons. There are al.
lurther derived forms.
'fhe meaning of the Applied form has already been indicated; it is t:,
a:
performance of the action to or for some person or thing, or in or
situations.
to
certain
some place: it is literally, the verb 'applied'
we also saw, however (Lesson 16, Notes 1, 11, 15), that the -ila ending'form; for exan: I
a verb does not necessarily indicate that that verb is an Applied
are all simp .
etc.'
tlhasila,
dpila, phakila, bolil'a, timila, 6^ah, rapila, tlhaila,
form verbs.
It
u,,as
mentioned.)
In this Lesson we complete the study of these other endings of Applied for.
in -nya, *sa,
and
in a fet{
'.tsa- thefinal-4ofthesimpleverbischangedinto-e/sa,thus:
senya
senyetsa.
baakarrya, baakanYetsa.
-tszl)d, -ntsha
tlhatswa,
tlhatswetsa.
ntsha
ntshetsa.
disa, disetsa.
fodisa, .fodisetsa'
gotsa, gotsetsa.
.fatsa, fatsetsa.
the tlvo
When the verb ends it -tsa (except for a few cases' such as
thus:
to
changes
-letsa,
tioned in B above), the -/sa ending
bitsa,
botsa,
biletsa.
boletsa.
reetsa,
reeletsa.
kgweetsa, kgzaeeletsa,
cas.-
Lessorr
D
169
.Js
There are also double or even triple Applied forms - e'8'' gihla and
gitilita, from ga, draw water; and simple forms ending h -ila look (in the Applied) like the double Applied, e.g., bolillla, rapilila, etc.
(2) In some cases an Applied form acquires a special or technical meaning;
,.g., ni\h, hand to, or give to temporarily, is used in a technical sense of the giving
oicalue, and kids to their mothers at milking-time; and titnes of day are called
maniild-a-dipod.i,etc. Tsiilu, as u,e have seen, generally has the meaning of 'taking
from' someone. Similarly tbpila, fotogila and atlholila have special meanings.
(3) supa, to show, generally makes in the Applied form supegetsa although
supetsa is also found ; ke tlaa e mo supegetsa, I shall show him it'
(1)
Right can be
siameng,
lonao lo lo siameng,
seatla se se
the
to
tona, gol'o:
le letona,
The third is
seatla se
se
.iang,
Left is expressed by the word molima, used with the possessive concord;
seatla sa molima,
EXERcISE
69
1, Ako
umpoletse motho
gi
ioriro,
Lesson 35
r70
70
13: 54-56)
Look, this bucket (imird) of mine has a hole in it at the bottom ._:,:.
nyiga... tlase); can you mend it for me? Z When I got to him I founr
left leg was broken. 3 He has bought me eighteen beautifur large b.= -.
4 The doctor has put me outside, and refused to heal my child fbr me.
If you (-sing.) want to ring rhe bell, pull this rope r.vith your right hand. 6 ,
me open the dool for you, mother; I.rvill also call my little brother fnr vou.
Mary, wash those dishes (dilwana) for me, I am tireci this evening. ,! _' ,
sand was very heavy, so the l,r'agon $.as too much for the small oxen. 9 Rr:,
I won't do it again, sir; please fbrgive me. l0 At d.sk just a feiv pe .,,
had gathered at the little i.vell in the valley. 11 "Now- in that place thert . ,r,
grass. 12 Jesus said to thern, Horv manv loaves (senkgu;i1 :? go and see. 1:l When thev kneg.(had knorvr), the1, said, They are =-.
and tvro fishe-"." (Mareko 6: :g)
l+ After the calves hacl grazed for..:r,
little time, thev heard their mothers lo'"ving. '15 The men clicl not hear :,.
master calling them to lvork, for thev r,vere sound asleep .
16 on Frida. :
14th of March he fell into the river; also in that place the water wa-q dee: :
17 The man rn'as afraid that the thief u...ld kill him, so he gave him the .
of the room in which the money-box 14'as. 18 'lo part is painrur, my fri.-*
much green
-vou
but we shall meet again after a fe\4, years have passed. 19 Run (sing.) t, .
post with these letters, and hand them to the rvhite man. 20 The NIas.-''
who u'ere in the little village n'ere herding oxen for other people. 2:
vou blow that little fire, prohabl.r it will go out; better (bogoto) leave ir alo::
Notes
botsa, to
mpoletse
ask; hence,
for-_
2 tletse is perfect of tlila, Applied form of tLa, come; i.e., has come for
tletsehowever might also be the Perfect of tlala, to be fi.ill; it is used in this n:';:ing in sentence 72 of Exercise 69.
illrflimilll!
Lesson 35
3
of gaufi; it
171
gaufi.
See
5
6
7
e
9
)luL
his
ads.
baka
in
.;
Let
7
The
illv,
rple
was
taVe
ive,
)me
heir
the
t12
ky
T-T. 3f
:nd,
the
rwa
If
e.
.of
xan-
TONE-PRACTICE 31
llilil|ntil]rll
t72
LESSON
tlAtiSA'fIVE
FOR"N'I
36
OF VERB: se ADJEC'I'IVES
.lhis1brrnofther,erbisnear1yasimpr:rtarrtastheApplied1brm.\.
the name indicates, its meaning is conveyed if one prefixes the *-orc,
'make to' or 'cause to' before the Simple form. For example, the verb /silg':
laugh, which is a root or Simple form, becomes in the Causative tshegisa, to makr
or cause someone to leugh'
But there is sometimes a slight twist of this primary causative meaning: e.s'
rekisa is to make to buy, and hence means to sell; lrom tla, come, we have t'
causative form tlisa, literally make to ccrme, i.e., to bring; and from the ve:.
to go, i'e', to send'
-!a, Eo, u'e have already had the Causative isa, make
is this change of ti''
Causative
\oou the tvpical or standard encling for the
forms of Causati. '
other
original ending -a into -esa; but there are several
verb'
the
of
ending, acc,ording to the ending of the Simple form
Verb ends in -d/a. verbs of more than trvo syllables ending in -e-r
form the Causative in either of two ways:
B
(1)
(2)
in
-efsa; e.g.,
in -edt'sa; e.g.,
duila,
ipdla,
atame.tstt.
.fetsao
wetsa.
pay,
duedisa.
sing,
opedisa.
itlhagan,ila, hurry,
timetsa'
rryeletsa'
itlhaganedisa.
Lesson 36
robaia,
lebala,
go to sleep, makes
forget,
makes
didimala, become quiet, makes
full),
r,rhich
lorm
rdbatsa,
Iebatsa,
didintatsa,
use
latsa
make go to sleep.
cause to forget.
make to be quiet, silence.
ard
lala (Iie)
tlatsa.)
gopola, think,
nakes gopotsa or gopodisa, cause to think.
bolola., set out on journey, makes 6olo/sa, or sometimes bolodisa.
lekola, pay a sick visit,
rnakes lekadisu, r'epolt on a sick person.
Verbs of more than two syllables form the Caus-
Verb ends in
ative irl -O^sa:
Jologa,
Lesson ,lT).
lekana,
become equal,
makes lekanya, make equal, measure.
hdpana, meet, come together, makes kdpanya, join, bring together.
tlhabana, fr,ght,
makes tlhabantsha, make to fight.
of
Lesson 46.)
cases
anr
definite rule:
!d,
tua,
ja,
tra,
go,
fall,
eat,
rain,
makes isa,'
makes osa,'
nakes jesa;
makes
nwa, drink, rnakes
itse, knorv, makes
nesa;
nosa;
itsise;
rzoala,
apara,
tsaya,
put on
put on
makes
makes
bolaya, kill,
makes
boa, boya, bowa, turn back, makes
take,
tsama)ia, go away,
tseisa.
tsamaistt.
bolaisa.
bosa, busa.
Remember that there are many verbs which do not in their nature take the
Causative ending; and there are other verbs, e.g., baakanya, rvhich look like
Causatives, but which are actually in the Simple form. There are exceptions
to most of the types and classes listed above, and the student should verify from
Dictionary in any case of doubt.
It should also be noted that the Causative derivative form can still take, in
addition, other derivative endings, such as the Applied; for example, rekisa,
sell, the Causative of rika, buy, can take the Applied ending and become re&jl
i{
s*
t
Lessan 36
l7+
,Sgtsa, meaning to sell to someone; bosa, make io go back, or send back, becon,.:
emilarly boSetSa, send back to some person or place. (Dialectically, busa, busets;
I{
studie:
pu6 yusetszoalv,
pud ya seeng (se-eng),
puit yasekgowa, y(z Seburu,
rnehgwa ya selefatshe (seJ'atshe)
ssadi,
setild su segosi,
rvomanly duties.
:r roval chair.
ditird tsa
worldly ways.
te
fbgls
are allorvable, as a
rulel
71
le
rnpolaisitse
lenydrtt.l
fuIos;:
(aTi
I tLt--,
o ila a tthajwa ke ditthong ka tilha ya ditird tsa montta wa gagwi.2 3
11:
28)
(Mathaio
lo
lapolosa."
tlaa
ke
kwano go nna, lotlhe ba lo lapileng,
wa gagwi:
trLULrE La
le mosadi
hgdsana ya
emisitse KEUJuttu
a effrlJrLse
)ta re:
o LeLSe
letse U
Moruti O
IUIOTULX
)/u motse
',t'ureeL
di
sianter:
tstt
diatla
tsa
lona
Kipanyang
a
re,
eme fa pele ga gagzui a ba raya
Modinto
ba
kgaogany)
bdni
a
se
A
motho
phuthigd
a
re,
6 Kwa moragd a raya
ba kdpantseng. 7 A ba a khutlisa tiritd ya kimt, ka thapilb le tshegbfatsi,.3 '
E Ke utlule fa babereki ha ne ba ngdng\rwa ke mela6 1,a sehgowa, e ha ne ba : '
tigeId,tzaatlakzaagonna.,'(Mathaio25:36)(SeeAppendix,Artic1e22")
Lesson 36
t7s
72
t
2
me.
(Frcmphutha, gather
176
Lesson
.1 6
gagui, but has a broader reference: ba-ga'gabb, his own folk, ba-ga'
bdnd, their own folk" (See, e.g., Yohane 1:11 and 4: 44.)
8 g*e ga naga, middle of the veld, could well be translated 'in the midcil.
of no-where'. (See Dictionary.)
s ka bomo mear,s of set purpose, deliberately, rvilfully, generally rvit:
reference to some baC action.
l0 bosilo (lesilo is such a person/ is not merely stupidity in the sense r:
lack of sense; it is rather a wilful stupiditv, awhrvardness, obstructionism i a.
the French would say, 'intransigeance'.
1 t
The subjectivai concord or pronoun fot Modintc is o, never a .with the Class 1 nouns ; the Relative concords afe o o. There are two plural.
of the word, medino meaning goCs, and badimo meaning spirits -- generali"
evil ones.
legaeng la
Additional Note
The student should read and familiarise himself with the 'Indefinite' adje-tives, although they are only in occasional \sei mang-mzng, and -libi or libilii,
and-.nnanne, all taking prefires of the Ciess in question, are the commcnest, K::..
bolibillti, to such-and-such a place; kgomr.t ya tifulibi, such-and-such an o."
Another not uncommon one is netla or netlane thingumybob, 'r.vhat-d'you-call-:t
etc. There is auseful, if rather jumbled, section (no' 73, page 84f.) inWoor=r
& BnowN upotr these 'Indefinite adjectives'.
T-T.
TONE-PRACTICE 32
117
LESSON
37
esr, ALONE
was mentioned in Lesson 15 I A that the Perfect of the verb nna (to be)
was ntse, and it was also noted that the other meaning, perhaps the original
meaning, was sit or sit down. Thus nnafafatshe!means' sit dorvn! -literally,
sit on the ground. Like ima, stand, nna is an Initiative verb ; bangwe ba eme,
some are standing, others are sitting.
ba bangzae ba ntse
It
A
bana
subsequent
in
ntse jalo" (Yohane 13: 1.1) ; you say rvell, for so I am."
the rvicked are not so.
"baihepi ga baa nna jalo" (Ps. 1: 4) ;
". . . ba ba ba baya mophuthd jaaka o no also they put the package
was (before).. .
o ntse" (Padisd II llS) ;
sentli, gonne
(In form
ntse
jang
as
it
go ntse
a ga goa nna jalo?
a go nni jalo !
mme lefa go ntse jalo . .
jaana ke
z.uina
how is it ?
it is so, that is so,
is it not so ?
may it be so ! let it be so !
but although it is so; nevertheless.
is it really youl (Lit., it is thus it is youi)
jalo;
e ntse
just
go
'
ke
lo
ntseana
see Padisd
il e
The idea of alone-ness is expressed in setsw-ana by the syllable or formative *sz, which is employed (just like -2i of Lesson 26) with the appropriate Class-prefix. In the personal noun Class (1) it appears thus:
I alone
nna ke Ie nosi,
zoina u le wesi (nosi), you . . .
ini
a le
esi,
only,
he, she . .
The he le, u le, etc., is often omitted; nna nosi, zairm wesi, ini esi, rona rosi,
other nour.r Classes follorv the same usage; selipd se le sosi, dikgomo di
etc. The
le tsosi, etc.
Lesson 37
1.78
If
'-self is
conr
ini ka esi,
he
himself,
bdni ka bosi,
we ourselves,
you yourselves.
they themselves.
ke nosi, I am alone;
EXERCISE
73
esi
fila,
he is quite alone,
2 Sonne
bdna mogolo-a-rrago he mohumi yo magolo; t
nokeng'z
hafa
rua dikgomo tsa ga rraagwi di le tsosi, o ruile le polase e e
Polase ydni e bile e na le ntlo e tona ya setene, e ruletswe ka'disinkt' +
ka letsatsi jeo, go le maitseboya, Yesu a ba raya a re, A re tsheleleng kwL tnu:,t.* 7 Kea
,,,,
riii:i'
somi le
bobedi." (Luke 8:
ExERcISE
74
41
42)
shalt make it known to them that I cannot sell (to) them fresh 'd
2 In big tou'ns like Kimberley there are a very feu" rich people, and a great :mre:=:;;,
poor people. 3 NIix the sugar and the fresh milk, and put it on in the rrtuG:
pot. 4 Measure the milk with a cup; but the sugar has to be measure; -ffi
a small spoon. 5 Boys like sour milk mixed with their porridge. 6 Hm=-
1 I
::.:;1,
Lesson 37
179
plain to all the girls how this ner,v game is played. 7 The speaker spoke
rapidly, and also he spoke in Setsrvana; 8 but all the same I understood
him a little. 9 The small boy says his stomach is very sore, his mother has
sent him here to us in order to get medicine. 10 These corrugated-ironsheets are the right length for my house, but I must buy five more. 13 11
Go and put away that ball just now, and pay attention to what teacher is telling
you. 12 As the old rvoman rvas sorving her mealie-seed, the birds followed
her and ate it all up.
13 Progress is a very good thing, nevertheless we like
some of the old Setswana customs. l+ The sea was on our left hand, and
the hills on the right. i5 "They said to her, Woman, why are you crying I
She said to them, It is because they have taken arvay my Lord, and I do not know
where they have put him." (John 28: fi)u
76 Isn't the well very deep
Isn't the rope short ? 17 Perhaps it will fail to lower the bucket to the water.
18 The child's mother has sent a telegram to her husband to inform him of
?
l5 19 When the string of her beads broke the beads all fell on
the ground; t6
20 so she called a little girl and told her to pick them up
his illness.
17
Notes
huma
Nouns from
is to
it
am rich.
are khurnd (or lohumd), riches, and rnohumi a rich person. Poverty
is expressed in Tswana as the reverse of riches; go humaniga is to become poor,
lehuma is poverty, mohumanegi is a poor man,
2 rua is to come into possessions by inheritance; noun lorud (dithud)
we had in Lesson 12 II C, meaning possessions. (And see Mareko 10: 22)
force to a prohibition.
7
8
ntli,
180
Lessort 37
make me
rno maleng.)
.:
13
14
15 To send a
telegram
is
gr,t
tens:
lift
o_
is not usecr of
dgra..,n.i*..,
r-.._
o I
to become partecl f}om each other, become sundered.
17 nguail)/ana means a little child,
of either sex; but the rvord is
used as equi'alent to nnsetsuna, and e'en
an adorescent giri can be ref.errecr
tt!7t
Lt
il)'A
ila.
rTns srn+,LL
jo bo emeng kwa
181
LESSON 38
PRE-CONTINUOUS (sa
ORDINALS
nltse
sire.
ofa
ish
The Perfect of the verb nna (ntse) , preceded by a sa, is used as Auxiliary
to denote action which has been going on continuously up to a certain indicated point in time. Its reference ends with that time, hence the designation
'Pre-continuous'
translatable
. . .'
by'still
tirne. It is generally
or
to
NS
also
Ito
as
A
"..,
ke rdka, I am still
buying.
near.
women.
Lle
b*
ttse.
Leng
Itse
sda-
Ldf
Rel-a
SSiJ
rrrlle);
II
;lo
)ntsi
kdrd
Jesu
aba
rvas
still
asleep . .
t t1;
it is an Initiative verb
1,82
E
Lesscttt 38
But the ntse of this Auxiliary is often omitterl, the sa alone remai;
and u,e have usages like the follorving:
II117);r
(: ba sa ntse ba atamila
ru
thehouse...
mrttse)
This has the force of 'once' or 'at one time' and is used frequently in narr":
prose or speech. In contrast w-ith the Continuous moods or tenses, it refe:.
one particular time or action in the past
often in the distant past.
kile a tswa, a ya
go jala" (Mareho 4: 3);z
"Tau Ie nche di kjle tsa kdpandla go
"Reetsang; mojadi o
(Pad.
;3
Note that the kile is follou.ed by the main verb in the past tense, s'it: pronouns of the a, lua, tsa form, the Narrative form. The hile can also tak.
-rug ending of the Relative Construction; see for example, padisd III, 6. ,t
par., "tshenyigit e kgdlo e di kileng tsa e bdna ka tird eo", the great destm_,,.
rvhich they once expericnced through that u,orli.
r
,,
UI
Numeral Adjectives
'fhe
- ordinals.
mosimane wa
child,
month,
tree,
seld sa
tefoko
Lessorr..JB
75
183
nxnncrss
E
:
IIII?)4
2 "Ya re a sa tsamalla pele mo tseleng, ga tabogila mongwe kwa go
ini, a mo khubamila ka mattgdli, a mmotsa a re,5 6 3 Morwti yo o molemd,
ke tlaa dirang gore ke rui l:otsheld jo bo sa khutleng? I Yesu a mo raya a re'
tJ mpiletsang molemd? Ga go cpi yo o molemd, .fa e se tnotrgwe fila, ebong Modimo."
\ Bogologolo go kile gtt nnct monna mongwe, yo o lta rr
(I,Iareko 10: 17 f.)7
na Ie bana ba le batlhano. 6 E rile a setse a tsofetse, a le gattJi le go swa, a bitsa
bana ba gagui gore a tli a ba layi tt ise a ba tlogele. 7 Ya re ba sa phuthigila
kzoa go ini, a laola gore go leriwe melamtt e le mentsirwana, e bdwi fa fatshe. 8
Fa bomorwawi ba
sena
et
:
trE
-
4
:
&E
E
s*
=l
fr
:
tu
n.gzuanaka,
lwa ba lwa;fenya ka
=
M
E$.
gopi.
22
W
lrs
nxnncrsn
76
near.
11
Lesson J8
184
"l;;"
be (e te) a ver1,'6;r';;;;,;'"
that they could not cross (it) by their iittl.'.;;";,'"'
19
But rr-i:-.
considering (ya re .. . sa) horv they
could do, 20 the chief of :--.
t,ho was r.ery rich, said he u,ould (will) help
them.
Notes
2 jala,
ho,rr...
sor,v, has^dialectic
e\rerseeyou...l
- or of a farm or :-
anJ,
4
teng (gdni), an idiomatic usage, in which
..tsa
teng or gdnt
m; Iit.,
the tr.ibes of rher.e, i.e.. ol that country
t,.,_J:,:::1|f t:**i.orefers this i-p...onut or continent.
usage, .there (s.;
him',
ilil.,
*,n..
go
t::ii:
i-,,,
15
segasdni corresponds
to
segagabd
or segabdtti.
Examples:
Lesson 38
185
and sebopiwa sengwe le sengwe se rata mekgzaa ya segasdni, every creature likes the
customs of its-own-folk.
boribammedi
boribamebedi.
T-T. 34
186
LESSON 39
POS'|-CION'f
I TSAGES
Prcsent
IIt128);
A tla ... a ntse a pitikobla mtttlapa.' ."
(Padiso I i9) ;
"ka gotme ntokoko () tfise o tslnmeha ka
(Padisd
"
nna" (Padisd
before . .
IIi90);
e ne e ntse e le
ga Daf de ka gal)"
Dihgosi
morati
5:
wa
for it
r'vas going on
buyine.
1);
Noticc that ir.r all the above cases the main r.erb is in the Present.
Past-clefir.rite, Narrative
rdka,I
u'ent on buyinr
rrrit6);
Notice that in all these cases the main verb is in the Narratil'e tense.
==
Lesson Jg
D
*.Ia lenoga
motlhala wa madi jaaka se
W se tswilila pele,, (padisd III2Z);
*. . ba tlogila Monyar4e a ntse a re
o
ya gagwi,, ( padisd III
yk
;
IIS)
*Ba tshcla
ka lobaka, go
e
mmdgd
.
trying to lift her's.
they lived together for a while, the
lion continuing to do the killing.
I went up to. it, and opened (spread
out) it, and read. While (ur) f went
on readirg, I heard a voice . . .
as the child proceeded to do so (or,
ntse go
II II I I) ;
l- . . fu yo kuta go ydni, ha e phuthoMla, ka bala. Fa ke ntse ke boto
ka
6lua lentsute . . .,, (padisd IITZ);
*Fa ngwana
a ntse a dira jalo . . .,;
Pad3' II I I S) ;
,,'
t87
went on doing so .
).
lrrxilizry;
"
Padisd I lSa)
*Fa
tsentsi mind
Phiri a ntse a
,t' Padisd I
lS6) ;g
fila"
tshegeditse logaga,,
*"Ke
II
19)
Future:
type
15,
119:
*n.
Mothers,
have come
daughter whom
have betrothed.
up.
as
hard as he could.
While Hyaena was continuing to hold
up the cave. . .
ha
let's go on singing
Lesson 39
188
Subjunctive: type,
il
tli
1ct us
may go on buyin:
ltana ba tsi.le
boo-babedi;
'..
both my
Another form u,ith the same meaning is ka bobedi jwa ... ka hc's:.'
j*o ..., etc.; sec Padisd 11, p. 18, "Jalo ka boraro jwa bdni ha itlhaganilila ;:
segotlong. . .", so ali the three of tliem hurried to the back-yard ' ' '
omitted:
sa ntlha, lo na le go -fiila .ntlo; sabobedi., in the first place, you must swee; -, :
lo tshwanetse go l.ere metse a a moleld; house; seconcily, you must bring
water; thirdly, \\,ash everythinE
sa boraro, lo tlhatsui ttild tsotlhe . . .
The number of times an action is repeated is expressed by the noun /r:",i"
(time, chance, occasion), rvith possessiye concord and ordinai nuni::j
but, as u-ith selo mentioned abot,c, the notn lobaka is usuallv understood anc '
expressed:
ke gdni re tlang
lwabobedi;
77
1 Dild tsotlhe tsa sele;t'atshe dia fetoga, dia feta; ga go sepi se 'te rtr:'
ruri.1 2 Ekete ditd tse di tshwanang le mawatli le dithaba di nnetse r:'*-'rri
3 lefagontsejalo,batthatef bdnibareletsdnidithabadia.fetoga'e + -11
he senka go bua nau kwa thokb, re le rosi; e bile ke tsile ka sebele, ke sa rat a rin
"u"
't'
lili1,
Lesson 39
189
kzualila. la
Le
j A
mo-
sirnane
rxnncrsri
78
1 I
haven't yet had time to reacl your book, I'm still having an arvful job
dresses. 2 Has your knee not heared (fdra) yet i No, it is still
sore, but it is a iittle better (bottka, diminutive). 3 I don't
knorv n4-rat they
have eaten
but all five .xen died yesterday. 4 Last year we increased his
- on account of
*'ages(madi)
living far from his rvork. 5 Don,t mix the spoons
*'ith the forks, put them on one side. 6 proverbs don't change,
they endure
(ntse di le teng) for all timc(s).
7 It seems to me he doesn,t like to live at the
mines, but perhaps he is seeing a big torvn for trre first
time. g rhose-u,rr.make-praise-songs are not many now; thev rvere once
very numerous. 9 A
leopard-skin is very beautiful; arso it can command (tdpa)
a good price (much
money). 10 It's nothing.(ga se sepi) if ploughing is i,,o diii.ult for you;
g'
on trying, by and by you r,vill plough properly
1i*" prtr;. 11 I have already
told you that if you $,ant rvork you
12 She
-rr.i go in person to ask for it.
*ent on k'ocking at the door for a rong timc, tut apparently there
nas'o one
inside; 13 so presently she gave it ip (tthdbngei-otte, ,..ting for
a nliilc,
she returned home. r+ Is it so, father, thai my fia'cd's-peoii.
hur,. .u,-,-r"
to consult about the u'eddi.g (speaker is rvoman) ?
15 v.., thot'. so, but rve
ita'e not yet agrecd about everything. 16 pleasc go to
the post ancl sencl a
r'ire to your elder brother at Kanye, 17 to teli him
that his friend is no more,
and to cali him home. 18 \\,'hen all the six of them
(men) pulled, the rope
broke, and they all fell on the grouncl. 19 When
rvill 1,or, .o_. again to tell
mc horv your r'vife is getting on? (rekora, causative.) 20
I r-rave already come
trlice, and found you out(se yd),but I'll keep on coming
every day.
serving these
Lesson 39
190
Notes
tshegetsa
actually, or figuratively.
anything
cither literally
and
7 nnila ruri,
Applied form
means
to
remain
Lesson 3g
191
one of the very oldest parts of the o1d Testament, the song of l)eborah
in Judges 5:, has very strong resemblances to a Setslvana Lebdko'
14 ntlha rs an end of any thing or article; and 'on all sides' (round about)
or
t\\.o,
on the chief's side, or God alrvays takes the part of the chief'
t5 roo brtraro neans (a1l) rve three, or, all three of us; similarly' loo
boraro, all three of you, a1l you three'
16 'Ihe \r,ord ,i*o i" used, as here, for making anything rvhich invoives
thc
the cutting dou-n of trces or bushes; so you rima a tshimo tvhen 1'ou clear
and
vou
ground of bush ancl trees for making a nerv ploughing-iand or garden'
a kraal. But
make
to
a
circie
in
them
fir
and
bushes
cut
you
whet
,i*o u lesaka
at the rear;
the r,r,ord also means to brake a wagon by turning the brake-handle
of the rvord
horv this meaning comcs is not clear, but upon this double meaning
Setsr'vana simplelrangs one of thg amusing errors of 'Mokoteili', the proverbial
tonlsee padisd II, p. 7. (But one informant says that Nlokotedi $'as not a
of
simpleton; he u'as an actual person' a Mongwaketse rvho lived in the time
purpose
his
chief Gaseitsir.ve, rvho lr,anted to make people mean what they said;
,straighten the language'. (A thircl meaning of the verb rimais the 'turnwas to
ing'of fresh milk rvhen it 'goes olT'or turns sour')
T-T - 35
nratlaPa.,
TONE-PRACTICE 3,i
3 Aitsc
bdka kgosi, a re, e bolaile dinkwe tsoo-tlhano ka yosi'
ntlha
lwa
bdnang
e
ke
gonb
ga ke i"." i." e ithute, pina e ; ke
eseng
gompieno. + Mma, a ko u nne u dli6 seld se tlhdkd ;
jalo, u tlaa nna u senYa fdla.
t92
LESSON 4O
ALIXILIARY VERBS, f/ftdla (NEGA'|IYE), drka AND tsoga
have already (Lesson 29) had tlhdla as a simple verb meaning t,' vestigate or go to see something, and, in the Perfect tense (tlhotse), a: -'
Auxiliary conveying the sense of passing the day-time in some way or occupari
A third usage of the verb, also in an Auxiliary capacity, conveys thc idt-.
drar,ving-out or lengthening some action. In this use the verb means to 'carn'to continue-doing; and hence in the negative, in rvhich its use is frequen:.
means 'no longer' or, 'not any more'. Examples show its manner of use. T: ,
verb in this usage is never in the Perfect, but otherrvisc can feature most t':--'
moods and tenses,
\V.
le
shining.
go tlhdla ba mmotsa
dipotsd" (Mathaio 22: 45);
". . . ba tshaba
to any-more ask :
-r
But the verb, even in this grammatical form, is generally used 1:, .
ncgativc context:
morc'.
(poa;ta III199) ;
2)
mo
nntt
;r
And its most frequent use is in the negative Present, ga(sa) tlhole:
"Nyaya, ga ke tlhole ke tsamaya
wina . . ." (Padisd II
i.38)
le
you . . .
". . . go
l)
".
lilwa
sepi;
r-,
Lesson 40
(2)
e le
(3)
ba_bolausa ke
lenydra" (I\henotd
ini
FJ
(Baefesia
". . . u
F"
F,
L
FIrt
IJ)
4:
se
."
I
I
h.e
nydrwa,,
28)
,.
ka aa tlhdla u tsina mo go
(Mareho
dika'
9:
utsutq.,,
2S);
This
ba dika motse,'
F
E
(Padisd
["
F
E
E
it
lvith
as_
F
E
salem . .
Jeru_
about them.
h
l-
o. tlrl.rt.
!E
..
Fr
t-
4:
F
F"r
tlala
;
7, l;;
t93
Future:
sone'
L
Ra
neli sentli,.
re
f;:::tt
. ,
pula
sPend
a Year tliere,
and
it
is in
tsoga.
ke tsogile ke
ku,a kgotteng,. I saw him
this morning at the kgotta.
ke tlaa tsoga Re
:::l:mona ha mosit,.
I shall see him to-rnorow morning.
il
Lesson 4tt
1,9+
of these Auxilian
verbs:
When
lo re,
say,
16:2.f.);snsa
EXERSICE
79
80
1 These things prevent me from any longer believing his rvords. ' 2 Ia
you see a little path going off (turning aside) to the right hand, follorv (tata) it.
3 Haven't you (isn't it so . . .) another year to pass at school before you 6nisL
your studies ?
4 His rvife gave birth to (bdna) a baby girl this morning. -i
I think some of her friends rvho are near will come in the morning to see ths
baby. 12
6 Are there still sick folk u'hom I ought to visit ? 7 Yes.
tl'rere are still many, for the disease has gripped both the two villages. 8 Ou:
mother is now old, she no longer sees; but she can perceive people by their voices.
9 It is no good to go on knocking at the door; it is night, everybody's asleep.
19s
Lesson 40
you (sing') untie that long parcei :hit.-::lll9,t^-..,-tt
#lL'ot"'**t;;:j auv, but the-re are not vet'"anv :lo"d:'"
10 Didn't
il,
'Tt
#t:t
"ii
^:1."11il"
-' *ut ": t"fl :-' l,: l:X'l ".", I 1"#-fil?l;
ffi :"T *":o'f, #"" iilt. tl"i *'ro
i"
jn:
i"
il"
;
[
;T;T'. I 'ift
:to-'^*:: : 1' ln:shall'eat
;:,i .:",T'it #"ffi1
"''
bv itself'
-I
fl:,::"'1;' ;;;;; p* iii"'" (htttsz'ttlta) mv porridge'
1A
u.d .".'tl*
^
a,"..,
T,,1::"1:^..."^,lu
il"ri::"i'#;ffi ;il;?";"*'o'n"o"l"*li'';
.:""...:l'1;':"f ,::J#:"i"lTli
attack Moshrvdshwi h., *1"::1.::
il;';;1o n,:',
i:*:,1
:1": ff;,;)';T;;'il-aJi *r,i' 1e he " . itJ::n:-::1j'::T,:lr"i":j
*T;;:;,)::#i";;;";;',rti
:"il ll':..::":::::.,";3r'".',i'l'J
no
irtfi,T:l"ili: a'**fi
""u',
they returned
is s"
i:';;';;;';;;;:.
Notes
molebed'i
is a steward or
t,oril,7[h;;;:;
';:t,';ff'frLl'ii""il;
t,oo,
person
in
charge'
froL
th.e e3l]ie"a
t:tT.:t
is
;; ;':'ror rhere
*:i]:it-tlt:: ::1i'J''#,
waitin*, r"'
a
of *ut'hing
or.
-:1T:i:.11^:1",1^::tJ
'f{;,ililiT'i)"ii,i,,1,),";;;;;"
beln waiting for-(or *l'""i?l:l^"-1,:ti-t:J"
'i""
but even then the verb is in the
/n l/r
iiur-^*"r"ffi;6 ,r..d i^ Narr.ative,
mabiti ' ' '" (D' M'
ba dika ba
;;;; '*n'i'-no'otong
fotsi
Ramoshoana).
3 ea re and e
Lesson 42'
re, meanirtg when' will be considered in
4 go seli, Iit., it ttu' p**"d away . i'"' the darkness and the clouds:
or cloud'
the sky i", Urigt-tt: go sa, to ditupp""t' "l -"tgh'
dark' muri<]- weather'
cold'
Iotolo;
s'Y'
5 lettdtdld or tet"iltataU o' in
6 legod,imoi, rn"'"ify trte 'high-thing'; hence sky' and in Christian litera-
ture,
heave-n
ratherwhatmightbecalledtheair-itistheplacervherethebirdsfly.Ctrriously
it seems also to mean thick or black darkness' and takes as direct object the
7 fapoga is to turn aside from something'
tsetiis to turn out of the way' The
thing from rvhich one turns aside; go fapoga
something' and does not take a
Applied fotm fapogila means to turn towards
to
locative; fapogila l*o go.inb' t:un aside
direct object, but is used with the
;t;.
8
s
yo go
,r,
th"
it ^it""i"f
with
.
metlia; English rvould rather say' 'times
the noun
one's morning fast, to take breakfast;
Ttlhota is to break
sefitlhold, breakfast.
iT"'";;;;;
n*.
- *"". t"
fetched, or people
;J
;:::1:'
tul"l
tilffi
'
*:itl*,.:1tl^:::",T:?,:
; :;; ;";
imilar
kwa
,"y J-:}"i:t;?,!;:;
::l': li ,n"I
i:';::'l l::'"^",t-",
l:::.
.iteng gdzd", so
*::i":
e
rs
"-
I'u.t:i:.^
(See
is a smaller bush
the diminutive mhikwana (pilu. mehikwana)
cattle-kraal;
a
close
196
Lesson 40
used for tire entrance of the goats' or sheep's kraal. But it is used equallv c,
the branch of bush or thorn-tree (often mosu) placed against the outside of th:
hut-door, or in the door-way of the lolu:apa, to indicate that the person inside i.
sick and not to be disturbed, or is lying-in for the period of botietsiat and aftc:
child-birth. A visitor or stranger who finds such a ,ig., ,r",r., disturbs or inte:feres n'ith it, unless perhaps he is a member of the family.
T-T. 36 _
1 Re di}ffle- re l_enfle aabcle lnva Mechengfiilre -a boial-l"ue- tre letssls+; g_a re" dtka rs rotfle
2 &ra, ga -n nka + l-tlrbla rr mpbna_ 3 lSfl-e fa ke
"pb_
se
Nlhol-g lce g* bbna- ke tfaa- bbna kee monthrrsi le monfhu-4
L+ '/
!:
ToNE-PRACTTcE 36
1
197
LESSON 4I
THE HABITUAL MOOD
whut is generally called the Habitual Mood (or Mod6) is a common ancl
characteristic formation of the setswana verb. There is nothing quite
corresponding to it in English, except for a certain idiomatic use of the present
Indicative; so it often has to be rendered by a phrase. Its general import is
not difficult 'to grasp; it expresses action u'hich happens usually, or generally,
or repeatedly; or what a person is in the habit of doing. I
". . ' fo
I buy,
o(a) tle
he (she) . .
areke,
rehe)
(or, o tla a
you . . .
Notice two things; that the tle or tlo is generally assimilated to the vowel of
the pronoun or concord: and that the verb itself is in the same form as the negative
of the Present Indicativc.
Now the modern English Present Indicative, without the Auxiliary verb ,to
be' (i.e., I buy, etc.), has really got the import of habitual action, not of present
action. If it is said, for example, 'he writes poetr|', it means that he frequently or
habitually writes poetry: the real Present tense is, 'he is writing poetry'. In the
same way the statement 'he drinks' (or 'he does not drink') means something quite
different from 'he is drinking' (or 'he is not.drinking'). Hence the English pi".ent,
in its simple and short form, is often the best equivalent of the Tswana Habitual
mood.
r
i
I
198
Lessort 41
u Uo u bife (befe) ,
phunye ph.efd bokone,
U apare m.ouzrane" (Padisd I y2,3) ,.
"Gongue
t
h
I
I
F
t
I
t
i
t
t
I
i
t
I
I
it is hc nho
never changes.
re reke . . .)
kgosi
se ke
rika),
ga re ke re rika.
ga lo ke lo rika.
ga ba ke ba rika.
t
i
i
i
I
"o naaileabaree
botlhe a
re..."
(Padisd I i7 t) ;
". . . ba ne ba tle ba ye kwa modirong kwct thev usecl to go to the feast at JeruYerusalema" (PadisoIiI9) ;
salem...
"Loito lzua modird lo no lo tlo lo tsama- the journey to the feast used to be taiwe ke batho ba le bantsintsi . . ." (Pad. ken (lit. gone) by very many people . .
rlle);
"Mo
nokeng
p.
reeds called . .
there used to b.
a boy
she rvas.
14),'
reac
As in the case of the Present Habitual, verbs follorving the first one takc
tl-re shortened
form
f,esson 41
ne a tle a goPole go re a ka dumillla
Ramosa; mme fa gortgwe a gopole I{zima
"O
..
fa
r99
The above translation is literal rather than idiomatic, to bring out the force
of the Tsu,ana Habitual. English u,ould probably prefer to render the sense by
using the word 'would'-a free translation could run- "At one time she would
think that she could agree to R., at another she would think of N. . . . if they were
all three together Kosi rvould be quite at a loss to know what she ought to do."
The Habitual mood can also appear in any Auxiliaries which u'ould normally be in the sentence, such as ba, nna, tlhdla, etc"'
if there's fighting,
..
Habitual
Subjunctive
nxERcISE
81
re,
ka ba tl.umila fa e tsile
Lesson 41
200
a dumalane
ga e tlhole e le teng thata; 1'5 gantsi mosimane oa tle
Mo gongue
76
borraagrtti.
le mosetsana mongzoe yo o rno ratang, a ise a bolelele
mo
tsaya'
go
ilumele
ke a
fa a setse a beeletswe mosadi ke borraagwi, a se
hwa ntli ga bothibililb' kua
tlhome
o
a
mogo?e
a
tse4e
tla
a
na
o
77 "Moslze
go re' nrcngzDe le mongzte
hgakala te bothibilild.ro 11 18 Ja.Io ga dirala
o nu
1'9
yo o batlang Yehofa a tswele kwa mogoping wa bophuthigitd'tz
^Yeho'fa
eo
ya
bogologolo
motho wa lekau,
EXERCISE
82
ini
se ke
oiti
11)
lPeoplewhoarenotinthehabitofattendingtotheirworkgenerallymake
to other- l3olle, 2 The
many mistales, and also cause loss (senya, Applied/
and that they don't go
peopre,
of
hunter told us that leopards are usualry afraid
they hunt at night'
caves;
and
about in day-time. 3 They live in rocks
14 4 Some
pools'l3
the
to
also they come-down-to-drink (\oUgo, Applied)
15
5 they also
faults:
their
p."pf" ure not in the habit of "ottfe"tsit'g (ipotila)
mistakes:
make
all
we
But
6
iri* u*ry those who tell them the truth'
so(kegdn})weoughttoconfessourfaults,andalsotoforgiveotherpeople.16
TLastyeartherewasabigrow(kgang)aboutwitch-craftinourplace.t?
8Somethinkthattherearenolongerpeople-who-bewitch-others;9but
them:
people do not-recognise
others say they are still with us, although many
l0andapersonlike.thatneverconfessesthatheisawitch.IsllWhen
wewereboysweusedtoridedonkeysatthecattle-post'andhaveraces'11
in 1940' 13 Don't
(rrsolo) ut Tha*ugu, as we spent-the year there
work well' but she is
her
"rp".iully
do
to
tries
cftjli, she generally
1ri"g.; U" u.tlry *ith tttis
breakfasted? Thel
yet
not
le
boys
14 Hlve the
troubled by coughing'
15 This morning
river'
the
in
ought to hlr.y ii they want to go to swim
last night' 16
found that the hy-enas had eaten two of my sheep
accordimpersonal,_Passive)
in
(put
In some Batswana towns they still take wives
I g'ot a fright, i
ingtooldcustoms;lTbutbogadiisnolonger(used)muchinsometribes'
ther:.
1g The Batswana who live in European towns generaliy marry ,(tseisa)
sons
Notes
lTheHabitualhasmorereasonthansomeotherssodesignatedtobetermei
aMoodoraModeoftheverb;itcertainlySeemstoconformtothedefinition.
some special manne'
"A special form assumed by the verb in order to mark
lmoauqinwhichthatconnectionbetr'veenasubjectandapredicate'whicher-err
quotecl by Doke in B' L' T'verb implies, is viewed by the speaker'" (Bradley'
p. u7.)
2 gongwe, with mo gongwe and fa gongwe' have the force,of 'sometimes ' "
thi. Jur"." oth"'*i'el See examples' Mekgwa le Melac'
other times', o,'in
op of p. 87 (pp' 85-90)' Also Padisd 1116' foot'
Lessatt 41
?
t
I
a
a
20L
rilc ka and ereka mean'since'. See future Lcssons on the re Auxiliary (and Lesson 49 in particular).
4 tshoga is to experience sudden fear or terrof, to get a fright, be agitated
by fear; tshisa is the Causative form of the verb and thus means to make fright..r.d o, panic-stricken. Distinguish it from the similar verbs boifa and tshaba,
the former of r,r-hich connotes the mental state of being afraid or fearful, the lattcr
including both the feeling of fear and the running av,ray or 'evasive action' which
the feeling normally results in.
s ie mardrd (synonyms arc etsua and ntswa) means 'although . . .' and is
used to connect a qualifying or negativing clause. sec Padisd IIIl35.
6 titika is to chase a\,vay or drive arvay any thing or person; it is uscd in
hunting-the ancient camouflagecl game-pit into r'vhich the panic-stricken animals
rn"r" drirr"r-r, rvas called atilikitd or gdpd. A person rvho is drir'-en outorbanished
a fate thich people fear very much. (See I'{ehemia
from a tribe is titikwa
It
t:
a
2
t
b
r
c
6
t-
t-
ir
t!r
d
B,
lr
ry-
G,
Nlolefi it might be
and boo-Motefi or boo-ra-Mol.ef, Molefi's clan and all his relatives-particularand brothers who meet together to discuss and decide
family affairs.
6 botrooni, they rvho take each other
from tsaana, the Reciprocal
form of the verb tsaya. Although the t'ife never tsaya her husband, the term
has tr.vo meanings; its natural double Applied meaning, to stop-to-fol-something, and the spccial technical meaning of settling in a new place-used of a large
,r.r-b"1- of people, or a tribe or clan, or an army. For instances of it see Padisd
illl;,pactiidIVl|'tand. lg,andMekgwa le Melad, p. 115. From the first and
especially the last of these instances it appears that the basic meaning is 'to move
Lesson 4l
202
and suffixing the Applied form ending, to the verb. 'I'hus, borakanild js a r..,
ing place, place u'here people meer; bo f rakana * ita: maboladld a tsii rr,..the places u'here locusts are or have been killed.
15
blame-worthy.
follorved by
by the main verb in
Present Indicative.
17
go gd1..,-
is to express one's anger in words, but also means to be very zealous or yer", !,upon something, very determined on some object or course, Go shakgala i.
be in a rage' or to rage at someone: it expresses more violent anger than ga*--,.
Lesson
41
203
?,7
TONE-PRACTICE
37
204
LESSON 42
I}IPERSoNAL AUXILIARY
e Te, WHENEVER
In
Lesson 33
the_verb
he verb
in Past rir
r,r,e
studi,
\s112111,s
Indicatit
:::,.^y
;;;*;:
e.
ya re,
im,personal
Auxiiiary uscs of
verb, and the follou,ing
verbs,
fJi
\/a
i-.,;,.;ffi,I1;,,ilj,";::::::^:i:
i" i"rmJr"ry #::.:fi
comes 6rst and
except the
,r,. onc
o,,l
r,_ith the 'erbs-all
e re_are in the
Habitual
Arxili"..,
:^ jjc
':
somei;
shade
Jr of
T:,':,
# n:
the "u..r_rt.
meaning ,ri,i,ren, l'whenever';
Llrsrc rl
-- *^'Yq-leI*"Ti*
:l6ii'.,
"
,
and
ofter
Some usages refer to
r
lt
can
be so translatecl.
past tilme, some
)mA +^
+L,
r
to the futuri
Mood. In
fii
these
;*:# $yli:i1difi
ff
universal ref'erence,
"_:;,"
',|L^t.
tslte . .
ke
rika
sengzoe,
ke se ntshetse
t._./,
;
Ii::::l
(rvhen
tt
tefa_ y_Y","..r"
lf::t":"":l^t::
he is sent
drags his feet along.r'.
anywhere,
s.l""J.l
/r usascs,,o\^
i'
n;il:ffi;:::;.:i:"#,.'",:ill,'1'people lvould prerer
:""1:"*o
: to reave out
rhis geneiar"',0,,,.* t."'ri:;:;;;"":?:^:":;J:
:''o
* .:l::.:.:::jt*
," rndicarive,
,o^"j";
thc
Ja')
forjowed
-"-'"'""u by
uJ r.erbs in
thc Habitual'
othcr members ofl.:o
'erDs n thc
prorrn nr,.,.--,r
the tl,l!
e ne
lte e re or e ne
we
')'ri!
are
)1,
,o ,r,
la
r'fr^":tt,t::.: ,ir\:r:".j1;:
r")r,""I",'f)l
_:onstructions y;:r; stuclying arc
,,.:
General
refer
re ra ke ,^,';,:;,:,;:l!;;:
.uu
;' "il"#:y;:il:.';,
stark t,rem
,,.
,Vnc
!::; i;:;:',i,-;":1,*"!!in
?!!:
fi!':
.u"
rr t t0);
rfa,
ke lapisittsue
n,
. ..-tb|ii|u
;?l,ii, [*;
..n*,*i,'*riJn i, h.. ai.d,
;:a',:.
t too lic bcsidc it, tircct c,ut bv
..
cases of e re with
t'"-ri"l].un1r,ll'"i,,,llilll,
or without
thc
us.age
m.carring being clear
,n"
generar
lough; rlre verbs irr the,lndiciri*
"t,,',t.
r,rith the e re indicate";:,1]l?":l'-illu.srrating
*i"i.i"'r.,
ur" ,.ro.iut.d
which may take prace
the Habitual indicate
,"; ;_;,.;;d",th. u.rb. in
,ro.,,on.
o' happening", *n""],".
n.pp."','.iiffi
one th ing
verbs
'*'i"il;::t;::;:::::"'
Lesson 42
This e re or
ea
re
!
f
I
I
F
2A5
itl
oo, lo
ofi your
feet,
tobea
Note that very often s,hen time-nouns follow the e re there is no verb in the
cases of this u,'ith e rile and. ya re:
il
Indicative; we had
il
b
rr lee)
(Pad. up early
"E re ka mosd le maitsehoa a tseye mokad morning and evening he takes the
a kae dikgomo . . ." (Padisd IIi6);
thong and ties the coli,s, legs...
F
;
(2)
ere...
B,
t
t
".
r/e
it
IIl72);
side.
e tle e re ke le mo loetong,
!"
(Padisd I181)
ke se
etsang
Pasttimereference: e ne
(With the variant forms
e ne
e re and e ne e tle e
ya
re,
e ne
re.
ya tle e re,)
I,
(Note in this example how the three verbs a ima a botsa a re are
treated as one
composite Indicative verb, as they rvere one composite action,
and the Habitual
go arabe is the consequent or resulting action.)
i,
L,
t
I
"Ramosa e ne ya re a na le Kosi a
solofele . . ." (Padisd II167) ;
"E ne e tle e re fa ba rata go bolila ma.foko a magolo . . . ba ne ba tle ba hwale
I
I
I
IIISe ;
the wolf.
whenever
Ramosa was
with Kosi
he
u'ould be hopeful . . .
when they wanted to record (tell) important things . . . they used to rvrite
upon large flat stones.
206
Lesso:n 42
opele a
their
"
,i
;;1":!: :r:;,i::,:: va
::.ro'J*:iffi:
Kgalagadi, pp., zs 6g,
tlaa re . .
general import of
this form
happenl
."-.,ii.,g
,n.'lloll,i,,llT"i::
(1)
"Ba
tte
e,e
came,
ztsa
wil
would sing. . .
e ilaa
is
i t l#,
*;i
something
it#i,e,
l{:ltl. *i:':'iff;-d
m..d,
(2 )
re
"":,;r*::::r-rne
;;r;:,,"*.-i:"r"t;*:i::#:liii=l3i'il"""i':lJ,:'H:t1:";
16
lnoa;ra''u1tos ,o
_rPPtttl her, she would catch
b.a_kometse"
gobbre
them up.
ka falora' gonpieno, e
,',!:o" ukatla.ntesa
,rff:, i::
tun let me go to-day,
a.1u
kzaa ga ,ono, ke
when you
'i
ki aiaiij"
didimale ::]u" .
1au'; p'ii,o
:::" "". or;:; .ii,u be quite
"ffoii!''
quret.
Rong .
se
!,a
..
.{o
lo tlaa
or
ditslte_
se ka lwa tlhobailila
pe:le
lS,1i1',i
se
.buang,, _(Marrn"
. . . gore, e tlaa
re ha letsatsi je to ttoo
re
botayang ka
jdni, ke fld
(3)
'.'E t!-aa
e ilaa
Subjunctive:
Ufor"t'a'ia
so
1la1 in the day in which thev
*"r,ld..fr]l
ur, I muy
*u'uttiiTi
tttlOOl';'"'
re
. 6v.a
my
,j,Hl;;i#rji.i:":i:1,?**
--'*J r!4vq
rt
(This sentence could rlc^ r.-,,^ rbeen
put,
ba bontshe thekethe.
e tlaa re ba leha .:
luu".
lt* using
. ke
- ]:t1
; r.e.,
the Habituat,however,
inrt"uJ oi tt
Indicative.)
ffi;#
endir og
_ng can be
taken by the re or
mabeleng"
'*^,*o
"Ke
ka moo e
and
[,essou
ini
a sa e tshware sentli, e
boye le motlhala a^a ydni" (Ramtndni
rekilweng ke
207
-l 2
p. 68);7
o re o fitlha,
ftlhele e .feetsue
e baakantsrni" (Luke 11: 25);e
"mme
in
these
couid equally lvell irave been put, e re o fitlha .. . the tlvo usages ai'e
interchangeable. For example, one quotation given above under 'A" "e re lo
lswa mo rnotsirrg oo . '." appears in Xlareho 6: 11 as "" ' lo f lo tsua gdni' kt
itlhotlhori . . ." with plecisely the same meaning'
It
'lswana conveys.
EXERcISE
83
1 "Ea
III
120) to
"Go
5
gagwi,l1 6
lelang.
tsile.
rlipholo, 9
(Padisd
IV
10
118)
lema kwa ntli ga taold ya kgosi. 11 Ea re batho ba tlaa tsw(t nxo gae go ya go
lema, go ntskiwe letsema. 12 Gapi ga go opi yo o ka rdbang hwq ntli ga molad,
fa a se mosenyi wa molad. 13 E re kgosi e lemoga fa mabdld a budule, e ree batho
mo phutheg'ng e re,'Rdbang, lo tli gae.' 1+ E re fila batho ba sena go rorila
dipeo tsa bdni mo gae, kgosi e dire phuthigd ya molomd,lz 15 e re mo go
ydni e bolele Ja e le tshzoanild ya gore go lebogiwi Modimo ka mphd ya 6ni. 16
Kgosi e ne e tshola dipheko tsa morafe: e ne e re motse o thibilila, kgosi e reme le-
Lesson 42
208
re e sena go le baya
le Melad, 11+ f .) t3
fa
hgotleng, e dire ka
dipheko." (XIei,-::
77 "A
ya
EXERCISE
lefatshe
84
1 Have you (plu.) ever seen kgingai? No, rve havcn't seen it yet, bu.
'2 Kging:,,
shall be going to Gantsi next year, perhaps rve shall see it.
found in the Kalahari, and ii saves travellers and hunters, rvhen the n'are:
,,,
:,.,r,,
Notes
Lesson 42
a
disaster.
2A9
t.,
consult.
12
'ind.
I{ere just
t:
*..
This
phoshd, p. 19.)
to
the
Lesson 42
210
1F
re tra Lelsatsi fe
ba tfaa_++-bol.a;ratg kE
t_dne, k t}_
ToNE-PRACTTcE 38
ili{iii
211
LESSON 43
AUXILIARY
bo: PROBABILITY oR
INFERENCE
there
possibre
(1) If you hear about a very crever and able person, but have never
met
him, you might say of him
-
ea bo e Ie senatla se segolo!
he must be a very clever person!
(This ea bo e le is an impersonar forrn, lit., 'it must
be ...,; it courd also
have been put in a personal fornt, oa bo
a le. . . ,t" must be ..,.j
,f) .Padisd II, p. 99,,hu.:.n *ood example. Tlre old mrn in rhe kgotla is
scolding the boys back on horiday from
boarding-school, s,hom he thinks ilrmannered young upstafts who don't know
how to approach a chief, and he says
Fa ntseana, ea bo e Ie basimane ba dikole tsa Lofotele te Thekattolufu jaana !
(3)
Suppose
If
him,
and his mother wants to calm hisiears
and wants him to ignore the other children,
who are taking advantage of his timidity, she
_
could say to
him
ba tlhokomologi, nguanaka;
ba gu rumola
fila,
baa
bo
rrm
(4) once our car was stuck in nud during the rainy season. one
of the
two lads had been sent to a
a few miles away, to ask the headman for a
'illage
span of oxen to pull us out' when we
had waited a long time, and there was
still no sign of help appearing, the other lad said
to the driver.
oa bo o gana go re
thusa;
212
ts
Lesson ,lJ
No*' in all these cescs, thc
bo co'irl
omitting th.
of it:
'i thinli','it
rrriLi
lation.
In tlie cx:un'les; grl.n al;ore, ,,liich alc :rll ir-r thc presclt tense, the pronou:_
or c'ncorrl uhich prcccrics thr-r 1.,o is in thc rz or c.<tcntlccl forr-n-.6,,
sea, loa, 1i,..
ed, ttc'; tirc main R:rb (uith its proiroul) rvhich follot-s
thc Auxiliary is i' tl,.
Prcsrr'r'rt (rrncxti,r.itlcci) lornr-- tlie tvpc tliercloic
is kea bo ke rdka,
'fhe ,\urili:rrY io
time
'r Inlercntirl
1 129) ;
"ga bo go tia
motlut
..."
,.
(putt. fIi,t'l)
p:..i
l;:.
ba b
aila,fetse thata"
(I,adisi flilg),
thinking all thc time that, althou.they did not see him, he would
be u'ith those rvho . . .
riiil)
(n"iLr.-
r.,
"Ba
bo ba
luila
e totte" (Padisd
sengue, ba nna re
1127);
lrit!
Lesson 13
"Jaanong, Thitlwi a bo a na le dinaka
tse di kgatlhileng Mmutli tlrcta" (Pad.
213
l5e) ;
"Mme Mmutli a bo a lentoga megopold but Hare knerv Spider's thoughts.
ya ga Segokgo" (Padiso I,'62) ;
there rvas a large Bible ivhich used
"Ga bo go na le Baebele e kgolo e e ?re e
r
toberead...
"Ka
jta
Batswana
In
B-form.
nxERCISE
85
7 "E rile ha letsaty le ngwana 1'o mmdtlana o gdrigang ha lini, tlg'w^and )'u
liru tiri nngzle kwa masimo. 2 O rile a zcetsa tiri, maitse'
boa, a boila gae. 3 Ya 're u atamila ntlo, a gahgamadiua ke go utlwa modumd
mogolo a bo a ile go
basetsana
:_:
:-=
:.,
2I+
Lessoru 43
ja loit6, a nna fa
86
sxBncrsr
the
rvhen the corn has been reaped, v,e inspan again and ,.','ou.-"-tt-r.-grain
home to
Mochudi. 4 Non', (of) what can that dust be yonder in the
irain ? It wilr
be (of) the tax oxen rvhich were assembred yesterday. 5
whenever they have
been counted, the store-keepers buy them; but nor,v that we hear
that Footand-mouth disease has broken out again, 6 I think that oxen
will not have
(r.vill lack) a sale all year round. 7 "Now the fame of shakespeare
was already
knor'vn by the country; his books were read in Germany and
Itary. g He
(himself) went on buying property (houses) in stratford, und b".u-""u
councillor
hand; it
lised rvith horror that the wilcl beast's instinct (origi'nal habit)
had arisen;
1+ but because he knerv the rvays of wild beasts, he r,r,.as afraid to take
away his
hand, in order that he should not make the animar more and
more angry.6 1,i
HF- tYto\ hrJrlrrl bi sejnrg hit" "surnnfr Tr ? dr$rrnce, so 'ne ca'lreh to 'rirm anit tritil
him to come quickly rvith a loaded gun.7 I
16 The gentleman went on sitting, not moving at all, aithough now his hand rvas very painful as the beast con-
to come back. lo
servant carne back, although the boy 14ras very quick ancl soon came with the
gun. 11 19 He too acted u.ith skill, he came near stealthily (by stalking) and
aimed at the tiger r.r'ell, and shot and killed it.
20 we can well believe that
that gentleman, from that time, once and for all gave up having a tame tigeri',
(See Padisd II, pp. 73-75)
Notes
1
2
3
Lesson 4.i
a
215
a syltonym; another
nour1, tema,
nieans rather a piece of ground marked out by being ploughed round u.ith a single
ha
ona
z/
furrorv, and thus delimited for ploughing. It also means the plough-furrorv.
Hence the derived meaning used in books or rvritten tyork-tema is a paragraph,
and ternana is a verse or verv small paragraph.
5 rapame is Perfect of rapama, lie dorvn; see L.rsson '18 for these posi-
tional verbs.
7
e
tlhatlhila (do not confuse with tlhatlaya) is to put animals or stock into
kraal; and hence to put a cartridge into a gun or rifle.
9 suta is to move one's position, an intransitive verb; to mo\re a thing is
to shutisa it. The Applied form sutila has two uses; (1) rvith locative, e.g.,
sutila kwa pele, or sutilila kztsa pele, move forward; and (2) with a direct object,
e,g., sutdla motho yoo, move out of that person's way, i.e., make room for, or give
place to, that person. (See e.g., Luke 14:9)
ro itshdka is to be patient or persevering under difficulties or delays, to
endure; r'vhen one has to express the enduring of any thing or condition, the
Applied form is used with a direct object.
11 ga re...1 is an idiomatic usage with the force of indeed', 'of a truth',
a
re
11.
le
tr
etc.
te
le
nro lebakeug
Patare fla molshegars-o megolo. t
b'11-e
fa
bo
Iila
nakb y-a b-
te
d
1t
TONE-PRACTICE 39
'Kea lo bolelela ka re, E tlaa re mo bosigong joo banna ba le babedi ba tlaa bo ba le mo bolaong bo le bongwe fela ; mongwe
o tlaa tsewa, yo mongwe a tlogelwa. Basadi ba le babedi ba tlaa
bo ba sila mmogo; mongwe o tlaa tsewa, yo mongwe a tlogehva.
Ba mhetola ba mo raya ba re, Kae, Morena? A ba raya a re,
Kwa setoto se gone, manong le aone a tlaa bo a phuthegela teng.'
216
LESSON 44
OI'HEI{ bo USAGES: CO\IP.\iiISON-
bo following an e re construction.
constructions
sometimes, instead
of
ti-rc
e re
(pulii
I,zt)
bo- ho hct
ba
ts
e re ka
mosr)t
kabo...and ko...
III i55) ;2
grear ioss.
_ But the principal use of this formula is to introcluce either the protasis or
the apodosis in conditionar sentences; in the second or consequent
clause the
kaho is often
shortened dorvn
to ko:
Lesson 44
"
fa khudubane e ka bo e tlhokomologile
rr 168) ;
av
ed
US
d.
re
)n
ii-
"Fa ka bo e ne e se pelokgale ya ga
rri, tau eo e ka bo e ne ya bolaya motho" (Padisd IIl82);3
"Fa rona re ka bo re utlule pud e, re
ko re e tlhalogantsi sentli" (padis6 II 16) ;
"Morina, fa u ka bo u no u le ;t'a, kgaitsadiahi o ko a se ka a swa,' (yohane
11:21,32);
re
VS
fa
[)
re ka bo
...,
re
drunk.
if it
(could,
if we had
kabo...
of bo
e,
isr) ;
". . . mme lo tlhotlhomisi
..."
ya Modimo
(1
mewa,
Yohane 4:
(o., re ko
...).
are these:
wherher, if;
of
d.
if
In
2r7
bo he
I);
le
si
."
tsaga . .
(3)
IIIl119);
motho
yo
ea bo e le mang,
ne ne phefd e mo utlzoa le
(Mareko
be so (and
"Ana
(Padisd
fa
e bo
lewatli jaana?,'
4: 4l);
(4) bo exclamatory;
"A bo
rr 137);
218
Lesson 44
II
diphuka,
COMPARISON, as
boo
grammatical conception,
if he \lrere
rn
terena e bofefo
mo holoing;
case of pronouns
seo;
go in the
young brother.
this axe is sharper than that one.
By
bogolo
selipi
5:
(Mathaio
39)
do
easier.
in several u'ays:
he lobeld mo go wina;
he tobeld bogolo go ztina;
he ha (or nka) gtt sia;
Comparison
or
of
bogolo-segolo,
adverbs
or
is efiected generally by
bogolo
or
bogolo-bogolo.
segolo-bogolo :
." (Mareko
10: 48);
,,, , . a ga o hetla o apesa lona bogolo
jong . . ." (Math.6: 30);
"Mme turnedi ya gagwi ya tota bogolo
bogolo" (Luke 5: 15) ;
". . . e bile ke yo mogolo go Jeta moperoJeti" (Luke 7 : 26) ;
"Ka re, mpolilila go re, yo o tlaa mo
Lesson 44
"Bogolo phupu (pupu) e nna
lesaka . .
."
nxrncrss
87
(Padisd
IIl124);
fa
gare ga
21,9
ka lwa lema ka
kgomo
ya
me
ya moroba, lo ha
ya
me.,'
14: 18) I "Le e leng ngwana o tle a itshenole ka ditird tsa gagwi,
bo tird ya gagzad e ntli, le go re, a e siame." (Diane 20: 11)7
5 ,,Ke gdni,
fa e bo ne ne jaana, lona lo le bosula lo itse go naya bana ba lona dinid tse di molemd,
(Baatlhodi
jang Rraeno yo o kwa legodimong o tlaa naya ba ba mo tdpang dilit tse di molemd?." (Mathaio 7:11)
6 "A dipdnd tsa lona di tuki, le lona lo nnd jaaka
batho ba ba lebeletseng morina wa bdni, fa a bowa hwa modirong zna nyald; 7
gore, e tle e re a tla a kgwanyakgzranya ba mmulili kabofefo: go segd batlhanka
bao, ba e tlaa reng morina wa bdni a tla, a ba ftthele ba lebeletse. 8 Ammaaruri
kea lo raya, o tlaa ikdkwaila, a ba dudisa go ja, a ba a tla ka esi go ba niila d.ijd.a s
9 Mme fa a ka tla ka tebild ya bobedi bosigo, lefa a ka tla ka teblld ya boraro,
a ba fitlhila jalo, ba bo ba le segd, batlhanka bao.lo 10 Mme itseng se, go re,
fa mung zaa ntlo a ka bo a itsile nakd e legodu le tla tlang ha ydni, o ka bo a disitse,
a ko a se ka a leseletsa ntlo ya gagzad ya phunngwa." (Luhe 12: 35-39)
11 "Kganteli ha tshoganetso ba e tsosa, ya tlolila Ir{zima ini a ise a ebaakanyetse, a eme fila a e lebile a ja kgakge.ll 12
12 Ramosa a e tlhaba pelo;
mme ya bo e setse e lomile Nzima mo go botlhoho, mo lefa a ka bo a phedile, a
bogolo
12)zo
se
smtli,
le Melad 1117)
nxrncrsn
88
1 Sir, why did you not honour the old man by giving him the stembuck
you had killed ?
2 I could not see his face for he had his back turned to me. 2p
3 You see, the chief does not $'ant just a part of your paauw, he rvants it all.
4 when I
say I'11 show you r4rere the hares are hunted, you may be sure (knou.
surely) that I will do so. 5 You will, I think, find him a person who takes
much pleasure in setswana proverbs and stories and riddles. a3 24
6 Truly
lliii;i:.
Lesson 44
if
dnala;
tv'hrle
if
oi
rr..l
is
szoaJ-ala.
tn"" pronoun or
T'his process is com.non before the
,concorcl. (see r,esson 12.)
r.erbs; e ,;t, io,ro-noo sa; mas,
utt su; jalo dikgo,trL tsaa.s'ti).:r; ntpsa ^u.,o.ytiur,i"
e rte ee ja,. etc. The extension
is usually of
tlre subjectival concord, but it may be
of ari objectivar one; e.g., go tra ba ee ja
rno seletnong, Rammdni, p. 97.
There seems no reason for conjoining
this extra
to tir" o'..b itself, as is often done.
'o*-el
3 Notice that the lirst fta 60 is often
in the irnpersonal; e ka bo ..,
sornetimes both the Aa 6o phrases are
of this type; but generary the second
one
lltkcs a concord agreeing rvith a noun
or pronoun, as in sentence 3 in Exercise g7"
a Another instance occurs in Ezri 2
: 59 : Aryr. 7 . Ur.
in
pesarema
g:4,
seil.tse)tg,
ya ttttiga ya ne e tra
6
7
B
e
ntlhanogetse
no,
ka bhoganetso, suddenly.
'erb.
Or, nnisa,
Lesson 44
221
16
ca'satir,e
to lnake to
become ; rt' tlao no ttlsha noruti, n'e shall rrinhe him a teachcr.
17 ha1,a, and, its Applicd fornt haila; poi't out to, indicate: sekai is a
sign or portent; also seAad.
trIslta
l8
(cspecially of food, or
old people. Lads and bo1's had to givc any 'kill' to thc ncarest senior person,
rvho hirnself might halc to pass it on to his senior; s'hen an ar|.rlt made a kill,
it had to bc divided up, ancl brcast, hcad, eycs, kiclncys, etc., sent to thc appropriatc authoritics in farnill,-, clan or tribc. (In thc soutl,r siorza.)
19 matsalit class \ plu. notrn fronr {,, rsalu, r. begct gi'e birtrr to.
20 sehuba, hcre tlte brcirst of ir tlcatl unirnal. T'he n,onl'r has other 1ses,
but the same basic meaning. It c:rn Lrc said of a liorse, e ua le selutba, it has good
r'ind, is a good runner; or of a humarr bcing, e.g., o rshuauetsc gore a bo a tn le
sehttba le nonofi (Padisd IIIl67), hc certainly must havc goocl lungs and strength.
'rhc r'orcl is also used of lurg ill'esses or complaints; he bolazoa he sehtfia, just
or
ke na le sehuba, means I har,.c a sorc clrest, or pains in rny lunes.
2t bontlha, or rrore usually bontlhattttgzue (from lfl/ra, c:nd or part),
22 Note that
of Ju ne ke
23
sa hake ha
kgatlhiga
rika
nt:gatir.c
of thc
top. Bt
in tlrc
past-
untruc; to flatter.
24
is
25
26
*'-
Lesson 44
222
T-T. 4O
ffig4rit.
;"f"";.=b
a]prrliu tse &ie
"c
dits'ixbgg tsa
Khi*duU*""-e-X-" bo -e tlhekonoJ-ogllS
t?a
5
b4r+, e ka bo -e ger:eg'if+ ry{l-i:- '
g-a K,nelal:e l-qta- |
Iwa
lenso
r"
e
il
iin"**,ni*a u"l n
ff ,garat+
kwa.go tle So
ba ise dinkg- tse lG.a kgesi4g'
5
tA
J bo lelna La gadilsaga l-eng-' t
L ;-0".*-*osr+e
g rc f-"tf-i, I I
I rKErra }eana }a gag'+ l::e Lentli
*':*l'g--:;
fb c be ne
9 'f,na melho 1'o, oa'oo e l-e rnanS'
fofU Ins trllvra, Ie }el^retle' iaan+ !t
l+
rffE-
""
ToNE-PRAcrIcE +0
itse. 2
'!
223
LESSON
45
". . .
1>heho
ke
mohgzua
wa go inaya
nonofd . .
in Tswana by prefixing j- to
the
in . . .
rvhere the verbs are naya, to give, and nonotsha, to strengthen, which is thc
Causative of nonofa, to be strong or able or powerful.
ihoketsa,
ihokelctsa,
ihitse,
ikitsa,
ihina,
increase oneself;
increase for oneself;
know oneself;
Many other verbs undergo change of the initial consonant in similar ways
to those already found:
bolaya,
bolila,
dirila,
fitlha,
golola,
harnisa,
laola,
lata,
senya,
supa,
kill,
tell,
for,
hide,
release,
enrich,
order,
love,
destroy,
point out,
make
makes
makes
makes
makes
makes
makes
makes
makes
makes
makes
ihhumisa,
itaola,
ithata,
itshenya,
itshupa,
enrich oneself.
order oneself. I
love oneself.
destroy oneself.
show oneself.
Verbs beginning othervrise than these listed suffer no change when the Reflexive prefix is added.
Now, when the objective pronoun of the first person singurar is prefixed
to a Reflexive verb (see Lesson 16), the n or ln is not prefixed, but is
infixed between the initial i- and the first consonant of the verb, thus:
**--
il"
Lesson 45
22+
."."
(Luhe 12:
B)
do you trust me
do forgive me I
rvhoer-cr n-ill confess me,
(ipotito);
THREE NOTES
(1) Remembcr that not all verbs begi.ning *'ith r are Reflexir.es, although
most of thcm are.
some, like erse knorv, itsa forbid, irru tily: in ..,ate r, are not reflexiye in arv
\rav; otlrers, like ikanya or itslnaarila are rcflexiYc in lirrrn but not in rncaning.
(2) 'fhc Impcrativc (A-form) of the lleflcxii.c vcrbs
in -a,. e.g., iphitlhi! (not iphitilm), hidc vourself!
arrd rrot
ihrt'atlltayang),
alrvays cnds
ihzuatlhalteng
in
-d
(nrs'
rcpentl; iphodisi, rra! (not iphotlisa, rra), l.real thyself! (This fact
-i as, in csscucc, an objectival concorcl;
(3) Tl'rere arc manlr i1f51,'.,.1 llouns fonncci fror:i thcse Reflexives, of tbc
type boftaold, hoil)olilo, ltLtiket06, s1c.. so il you fincl a noun beginning
in hoirvhich is'ot in thc Dictionary, behead it ancl see rvhat Reflexive verb
it comes frorrr.
il
The r.erb tloga, like rna'y others of thc Auxiliaries, has both a primarr'
meani'g and use, i.i its or'' rigl'rt, ancl ir special rnea.ing rvhcn ltsed in ar-r
Auxiliarv capacity.
:\s a verb in its orvn rigi.tt, tlrtga (Lesson 37, Note l4) means to get up
and go
a\\'ay; it is not quite a svnoltyln fot tsa.maya.
"IIne
e rile rc tloga . .
."
(Pad.
II,t4S);
.. ."
(Padisd 11146)
u,hc'*-c
It is this simplc form r,hich yields the much commoner verb, tlogila, to depart from, or to lcar-c, somconc or somc placc (and lrencc, to leavc
someonc or
something alone).
But *'he' .serl ir rrn Auriliarv capacit.y, troga conr.cvs tl-rc mcanir-rg of
Just after that', or ,soonr, thus:
"Bn tloga btt dumaluna {o r(
tlrcy then (soon) agrectl that . .
(Padisd I ll) ;
"Ngzoanvana a simr;lola go lelu .. . btt
thc child bcgan to cry . . thc otl-rers
bangzue ba mo tlogila . . . a tloga a
lc
k:ft her . . . shc soon \\.ent along thc
3,a
.
ga tloga ga
r l3e)
zaa leuba
tsotlhe .fila,
le legolo
..,'
padisd
rir,'er . . .
rvhen he had finished them altogether,
there then came a great famine . . .
iltF,
Lessort 45
"Ka negopol| e ? iltseng.ialo,
a ngzalgila mtt,tg tL'o dikolohi"
I1'll)
225
ran
a\\-ay
In somc of these cases, fr.rr instance the thiril, thc idiomatic Iinglish ccluiyalent
s'ould bc of the t1'pe, . . . as soon as l.re had finished tl.rem, there fell a great
faminc . . . -fhat is, the Auxiliary tloga indicatcs that somc actiol follol-s
spcedil.v upon sorne othcr action or conclition of things.
,tlr
"Go tloga mo lctsatsing jeo, tau ya tlhahanila tliji ..." (Padisd IIi12)-3
"Go tloga.fa, ka dumila se lentszcc lc sc
buileng" (I\tdisd I 177) ;
"Go tloga.fatto a go se tlhole go le motho opi )'r.t o ntslnt;ertyang" (Bogalatia
6: I7);
'I'he verb akofa, to hurrl or hasten is, likc tlogu, nsctl as an Au,riliary as
uell as in its on'n right; indceci it is much commorler as an ;\uxiliary.
In its general use and meaning it is very sirlilar indeed to the Auxiliary tloga,
but it indicatcs rnorc speeci or haste or irnmediacy. In thc Nerv 'festament it
is frcclucntlv usecl to translzrtc 1\'Iark's 1ar'ouritc adlerb e u0us, 'straightn.ay',
'at once', or 'immediatell":
89
'ets
ancl
she u'as immediatciy asketl her nrother's namc, and taken to the chicf.
le
kua;
bagolo, 9
di
ne
di
se
Lesson 45
226
14 11
90
1 Hurry up, hide yoursel'es in that ca'e at the back of the rock, befr,:,
thc men arri'e. 2 Why are you rvorrying yourself about this
thi'g, u.hic
vou cannot at all c:hange (alter) ? 3 \\rhener.er I see people's beha'iour liL.
all day, mma, u'hy did you not call your mother-in-lns,
soon we shall go to spend the evening at Mmadipina's;
loner..
) 26
27 S f:.".
My brother, if you ahvays refuse to give in to the larv like"this (as you
do), r-oalone, without a single friend.zg 11 If I
come here 16
of mine;
15 but from that time, I only rvrite to hir:
year. 16 I certified to them that my expenses generalry are greale:
a felloll'student
once every
Lesson 45
227
go and show yourse\t to the priest, and take for your c\eansing an ofienng ol the
things that Moses commanded, to be a witness to them." (Mark 1 :40-44)
Notes
18
Lesson 45
228
iissimilatiorr of thc 7r of pelo to thc D of the prcfix. "fh.s does not holcl i' all
clialects, lrut it does in most of them, for tl.rese bobelo-compound abstract nou1s.
22
ttto he ha lt'lohilurrg,
or,
gr.tlo
storc . . .
herre
is 'call
t,
onesclf'
ltitsu.
--
ipiletsa, Reflcxir-e
to be lo^cly; it
is
of Appliecl lb'n ,f
tlrat is, rvhen you tell thc doctor about a patient, you make the doctor pay thc
patientavisit: autltoreportyourownstateofsicknesstothecloctorisitehodisa;
that is, you make him pay yourself a sick
Yotr lrou' I am or feel'.
nry compassion,
pelo,r irm clra*.n-out the heart, i.e., I feel compassion. Note Mari 1r 4.1, rvhich
is correct-'being moved rvith compassion'. But *hen you express sorrou, for
:r person you must say, ke mo tlhomogdla pelo(Luke 10: 33), which comes to
the same tlring as o ntllrcmola pelo. (Note that Luke ls: 20, a tlhontolwa he
pelo, is a wrong usage; it ought to be either, a trhomoga pero, or, a trhomorzaa
he
ngzoana pel.o.)
Lesson 45
T-T. !l
I iJalo mogoleri wa bslk go tlhbbbga"; lnrie
wa inbbla go i:tcgbla- nraanb z k-afa o k+tttnofa&g len;+ra ka t&9.
2 Wa akofa-wa bbna g rq, o ka tthusa
lia makg-arapana- ao-, go tk-ab-ame-letss melse-E a betlhbkqa
aG. I
3 TL]-bag&ilblng, Ib iphillheng. m6 }ogagpr ler
bsTn+ tra iss ba goroge- l+ Ea re fia ke bbn* U:LitsbL
a batiro iale, k bo ke,ilheeke rs, geilcltsego tlo g+
TONE-PRACTICE
4I
wi
$i
me gone?
.hp'-
230
LESSON 46
RECIPROCAL FORNI:
Te INTENTIONAI-
O.r. lbrm of the 'l-srvana verb, callecl the Reciprocal, indicates that thc
"Ba
dumalana
jakt, bu
simololu go
and
". . . ba boldldlana
haJa ba ne ba diru-
had
"Fa ke
sentli
ntse ke bala,
ka utk'oa
lentswe
(Padisd I177)
tona"
ga bo go le
yo
sebegzoa
monnamogolo, Ramorwa,
se mo lebaganyeng" e (Pad.
as
tly heard
distinc-
big clock.
quite near Montlha's cattle-post there
was an old man, Ramorwa, whosc
due (or right) the find was.
rrrl12);
it:
The student should note this type of Reciprocal and be on the look-out for
tshwara is another common verb which evinces it; tshznaragana is common'
Nor,, all these Reciprocals ending irt -ana can be made causative by
changing the -ana 6 -anya, Perf . -antsi; this may be called the Reciprocausative. Thus from lebana, look at each other, we have lebanya, to make
people look at each other; and from lebagana, be opposite, we have lebaganya,
Lesson 46
"
Molnd
lebaganya
231
make them
tlhakana, tlhakanya;
thc
lekana,
gat
come
lekanya;
nple
tray
A few verbs are comrnonly used in all three of the endings we are studying,
and show the range of meanings: for example
her.
and
(The last verb therefore approaches the meaning of the transitive verb hgaola,
ring.
to cut or divide; but hgaola generally has the meaning of cutting-off something
had
Iting
I u'e
atauffix
In the
case
(these are often, but not always, Causative verbs), the Reciprocal ending
is always -anya and never -ana:
makes the Reciprocal botsanya, to ask one another.
dwnedisanya
dumedisa, greet,
sehisanya
sehisa, sue, proceed against,
boha, ask,
:rbs,
rple,
:ing,
gaisa,
exceed or
fiusa, help,
tinc: the
excel.
gaisanya
thusanya
comfort,
itse, knou',
gomotsa,
gomotsanya
itsanye
(Note that in the last, the irregular -e ending persists in the Reciprocal.)6
here
hose
go dirana /e . . . which
is virtually equivalent
to go na le ,. ., to have; "u tlaa dirana le khumd .. ." you will have riches . . ,
(Mathaio 19: 21). It is not in very common use. (See Bahebera 4: 1.3, "...
rvith whom we have to deal"; and Padisd IIl128, "go dirana le pheko ...")
t for
non.
il
:by
ipro-
or meant, to . . .':
nake
m)'a'
"ErileTlhasareasena go ts?t)a...
re o tlolila Tshwene"
It
(Padisd
Il9);
intended
to
...
he
232
Lesson 46
(Padisd I152) ;
". . . bomonnawi ba
phakila ka mosd his brothers got up early in the mornba re ba ya go mmatla" (Pad. 1172) ;
ing intending to go and look for him.
"Go tswa foo, Lengau le bontsalai ba
thereupon cheetah and her cousins
ragoga, ba re ba ya go bolaya Pudi." jumped up meaning to go and kill
( Padisd II | 20) ;7
Goat...
"Mme ya re J'ila a re o tshzuara koko but just lr.'hen he was on the point
nngwe a ee ja ..." (Patlisd IIl89);
of catching a hen and eating it...
EXERcIsE
91
foo, bana bao ba simolola go utlwa rraabd, ba bakila ruri go nna ba itaola.,, (purt. I
172) 5 "Ka mosd Podi ya tla ya feta ka sediba seo, ya uthla ereke go na re sengue
mo sebideng. 6 Ya re ya ohomila ya bdna Phohobji. Podi ya gahgamala ya botsa
go re, U dirang mo teng mo ? 7 Ga fetola Phohobji, Mma, tsala ),a me,
fologu
tt tli u lehi rnetse a; ruri ke metse a mantli mo go gakgamatsang. 8 Fa e le
tuta, ga nhahe ha hhdla go a nzua ! Ke letse he noli bosigo jotlhe, le gompieno ke ntse
he nuta fila; fologa ka bonahd u a lehe a ise a fele! 9 Podi ya hgatlhzoa ke
mafoho ao, ya re le ydni e tlaa leha metse a mantli ao: ya akofa ya tlotita mo teilg
ga sediba.lo 10 Mme e rile fila jaaka e tsina, Phohobji a e tlolila mokutatla,
e bile hantlhayago itsholetsajalo, a akofa atlola gapi a tswamo sedibeng.ll
11 A le kzua ntli a gadima a ohomila u raya Podi a re, Ke gu lebogila thusr) ya
gago, mma! Sala sentli ha pula, nna he tsamailellz 12 A ba a tlogila potti
e e talL mo teng ga sediba, e ntse e ipdna boeleele jzaa go reetsa nafoko a leferefere
le go tzoeng Phohobji." (Padisd Il52 f.) 13 14 13 ,,Gapi, ga tzue Batszaana
ba bogologolo ba ne ba itsanye le Masetedi thata, ba ne ba tle ba ,talane
nabb kutt
Gamothaga." (Padisd III|72)ls
r+ "Gaufi re regae ja ga Lengau Ie pudi
ga bo go nna ba-ga-Phagi re Kgaha: re bdni ya bo e te dits;ta tre a;kgZu,
ba bo ba
tle ba etele Pudi le Lengau.t6 15 E rile ka letsatsi jeo
ba bi ba re ba t,a
fila,
go jila nala hwa goora-Pudi le Lengau, jaaha gali;tz
16 mme ya re ba stt
atamila motse, ba ralala tshimo, ba b6na Lerryau a betabeta tlipotsane. 17 Btt
iphitlha Jila gore ba bdni maihiltit| a gagwi, ba itshokobigo pto, ba lesa Leugau
gore a szretse tird ya gagwi, a bi a boili kwa morag6.,, (padis6 IIl17) 18
1g
"Dilrudi di le pedi di ne di tle di sape malntsi aotlhe mo lekadibeng lengute, je hhuctubane (or khadubane) nngwe e agileng mo go jdni. l'soo tharo i; ne"di
titoaetse go
buisanya, di agisantsi
nxnncrsB
92
thata."
(Padisd I 146)1e
1 whenever lve meet (with) our friends, we greet one another and ask
after one another's health. 20 2 r say that those iwo boy. ought to be sepa_
rated; otherwise
(eseng
urrd unnoying
E.
Lcss,,ttt J6
L-\.\
otlrcl.. .l 'l'[c pcrsolt about uhon \'ou arc spcakilg \\'as all ast.lis|itig
22 't
pcrson, bccause he combinccl clifTcring (dilicrent) dutics (ri'orks)'21
cach
on(j trtlothcr'
\\r" or. all sorrr' lbr tlic clutrlb, as tircy irrc preleutccl from spcaking to
(p1-r'),
*'oocl
t6is
of
price
-5 Rcallv wc agreecl *'ith him r'"ri.rdry about thc
children'
6
uone.
is
alth,rugh hc has clcniecl tl.r. agrcerncnt ancl siricl thcrc
go
g.t yn:,rr"1,."s rentlv *.hilc thcrc is time, so tl-rat u'he' thc otilers colnc You
(balsaani)
'I'hc
bride-nnc1-bridcgroon:l
crir in $hich the
to mcet thern. 7
li Happy arc thcv u'ho
\\'erc wcnt ofl thc road aucl crilliclccl u'ith ir trcc'
and hurt one anothcr'
anothcr
rcconcilc pcoplc ri'ho arc suspicious of (ckrubt) one
(ipnna)
ancl bc sorrt' for
fault
at
g \\,e ."1, 1'n,, ought to .".(,g,'ri." that vott arc
for vtlursclf'
(pl''r')
f,rgi.'cness
(rcpent) tiru clcstructioll vou f,nt. ,:,,.,se.i, ancl ask
\\'orr't *'c
fi'd!
a
\\'hat
i0' gr' big brotScr l.ras f.u'cl a dcacl stcmbuch!
'iccit all I'oursclf ? 12
take
uoulcl
all sharc it ? 1i You rascal! do vou rllean You
13
Nith it'
onc part (rf thc tribe $'as divirlcrl fr.<im the other, it hzrd no clealings
that
(thcmseli'es)
considcred
"'lhis parabic (likcness) he spokc u'ith somc '"r'ht-'
14 'Is'o men
thev rvcrc guu.i 1r.,,p1", ancl tlcspisctl all otl'rcrs, saving'z3
15
ir
tax-gathcrer'
othcr
tl:c
ollce \\'cnt to the teml]ie to Pra\; o"t " Phariscc,
bccausc
thee
I
tl"rank
Gotl'
sa-yir"rg,
'l'he lrh2lris;,:c stoorl antl pra1,r:r1 lirr hirnsclf thus,
(ba bouI nm n<rt lilic othcr p"opl., g..",1r, pcoplc, ancl c|il pcoplc. and adultcrcrs
I givc a
aucl
$'eck,
zacach
in
t$icc
I
fast
16
ln), or likc this trt-gnt1].r.r'.
far o1T,
stooti
hc
tax-gathercr,
t6c
llut
17
tenif, 1v, ltr-tsr,tnrl).f all that I gai..25
saying'
bleast
his
(hin:s:li)
struck
hc
br-rt
r.rot erl"n his c1'cs clicl hc litt rrlr to hcavctr,
'lhis
27
I
tell
vou'
il'i
siuncr'26
it
Goci, havc ncrc\' oll n'", I tt-I"' am
19
the other;
man \\.cnt ck^r.u to his hotrse justilitcl (rnadc riglrt) tnot'e thau
tnakcs
$'lro
licr
but
srnall,
lle
lnatle
ri'ill
bccause each Ouc $'lxr makcs ltin-rs.l1' grlcat
"'i'hus, cotlfcss
himsclf small rvi1l bc mrclc gl.eat." (Lukc 1,\: 9-1J) 20
llc lrcalccl.''
tlrtV
that
vtlu
ont:
anothcr,
anri prav firr
1,our fa.lts t,.re ur-urthcr-,
(James -5: 16)
Notes
lior'/,g,prt sec r\1-rpt'rrtlrx, r\rticlc 2-q' "l'lrc otl:tI r'crbs rrrc l{ccip|o\ tlltl-lltc a tliltal
cals of d/ra, lr,rtr in,, autl i/a, lratc. (Ilut rla u1:,,r llt.llll. t(,
totcln: the IJittrqilitttr irr,.' tlrc ln-ilu-l'fuli )
is iL
2
,!ir,,guliilrru, i,. 1ai.l.trlc.l-tt'; tlirtt!ttltt (t'r diruh'tlu ) ' t' happcn'
(Sce
l)itssir'e'
tltt:
iti
ftlrtll
.\llplictl
tlrc
rt'it]r
Stati vc li,rrnlrti.lrr 1.r.rrnl r/ll.a, llcrt'
1
Lcsson { E.)
Padisi
II:
I28'
antl lcbaguttt'u,
5
6
7
is a tliing 'rirtiucl'
tltulu
lcltaguttl si'
l'r-cirn
$hich rrrirl/irrrli,
a black-sll-ritll or u'orkcl
in irorl'
lt'bugatrl'c'
Lesson 46
234
8
t
ipuah, fike ihuila (to appeal) in Exercise 90116; to speak for oneself.
hgarebb is a young woman' say up to about 30; hgaribane
or
,', a younger woman' say round about, or belou', 20. Although generallyrekgarebi
used of
unmarried women, the term does not necessarily imply a ,ti" "or
virginity, like
the Greek word 'parthenos'.
Notice the ya re in this sentence; the nearest translation here wourd
be
'it
decided . . .'.
Il
rs
la
to wait to
Lesson 46
235
23
25
Note
-5.)
TONE-PRACTICE +2
236
LESSON
RE\IERSI\rE FORII: sa
47
re sepe AND
tshogana ka
AThe-o/olaendingisatransitiveone,andtheverbtakesadirectobject.
The man said he had come to ransom
" Monne a br.tlila fa a tsile go rekolola
the child with all these oxen' (Lit''
ngtt)atta ku tlikgomrt tse tsotlhe" (Pad'
to un-buY, or buY back; redeem'
ill117);
ransom.)
remolola koloi
koo
"Yesr,t.,.abaairtamagapi,alewala
"Jesus
"'
kttmonuatmmombuttg...larebasenawroterr,ithhisfingerinthcground...
thcy heard that' they went tlut
go utlwa ntrt, ba tsua . . - Yesu a tlogi- when
iruo o l, esi, le mosadi.'. Yesu aina- "'Jesusrvasleftwiththelvoman"'
lifted up himselt and said to
mologa, a mo raya, a re, Mosacli, ba hc 'Woman'
rvhcre are they ?"
hcr,
kae ?" (Yohane 8: 8-10);'2
to stoop ; hnmologa is to becomc un-bcnt'
inama is to becomc bent-dolvrr,
i.e., to straighten oneself up again'
Again,itumologaistheReversiveofitumila,andmeanstobecomedispleased:
Lessort
:17
LJ/
14);
"Mnte lefoko jeo .ia itumolola Samuelc,
ka ba rc, Ile nii kgosi grt re otlltttla"
(I
Sauuele
8:
(t)
Samuel,
judge us.
All thesc -ologa entlings (likc thc Stative -dga cnclings), bctray Initi:rtile
ycrbs, so they arc usccl in thc Per-flct tensc trr convcY thc mcltriu{:, o[ a prcscntly
existir.rg statc.
Wc sarv in Lcsson 34, Notc l2, thlt lapologa mcflns to bc rcste cl or rcfrcshccl.
It is thc Revcrsivc of lapa, itsclf an Initiatir-e r.erb, ttteaning to becomc
from-mind;
see Appcnclix,
Article 25; se ne
English.
ke se lebetse.)
(1)
Sometimes
forms-ogaand,-ola: e.g., tshologa, becomcspilled or poured out, probablv Reycrsile of tshola: tlhatlolu is tl.re Reversive of tlhatlat'a, so mealts to take something
a pot, perhaps-ofi a fire. (Note hori'ever that tlhatloga is a quite differcnt
-r-crb, meaning to go up or ascend.) So also
fetoga, .fetola, hare a1 indirect Re vcrsive significance.
(2)
Lesson 47
238
all;
taboga, etc.
A An idiomatic
II
the meaning
take
action. The
usage
of
basic
ciisregard
ke mmoleletse, mme ga aa re
"Mme Galio a
se
direle mosetsana"
(M.
le
M.l14) ;
cloes
idea of su{clenness can be rendered in one of three idioms, all employing the verb tshoga in some form, along rvith fta. There are three
principal forms; (a) tshoga ha, (b) tshogana ha, and (c) ha tshoganetso; the
iort i" an adverbial phrase. Examples clemonstrate the manner of use of these
'lhe
idioms:
8)
". . . ba tshogana ka
moertgele
a bile
coucorcls
of th'
. . ." (Lttke
9: 39);3
Such examples demonstrate the force of this idiom, r'i2., that the speaker or na;rator has experienccd the events he is relating as sudden surprise or an unpleasan:
shock. There is alrvays something of this underlying idea in the verb fsftog';
rvhether it is used in its orvn right, or in this semi-auxiliary or adverbial war
'
-1llF
Lesson 47
239
first of the last tr,r.o examples, the ba refers to the shepherds, who had the
of the angels' appearance; in the second the re refers to the boy's
parents; the father is using the plural '$,e' as he describes his experience of the
Ir.r tlre
suclden shock
boy's disease.
The verb
tsltoganetsa,
tshoganelso, is sometimes
used itself:
.ln
'
sa ntse a etile,
tshogonedizoa he
loso;
nxnnctsB
93
7 "E rile ha a sa tle gae letsatsi jeo, leJa e le bosigo, bomonnazui ba phahila
re ba ya go mmatla. 2 Fa ba ntse ba mmatla, ba tshoga ha ba bdna
manong a le mantsi a hgobohanetse seilgwe. 3 Ba re ba atamila go bdna se se
bolailzaeng, ba fitlhila e le setoto sa motho. 4 Manong a ntse a se dikologile;
lengue la se tshwara la se gdga, je lengzoe la se swabola la se busa, jalo .ftta;
setoto se ntse se itesa se gdgilwa hwa le kwa.
5 Bomonnawi ba tshogana ka ba
lernoga Ja setoto e le sa mogolo a bdni." (Padisd Il71 f.)
6 "A tsu:ilila pele jalo a itumologlie, a ba a ithaya a re, ,Malo! ana ke tlaa
bin*^a emang ! 4
7 Go ha bo go le molemd go latlhigilzua he madi u tne, eseilg
iltsa e e boikanngd e he ntse ke nanayd kadingwagatsotlhe tse.' 8 Kgopoldyamadi
ka
mosd ba
ftlhila
ha tsdni.56
94
(clarkening)
rvhen the moon passes bet*'een the ri'orld and the sun,
in the light of) the sun partly, or all of it, (and) its light is not visible for
'
ri
ii
{l
Il
ll
il
ii
2+0
Lessott 17
little while. la
3 Sometimes the rvorld, in its movement (going), comes in
bctlveen thc sun and the moon, so the rnoon darkens, by being shaded (put in
-l Those-rvho-study these things, they knou.
the shadorv) by the rvorld. t s
rvell the movenent (going) of the u'orld and of tl're moon; they are able to foretell the time rvhen the sun rvill bc sl.raclccl bv thc moon, and the time rvhen thc
moor-r s'ill bc sl'raclou'ccl by the u'orlcl.
5 So people ought no longer to fear
eclipses, for they arc tl.rings n'hich arc ll.ro*'n, the day on rvhich they can be expcctcd is also knorvn, ancl thc r-ery hour in u'hich they rvill happcn. 6 It is
generally so forecast in tl.re papcrs, that an eclipsc u'ill happen (be) on such-anclsuch a day, in order that pcoplc should gct ready to see it." (Patlisd IIl,57) 16
7 "Oncc a merchant of the country of Francc took a journey to such-anclsuch a placc, to rcceive the moncy for a delrt thcrc:. Ife u'as ricling a horse and
hacl his clog. tl \\'hcn he hacl got that moncy hc put it in a bag, ar.rcl hung thc
bag on thc sackllc in front of him as he lode, ancl thcn sct out again returnirrg
homc. 17
9 Aftcr he hacl gonc for :r distancc, hc clisrnountcd in order to
rcst unclcr a ccrtain trcc. He put thc bag of money on the ground by his sicle
as hc restccl. 10 But u1.ren hc mountecl for thc sccond timc, hc forgot to talic
thc bag. 'lhe dog, becausc it sau'that hc had forgottcn it, u'cnt back to bring it,
but it rvas too much for it on accoultt of its *'eight. 11 'l-hc dog soon r.an behind
(aftcr) its master, ancl triccl to tell l.rini rvl.rat-hc-hacl-forgotten (lit., his forgct)
by barking anrl nhining. 18 12 'fhe merchant dicl not unclerstancl thesc
signs; but the dog went on trying to tcll its rnaster in its dog-language that he hacl
left somcthing behind. tg
13 When it had failcd to stop the horse by barking, it bcgan to bitc its heels.2o 1+ \\rhcn thc merchant salv these things.
he said to himself that his dog had gonc mad.2l 15 He knerv that a mad
dog gencrally hates (leaves alone) rvater, ancl tvill not drink; so rvhen they crossed
a river he looked back to see if the dog n'ould drink. 22 16 The dog did not
stop (stand) to clrink, for it *'as as eager ts evcr (continuecl to be eager) to makc
its r.naster return to thr: money u,hicl'r hacl been left at the r-rnsaddling-place in
the rear; so it rvcnt on biting and barking more ficrcely.23 17 So nou, the tra-
tii
:
der, because he thought that tirere was no dor,rbt about the madness of the dog, took
his little gun and shot the dog. 1tl But since he could not endure to see the
sight of his dog's death, he stuck his spurs in his horse (lit., pricked the horsc
heart."
(Padisd IIl25
f.
Notes
il
I
il.
dr
fi
iti
,li
ji::l{l
Lessott J7
241
It
lra'c becrr
itlhokomolosa,. or just tlhokonnloga.
7 ihgata motrhara; go gati is to trcad (on)
s.mething; the neflexir.e is used
in an idiomatic fashion here, for the mea'ing is
not t' trcad upo' o'cscrf, but to
tread (again) on one's ou.n track or trail;
to retrace onc,s steps.
motho wa mogoro is
:s
man;
coulcr
a' idiorn rneaning the poor 1n,- unlr"pp1,, urfrrrtuplural, batho ba ltagokt, anl su urr. Sce
bck^r.i.
ya kgolo, the
dog. (Therc is ulru the c*pr..r.i,,t
motrt,
- 't
-poor
,poor'-man,
or ngwana wa batlto, frtr
or ,poor .t op, j
ihgagabisetlitse;
to cra*'l; cuu.utiu. gog)hiro,
t' crarvi;
-gagtbc,
Applied causative gagabisetsa,
'rake
make tr cra*1 to; It:fi.r"-;p;iiccl_ca.siiti'e
ikgagabisetsa; this i' thc'.perfect, ihgagabiseditse,
rnade itself t. cra*.r to.
1o leseletsa is to allorv or. p"rn,itl
11 it'pisa, the Reflexo-causativc of lapa;
mzrkc oncsclf tirccl. I), r.r.1
confuse this
with itsapa, to be too razy to clo stirncthing
'erb
p. 3r);
1L'r:trip;rt;
or that with go tsaya n1a1roru, the oppositc of
trrc rast, rncani^g to tnkc pai's w.ith
something, to q'ork zealously.
12
light.
B\
out .,f
m'
chutifarirtt. Distinguish
acr-
ll,l
,rli
Lesson 47
242
justing oneself to De$' conclitions and getting on t'ith the business of living. A
'child
one who
Lorn after another child has diecl u,ill often be called Molebafv, the
forget. 'fhis
is true of the
benefitted.)
ts
20
21
dog-language
2s
belegololu
unsaddling-place
mabelegolold,
or
load; biliga, to
or ltelesoloTa is to ofi-sadclle, to take oft a burden or a
T4. 43
-lqpee
tsLnb.'
TONE.PRACTICE 43
ba
sengwe.
La tshoga ka ba bona manong a le mantsi a kgobokanetse
le
setottl
e
fitlhela
Ba re b"a atamela go bona se se bolailweng, ba
tengwg la se tshwara
sa motho. Munong a ntse a se dikologile ;
jalo fela ; setoto se
iu *. gogu, le lengwe la se swabola la se busa,
ba tshogana
ntse se itesa se gogelwa kwa le kwa' Bomonnawe
ka ba lemoga fa setoto e le sa mogolo a bone'
243
LESSON
48
rigct,batDgar,thubiga,-etc.lOfanotherformofStativeformationwehad
have had
.*'u*pl.. in dnala ind'bdnala back in Lesson 19 (Notes 3 and 6)' and
tlhdkafala, dirala and diragala'z
flur
endings characteristic
t -iC;
Aofthe_dgaaricldsdgaformlittlemoreneedbesaid,sincewehavehad
has been explained more than once. Most
-o.ry "u..-. of it,'itand lt, for..
of them prefer -isigai thus from rapila,
a
ferv
verbs make the Stative
-iga, but
pray,wehaverapilisiga,beprayable,i'e',approachable'willingtolistentoprayers'
i"r.rr"arUt.,
or,a
ftn-
rumolisiga (rumola),
tlwailisiga ( thauila),
bolohisiga (boloho)
'
baakaryisiga (baahanYa),
lenotsh)ga (lemosiga, lemoga)
lebosigu (leboga),
beperceivable, aPparent.
bethankable, i.e., acceptable, rvelcome'
(1)
' (Z)
are
Note that most of the -iga r.erbs, attcl manv of the -isiga ones'
or
original
the
only
but
state,
a
persisting
not
indicate
lnitiative in nature; they
(see
Notes
or
condition.
state
a
certain
in
results
nitial action, or process, \t'hich
of
nametsiga, boitshlga.
of frequent
The other pair of endings, -ala and -agala (or -afala) are also
in meaning
difference
consistent
any
see
to
difficult
is
it
o""rr.r..r"., and
prefer the
to
seem
verbs
some
statives.
betweei them and the -iga -isiga
Lesson 48
244
one sort of suffix and some the other sort, and a ferv take both
e.g., dira,
to
do,
can yield diriga, and dirala, and diragala or dirafala. The- -agala or -aJa|a
This ending is much used to form verbs from abstract nouns. Thus s-e
have tsofala (grow old) from (bo)tsofe, sueufala (become white) from -sweu;
thuthafala is to become \varm or hot (bothuthd or bothithd) ; ntlafala is to become
nice or pretty or clean (-ntli), and leswifala is to become dirty (leswi). Generallv
the vowel before the -fala is a, but sometimes, as in the last word, it is the final
vorvel of the abstract noun.
Examples of the -ala ending are not so common; we have had bdnala, be
visible, evident; and there is utlzuala, be hearable, audible.
Not many of the Statives ending in -iga or -isiga form Causatives; but
the other group, those ending in *ala or -agala make the Causative fornr
by clranging the -ala into -atsa or the -a.fala into afatsa. See Lesson 36 I C.
So r't'e have:
The verb hurnaniga, become poor, and a ferv others like it, add the Causatir.e
humanegisa, make or cause to become poor.
ending;
Remember that the language often prefers to use the Stative formation
rather than the Passive, although the two are very close in meaning; more
so in some verbs than in others. It is in such cases difficult to express the meaning
of the Stative (in a translation) except by a Passive:
"Mo tlalelong ya bdni ba ipa pitsd gapi. In their distress they called another
ya umakdga" (Pad. meeting. Once again killing was
rrrl25);
rnentioned.
umaka is to make mention of; in the above one might have expected potai,
Gapi-gapi polad
ya u.mahuta (umahiwa), which indeed is the only way English can express it; but
Tswana prefers to say umahiga, the Stative form, meaning literally 'mentionable'.
or'ready to be talked about'.
il
they are not really Statives; they have affinities with the Stative formation verbs,
and they are all Initiative. They are all indicative of some state or position or
posture, generally of a living thing, either animal or person, or of some organ or
IB).
Lesson 48
245
raparna ha sebete,5
kanama ka motlhana,G
(palama or pagama, to climb, and siarna, to be straight, and hence right or good
(Lesson 17), belong to this group of verbs.)
iphara,
mo?nara,
(We have had tshwara and apara, Lesson 17; their 'Positional' significance
is slight, but it is there, and they certainly fall within this group.)
rapalala,
tsepalala,
paralala,
phatlalala,
rxanctsB
95
to become dispersed,
as a crorvd.
"Jaana ga nna ntwa ka lobaka lo loleele gare ga boora Saule le boora Defide;
bogolo bogolo, mme boora Saule ba koafala bogolo bogolo. 2
Mme ga dirala, ya re go sa ntse go le ntttta gare ga boora Saule Ie boora Dafide, Abe3 "Gonne
nere a ithatafatsa rno tlung ya ga Saule." (II Samuele 3: 1,6)
lona, ba ga etsho, lo bileditswe kgololisig|; mme lo se ha lztsa fetola hgololisigd ya
lona sebaka sa go itiriln; mme lo nni batlhanha, mongwe zaa yo mongwe, mo loratong.
Gonne molad otlhe o d:iradiu;a mo lefohung Ie le lengwe fila, ebong mo go je,
go re, (J rati wagaeno jaaka u ithata. 5 Mme fa lo lomana, lo jaana, lo itisi
gore lo se nyeletsanyi.s A re se nni boipelafatsd fila, re se ha ra rumolana, ra
7 Ltft
bana
go
Lesson 48
246
11 Mo dinaaning tsa Setiwana, bontsi jan tsdni ke kaga Dimo, e bile go lernotshiga
go re Dimo e ne e le motho yo o fetang batho botlhe ha go gola; 12 e bile e lt
motho yo o boitshigang thata thata, ka e ne e le lejabatfu." (Padisb III|34f')11
13 "E kile ya re motlha mongwe banna ba le babedi ba ita mmdgd, ba *alala
sekgan se segolo; e bile ya re ha sekgwa seo se tletse dibatana, ba solofetsanl'a bu r,
ba tlaa thusanya fa ba ha wilwa ke bobe bongwe mo loetong lwa bdni.lz 1+
Tsatsi lengzle jaaha ba ntse ba etile, bera ya ba hgomogila e tsusa mo setswatsu:eng.
15 Mongzte wa babedi ba, ka e le motho yo o tlhaga i'o o bofefo, a ahofa a palanui
setlhare; 16 yo mongtpe, ka a le ncotho lto o godileng, yo o settg bofefo jattka v'
17 a ribama a totomala a ikhupetsa 'mozcu.
tnongrxe, a itatlhlla fa fahhe,
a ipaya jaaka
.metsettg
ekete o
setswatsu:eng e sa mo
ExERcISE
96
dira
sepi."
rno
gopola go re o sule,
(Padisd I1811 ta
mn?e
ka
go
la
1 "The history of the tribcs holcts (plu.) much instruction for thosc rvh,,
pay attention to it.17 2 'lhar of educated peoples rvho have advanced ,s
lvritten dolvn skilfully and in order. 3 It has been put in order long ag<,r.
when progress had beeu madc (entered) in the nations. t8 4 Thus ll'r
see how the great nations, u'hich rve see halc adl'anced, began. 5 'fhe steps
they took, w'hile they were beginning, appear clearly' 6 The history of thc
European nations also is well known: they began to learn long after the Jervs
had begun. 7 It w'as the Romans lvho took learning to Europe, while th.
peoples there rvere still like us Batswana, knowing nothing of learning or progress
8 The Europeans too made (sav,) progress rvith difficultv, they u'ere once opservants." (See Padisd IIIIS f.)
"Now, there was a disciple at Joppa, called Tabitha; tvhich is, if it i.
translated, Dorcas; this v-oman r,r-as full of good u'olks and of gifts rvhich sh.
gave (lit., did). Ie 20 10 It happe'ed in those days sickness came to her
and she died; so rvhen thev had r,vashed her, they put her in a little top roonr
11 Thus, since Lydda was neiir Joppu, and thev heard that Peter was thcrt.
the disciples sent two men to go to beg li6 savir.rg, Do not become-slou'-to-r;1,2 So Peter rose up and n'ent u'ith them; rvheu he arrilcd.
16 gsrns,2l 22
they took him to the little upper room; the u'idos' r,\-omen u-ere standing abot::
her, crying and showing the cloaks and dresses l'hich I)orcas made nhile she ne.
with them. 13 But Peter put them all outside, and remained and kneh
down and prayed; thus he turned to the bod.v antl saiC,'fabitha, r,se up. S.'
then Dorcas opened her eyes, and ',1'hen shc sarv Pt'ter she got up. 1'l $r
Peter gave her his hand and laised her up; (and) r.'tren hc had called the sainrand the rvidows, he gave her to thcm alive. 15 After that it happened (car::.
to pass) he spent many days in Joppa, lvith one tvho was called Sim,,,rr' a prepa!-r:
(mosugi) of skins." (Acts 9: 364l1zs
pressed by other tribes who made them
Notes
form; "that
Lessutt -lI
247
or
conditiou." ln
conditiou, r'ithotrt
Actiyc or Passiyc, arc far tleitrcr thc Pas::ivc thall the Actir-e, and indeed are olten
or-rly translatable by thc Passile ; a1d thcir cotlnt;tation is certainly <;ne of state,
statt,s
Dokc (B.L.T. p.
19()
ina.dr.isable
. lJttt
in that it is
elscrvl-rerc
is a
Yery
to
irrclicate a state aheady achier,ccl ar-rcl still persisting . ' . in certain Bantu languages
the Perf'ect stem of the verb is used iu stative tel)scs . . . thc diiTerrence betweet'r
tl.re stative irnd non-statit,c tt-se of thc lerb . . ." T'his seems quite misleading,
being based on x lltiscoltccPtion or ir.rcompletc I(ralisation rlf the basic meaning of
such \.erbs. T'herc is no changc in thc usagc of these verbs, such as is implied
in the ri-ords . . . "diI}'crencc in stative and non-stative usc . . .": the verb is
Initiative or Conlfitencive in its esscllcc, and thc tenses usecl follorv perfectly
rlaturally ancl automaticallv frorr-. this csscntial and basic meaning. (sec also
Zur.u Gnenn'rAR, pp. 151,3+l .)
4 lt l,oulcl seem probablc that thc -gala forn is nore ancient than the
becarne softened
-hala or -Jala one.. it is easier to beliete that an original -gala
a -gala.
int<:
ir}to -.fala, thau that a -Jultt be cltnt strelgthe'e d 6r hardened
5
6
usecl
them.)
rrth'icc or information.
lejahatho
llke leJctrca,
12
13
',"*r.
let shrc
ric
u,
I ego I igzr
u.
It I
tLgrc ct,
ete.
2+8
Lesson 48
tt - .
16
ar.r
17 'historr,'; there is no
good
wrrrks') is an idiom u'liich has unhappily been translatecl litcrally, o tletse ditird
lse di mrtlemi; it is not good Tsrvana. (In passins noticc the tu'o rvays in l'hich
tlulu, to br: full, can bc usecl; e.g., 'the plain is full of donkeys' can be eithcr,
toltale lo tletse ditonhi, or, bcttcr, ditrnhi di tletsc lta lohttla (<tr, mo lohaleng) .
20
-rliAafsd ;
gift or present. P:rssivc is ahizctr or uttzoo, hcncc
i.e., alms or 'c-harity'.
21
2223
alrns
Since
creftn;
see
lle\t
ftzulsr.r,
Lesson.
Noticc (sce
sttga
I
*
t
:1
:i1
.5.
NI,
ffii,
*-
lesson:II
T-T
. 44
rDipoli-lb tse;
249
s mo dinaaneng t F |g"ir' dl
. E-6'l=
ka
gt"" E"*ry ci itnet<erlbrtb' d.--ise]ffi-ago+rrbtsbgt l'h";**ie
e re dt tse di }ebal+segsloa loneledir,pl
ka ).a 1-atlhbgera-seshaba"
lffb, gere. kltsb u-" ;"n"b se .rr-u"*
sebala sa
satse-; +lswa lhrti,b-
ba -ettle'
i""k" uu
1fld bahe*i
fro setswatsweng" I"l-ongue
'oa kgornegi{a
pe
-askof+E
yo o- bofqfe'
ba, k-a ,e l-e metns yo "- tlh"g
god*}.qng:t
yo
o'
ntetlro
Iana-setlharei i-"**ooo m+ Le
Fa fa!-she-t
-atbatlhlla:ad<+ T'o ryiAgw,e'
flo o e bef-efo
""^t"tlt"
ri* +rtr't"p"tsa IraE^Ia, :- ipaya iaak+ el" *bil*
lcel-e s sulb-
t"d;
*.-ffi
rTsatsi
T'oNE-PRAcrIcE ++
Gadirala,yarekamalatsiao,mosadiyoatsogelwakebotlhoko'
m: ntlunya;;*;; i"rt a re ba sena go mo tlhapisut!1 -Tuya
le Yopa'
le
gaufi
;il . . f.*u godimo. Kt gottt ereka Lida o
ebilebautlwafaPetereul""go,'e,barutwabaromabannabale
re nyafalela go tla'
babedi, ba yzr go mo rapela go- ", U se ka wa
e rile a fitlhile' ba mo isa mo
Jalo Petere a nanog a a va ttubo ;
ntlunyaneng e krva godimo'
"'rfup-
250
LESSON'+9
IN'|ENSIVE AND REPE'TITIVE
OTHER
re
FORN1S:
CONSTRUCTIONS
itimpliesthattheactionirrquestionisorrvasdonervithintensityorvigour
simple verb to -aku:
formcd bv the change of the final -a of the
or violence.
It i,
tt.r
'
(Wheretlreverbrimahalrastheforceof.chopinpieces'or.chopviolelrtlr
,rnd often'.)
bed everywhere
in
regar'J
..
violence
Although ritnaka is the usual forln' excessive
su{fix:
the
doubling
-ka
by
of u"tiun is sometimes inclicated
(1)
iitsl;-
(gagola
,r',
ares
gagolakake
or
frequencr
onlv tear
in pieces "
'
all
alrgr.
(2)
bothappliedtothesameverb,thelntensiveendingcornesnextthestem'orcoln!:
tirst, and the -ana suffix last:
"
go bdnala go re
re ntse re JaPaakana
o rlitseleng;' (Diphoshdphosd,p'
(fapaana is
51);1
BAusagealliedtothelntensiveisthedoublingoftheverbitself,toindic.:.
extent' or in many directic:''
that the uctio,t huffe""a to a considerable
formation of the ve-:
derivative
really a
or a number of times. ilri, i, not
the element of 'r'iole::-'
Intensitive,
i1-r.
Although it has similaritv oi -"".ri.rg to
isabsent.Wehavealreadyhadoneortwocasesofit;seetlhotse-tlhotse'':
Note 6'
L".ron 29, Note 20; and fofa-fofa, and Lesson 33'
Lesson 49
",., lo e le dithanyatxyana
tseo, peo
e
251
III165);
IIl113);
hancl
it
is only the
to me and
stroke
me.
Notice here that the Obje:tival pronoun or concord cornes before the first
stem, anC the Imperutive B-form enJing takcs place ri-ith the second stem:
in
o:her words, the doubled 'r'erb is treatcd as if it lr'ere one single vcrb, shclasl;cla
or solasola.
"Ga
tzue,
ithutathuteng rnedifi"
17152);
Here the Reflexive r- of the second stem, itlxuta is dropped out, and the
whole
verb acts as if it were ithutathuta.
Hon'ever, the first stem sometimes inflects also: see e.9., tlhotsetlhotse
ref.e*
re
',r'hich
ereka..
cise
we have already had, in Lesson -rt ,see Notc.i; e rile ka..; and in
Exer90/lti rve had la re ka. . , and ha'e sccr.r that the meaning of these is ,since,
(literally,'u'hen(er.er) because').
The constructior.r consists of the re, generallv ri,itli tlie irnpersonal e before
it, and ha; so it may be of the form e re ka or t,a re ka or e rile ka. In each case
the g-ord 'since . . .' best translates it.
"Ka re, tsala ya me, e re ka u dumtt le
Look here, my friend, since you also
zoina . . ." (Padisd II1110) ;
grow.l . . .
"e rile ka hosigo ho atametse.." (Pad. since night was drawing on . .
rrr
112);
ekare...
(1) This construction is more elusive in mea'ing and usage than the one
above' Literally it may be taken to be'it-can-when ...', buigenerally it is
difficult to translate, and sometimes can be left untranslated:
Lesson 49
2s2
"...
hhini ka kgdli e e atlhameng, tie (its) legs with a broad band, not
a narrow one... which canif left
esengetshesane... ee karenEfa e
leian mo tonking ha lobaka ... ),a sega on the donkey for a time ... cut the
narna ya utlzoisa tonki botlhoho" (Pad. flesh and give pain to the donkey.
III 153) ;2
"Ga go na sepi se se kzca ntli ga motho There is nothing which is outside a
person which could when it enters
se se ha reng se tsina mo go ini sa mo
into him m-ke h'm ur:clean.
itsheholola" (Mareho 7: 15);3
tr.
says
man . . .",
i.e., using the participle. (The Tsu'ana might equally well have been . . .
e ha reng se tsina . . .)
se
(2)
"Fa e tlaa re
kee swa
gatisitszle,.."
(3) e ka re
as
well be put
ke tlogele S. a
are
If when I
Print.'.
die,
..
Similarly, e tlaa re frequently takes gongwe, either before or after it, to form
a construction with very much the same meaning as e ka re gongu)e. But instead
of being followed by the Indicative it takes the Habitual:
he went to
And the quotation from Padisd 11168 given above could have read, u'ith no
change of meaning,
". . . e tlaa
laye .".
Lessurt 19
253
C eseregongwe...
'l'his construction forms a sort of contrast lo e ka le gottgue; u'hereas the latter
olten means 'perhaps', perchance', etc., this one has the sense of 'lest . . .' , 'in
case . .', or 'otherf ise . . .'. It is followed bythe sequent I'erbs inthe Intlicativc,
in Narrative form:
l,ook, you have been healed; do uot
"Bdna, u .fodisitszae; u se ha zca tlhdla
sin any more, lest A \\1)rsc thing beu leofa, e .se re kgotsa se se bosula
fall you.
bogolo sa gu zoila " (|'o'tt'te ,i: lJ);7
(or
No, take it *'ith vou in case I clelav' I
". . . Nnyaa, ya nasd, e se re
gongzoe)
"Fila
ka diiga . . ."
lono
(Dtptrtsli.
28)
IIII
ka ua re u kgapha wa tlhakatlhakanya - -
I.xERcISFI
97
"Butryue ba tla ha lere nu.t go itri ruuttttt 1tt-t u bctbolatg ltotllrcko jzca titisild,
tt rzaelwe ke batho hu le barft.1o 11 2 Mmc e rile ka ba retelilzua ke go mrt
atamila ha trtlha -\Ja botftsi jrca batho, ba tlhomosriola ntlo bolehana trtti; v-a re ha
(Marefu,,
setm go phuryta, btt .folosa 1,r,t 0 bobolang hq bolad yo o letseng mo go vdni."
Paukt u
a
bui,
gore
tz
gzaitlha
go
mo
3 Mme e rile molaodi a sena
2: 3-f .)
ditsi,
Ie
di
o
ka
dinyaga
zua
morafe
fetola a re, Ereka ke itse fa u ntse u le moatlhodi
lo
lobaha
kagu
tlhaloganya
ka
e
ka
kgosi
heo iharabila ka hoitumild;l3 1
e
le
gontpietro
letsatsi
ha
tdni,
.ia
.fa
he simolotseng go ),a go dbama kzutt Yerusalema
mo
le
ol>i
lze
ganiht
ba
bo
ise
ba
ga
ba
5 Mme
ftlhele
.ju lesomi le bobetli .fita;
tentpelettg; lefa e le go tlhotlheletsa batho mo matlung a d.ithutd, lefa e Ie tmt trtotsitts"
6 "Gonne ke ofe zaa lona t'o e ka reng.t'a a rata go (tgu
(Ditird 24: l0 t2) .ta
kugdeegotliletrg,asekeuflulupeleabalamadiaydni,goreolleaitse.faanalett
u lekttttl,eng go e s'icetsa: 7 e se re kgotsa o sena gtt e tlnT'a, a reteliftca lrc
go
e s'tL,etsa; jalo hotlhe ba ba e bdnang ba simolola go mo sotla ba re,15 I
'.J\onnayo,
14 :28-30)
r,, simolotsi go aga, mme abo a sa ttonofago szoetsa'" (Luke
e le jzua
tlhdla
e
sa
ga
thata;
bo
jzaa
bokotte
Batswana ba
9 "Botshel|
.fetogile
ba ba ntseng ba ritibetse . .
,t'u
t---
(Padisd
IIl5.f')
15 "Ga
ke tlhole
Lesson 49
25!t
itse
gore nka
(Diphoshdphoshd, 127)
rxnnclsn
98
ear to my
Feed me'
her iiaa@ always (all days) that she $.ould lose them (Passive), as another people
had lost their children, 18 because tire 'woman had to leave them often,
and go to the fields to rvork, and to do her other duties. 1'9 Poor children!
who used to live shut up in a little dark stufiy (:cthukhutfule&zr,) house, never
being able (seeing) to breati:e fresh air (rvind);3t z0 also they $'efe not
stroig, they u,ere thin, for th<y di<l not get outsicJe to be in the light, they spent
the whole time inside the
Notes
house'"
(Padisd
IIIl58)
Translating the line, "I see we still did meet each other's man", about
42 lines from the end of the PlaY.
? hhina (kina) is to tie one of the horse's knees to halter or bridle by a
Lesson 49
255
short thong, to prevent rt moving except with difficultl'. If hot'ever the method is to tie the tri'o forelegs together at the pastern, the lerb is pana' This
is the general rvav of hobbling donkeys. (To tie a cow's hindlegs n'hen about ttr
milk it is to kaoa (or kaa) it, or to katloa it; nouns, mohad and katloo for the
thong kept for this purpose.)
3 itshika is to be clean or pure; the Reversive itshehologa is to be impure
Padisd
kgomogila
IIl81,
as a
see e.9.,
kgogoga.
hgotsa or gono are used in the South ('flhaping and Rolong), n'here
is more general from Mafeking northwards.
I The line in the play (line'tl, Act IV, Scene 1)is, "No, irear it rvith you,
goTrgzle
lest
smear-patterns
with r,vhich
Batsrvana \\romen
in many places so beautifully decorate their house rvalls and floors. For drarvings
see
Padisd
3 and Padisd
in a good
4.
sense.
thing. It
Lessort 19
2s6
23
24
25
in
Dictionary.
30
31
'blessings'
matlhdgdndld-
oneself (28
to
def'entl
above).
tTau ya xeya nchsts& Ler Tssl'a yb' mer -r2 tE- file
A-r-Eune. I r,+btrLa, E re kepanblb-gq duma.r
kE bosiga bo-aLarnetss' Menllha a I'aela gre- khudrr.-e gE-E
:,Ugwb.' 3 W se l<ffinb-tonk+ Ic kblb e. lshesansr
trilrrlsa
ya
reg .IH:ta fa
f*"-r."."g fia c }esiwa rro loaking,
e tle
4 'fes* eya- l-r'ia $o bnb; a rc
tnki LtI-t..'
-e
ha
:ie
5 'FIa-'
re gengr,,re. e- tbrrb sengwe- mo gp -hnb- '
-e
se
gore
y rt * tog"pi'ta-w& tlhakatlhakelye*makgapho"
nue we ilshegise bethQ.'
T-T. 45
TONE-PRACTICE +5
257
LESSON
5O
ka
CONS'|RUC'I'IONS
feta. 'fhis
WhenusedasanAuxiliary,somethingofthismeaningpersists,butitisnor
or proclear; the import is that the action of the main verb rvent or.r happening'
ceeded to happen:
(l'adisd lIll8);1
". . . ba ngdngwailtt ba itlhaganilila hwa
gac, ba feta ba Phutha thotzuana Ytt
ga Pudi . . ." (Pad. II 19)'2
fdla. \\'hen
t
I
I
t
to
gather
it means to corne
to
anen<I,tobecomefinished.'metseatlaa.filahamosd,the*'aterrvillcome
"Ka
Padisd II 1'l) ;
"1'a re ha lobaka
li.
e-
ra
a.
re
rle
Onc clav... she asketl ... she t'eturned and asked . . . she asked for
tl're last tin-re . . . hcr sistcr refused
finally.
fbllon's
Ilou'ever, the Auxiliar,v frecluentlv detlotes an action r.vhich merel-v
clear
so
alrvaYs
not
is
rrnotl.rer; the sense of that action bcing the last of a. series
seem
do
examPles
as in thc ts'o examples given abole' \evertheless these trvo
to exemplifl'' the real force of this r-erb lthen used as an Auxiliary.
Irr the same $,a,v, this verb, rvhich means to arrive, can be uscd
rrain verb took
as an Auxiliary, con'eyin; the sense that the action of the
place vrhen someone or something had just come on the scene'
fitlha.
Lesson. 50
258
ba re . .
ya kzca
hgostng
ba fitlha
it
is
a Positional Stative verb, and has thc meaning of being extensive, lvidcspread,
broad: e.9., thc proverb, Tfuthhwi o rile, Ke lobeld; mme marota o rile, Ke nam.ile:
the Thukhrvi said, I'm fast; but the plains said, we are rvide.4
As an Auxiliary the verb has the rather curious effect of limiting the action
of the main verb u'hich follorvs it to the ncar future, or occasionally to thc near
past-to the vicinity, as it were, in time; it conveys the idea of 'for the time
heing', or 'in the meantime', or Just ns1'1,', or 'very soon':
"Se ke se dirang ga u se itse
o" (Diphosh6.
16);7
on', N{offatt).
Elijah said to Elisha, 'larry here (for
a fittle while).
The hour for dinner is near, I shall
in the meantime (or, just a littk'
longer) examine the nature of this
to$'n,
"A u namo
u. dumila go re re ha latlha
dibaga tse re di neilzoeng he hagol.o ba
rona?" (Padiso 1136);
sec-
II
A
(Pad.
rrl112);
"Mme h2, a re ke re gopoleng haga
jaanong . . ." (Padi-sd IVI19);
Do
(or,
tird
Lesson 50
"Mnefila, hua re
setseng
re fitlhile
(I
Sam.
26: 19)'e
259
have
already
walk.
(See Nloffatt.)*
is Jehovah u'ho has stirred you
up against me, by all means let him
If it
receive an offering.
In all these cases, rhe addition of the Ae inserted into the simple Imperative
adrls a notc of stress or urgencr. to it.
...,:
hila
Note that in the first person it is nhe; and that the Ae generallv becomes Ao
in second person by assimilation to the vou'cl of the pronoun; and, ka is also
lbund
- ..
"A bollla
.e
re ga n ise a ka a utlwe
ka lolenrc nama el>i e e nrcilate o kana ka
I,o
pot.
ya gagzci sele, rtszca a latotsi a ba a bidi.hama ct re ga a ise a ka a se bone; nkatamila gore nke ke bui nai" (p. 41) ; to
of
which
Cenied
..r
i
I
Kty to Exerceses
418
jaaka mohgethisi
'b
1, 'oWhen he did not come home that d"y, or that night, his younger brotherrs
got up early in the morning intending to go and look for him. - Z As they wer
oo looking for him, ttrey suddenly saw a great many vulturts qrowded together
somi:thing. 3 When they drew near to see what had been killed, they foundj
it was a person's body. 4 The vultures were all round it; one would seizEi
it and pull it, another would pluck it and bring it back, and so on; the corple
allowing itself to be pulled here and there. 5 His younger brothers suddenly
realised with a shock that tlre corpse was that of their (older) brother." (Padi$
rrl7tf.)
"He went on forward with a heavy heart (or" sorrQwfully), and said to
himself, 'Oh dear, what shall I do (lit., who will see me)! 7 It would be
better tor have lost my monpy, and not the.f.aithful dog which has been with me
all these years!' 8 The thought of his money made'him sftetch out his hand
to hold the bag of m"oney; wiqh.ashp* he found it was not there! 9 In a
flash (lit., a wink of the eye) he realised what he had done, and blamed himself
greatly because he (had) diqregarded,:the signs by which the dog (had) tried to
tell him. 10 The rnerchant turned ro.und and went back in his tracks, and
.returned to where he had rested., 11 He perceived the trail of blood as he
went on, but he did not see;the dog at all in the road. lZ At laet he arrived
at the tree. The poor man found the bag there, and his dog guarding'it, (it was)
in,fhe paips of death. 13. The poor dog had dragged itself to the bag, after
it had seen that its rnaster did not know that he had lost it." (Padisb IIl26f.)
l+ "So it happened, as they still went onward in the way, he entered into
a certain village; and there a certain \troman who was called Martha received him
into her house. 15 She had a younger sister called Mary, who also sat at
dn Lord's feet and heard his word. 16 But Martha was burdened by much
serying; so she came to him and said, Lord, do you not care that (because) my
sister has left me to serve alone ? I say, tell her to help me. 17 But the Lord
ansrilqred her, Martha, Martha, you are worried and you tire yourself with (by)
many.things: 18 .but only.one thing is necessary; for Mary has chosen the
goo{ portioni which will not be taken from her." (Luke 10: 3&42)
94.
Kty to Exercises
419
go
"tn
rrr-o[a; ialo ya nna ya loma ya bogola ha bogale bogolo (io
bosglo.) 17 jo^orrg hd,-morekisi ha a gopola fa go se na pe.lail6 haga botsinwa
'iio nt"o, a tsaya tnababryma ya gaguO a hula ntsa la gagzoA' 18 Mme
nabdtigololotE koa
'o)ho
i*r6i n" go itshdia go iarro-pioA ya bso kta ntsa ya gagwi, a tlhaba pitse
ha di@ a lekila pele ha pelo e e botlhoho." (Padisd IIl25 f')
o
95.
"So there was war for a long time between Saul's people and David'S
people; but David became more and more powerful, but saul's people became
more and more weak. 2 But it happened, while there was still war between
saul's people and David's people, that Abner strengthened himself in the house
of Saul." (II Sanuel 3: 1, 6)
3 "For you, my friends, are called to freedom; but do not change your
freedom (intoj a chance for serving yourselves, but be servants' one of another,
in love. 4 For the whole law is fulfilled (made-to-happen) in one wofd,
that is, in this one, Thou shalt love thy neighbour as thyself. 5 But if you
bite one another, and eat one another, beware that you do not quite-destroy One
another. Let us not be vainglorious, Iet us not provoke one another of treat one
another with envy." fGalatiane 5: 13-15' 26)
6 "In Setswana life, as in the lives of all tribes and peoples, there are legends
Kty to Exercises
+20
'
'
it
96.
rere ka thutaganvd.
go tsina mo dichabeng.
*"i,[ffii;;;;:;:T,ilJnn,ur,*,,*o
ts,teletse pere,
,.
di $molotseng-ka
IcIt lll
salB,,
(nry
!n"
t
84P,
ya
gon
Iagry
Kty to Exercis.es
42,1
"Some brought to him a man who was sick-with disease of palsy (trernpeople. 2 But since they could not (were prevented
from) get near him on account of the crowd of people, they un-raftered the house
just above (lit., oppositc) him; when they had broken in, they let down the one
who was ill by the bed on which he wds lying." (Mark 2:3 f.)
3 "But when the magistrate had signed to him that he should speak, Paul answered saying, Since I know that yor,
(and have been) a judge of these people
for many years, I answer for myself"r"
glaclly; + for the king can understand
about the time in which I started to go to worship at Jerusalem, that this day is
only the twelfth; 5 they have never yet found me disputing (I dispute) with
anyone in the temple, or stirring up people in the synagogues or in the town.l'
98.
Kty ts frxercises
+:2+
Chief would have indicated in what quarter he loved, so they would look ino
circumstances (or, nature) of the parents of the girl, to see if tn*y were all ri
Also they would look whether the girl's father had a following (or, pa
in former times civil war was prevalent at home, frequentJy (lit., perh{li
fighting for chieftainship; so this following (or, party) of the girl,s father migfi
be expected to fight for (i.e., on behalf of) the chieftainship, for their child #
involved (lit., because it was to their child). 5 If the chief's uncles and folouC
because
ers agreed about the girl,. they would say so; if they did not agree, they
say so.
6 If they agreed, preparations would be made, and the woman
be brought (lit , would arrive): according to the custom, this woman who arrivedtr
was not the chief wife, she was the mmamoleta (mother of the regent). 7
'mother of the cattle' or the 'mother of the chief' was taken later on. The h
ngwato used to say, 'If the mother of the chief can be taken (married) firsg shct
may grve birth to the chief (i.e., his heir and successor) soon, and he might som;
prevent his father from ruling.' 8 That was why the 'mother of the regent'
was married first, in order that her children should have no right to seek the chidtainship, as they would know that its owner had still got to be born, in another
stood
in order of their :
being married, the first to be taken being the most important; and so also their
children rule (have authority) in the order of (or, according to) their mother,l
marriages." (Mehgwa le Melad pp. 112f.)
l0
heaven
but when people were asleep, his enerrry came and sowed darnel also among the
corn, and went away. 1.2 So when the shoots grew up, then the darnel appeared also. 13 So the servants of the owner of the garden came and said
to him, Sir, did you not sow good seed in your garden ? then where (also) cdn it
have got the darnel ?
14 He said to them, It is an enemy who has done thus.
The servants said, If so, do you want us to pull it up ? 15 He said, No; lest
when you gather the darnel, you pull up the corn along with it.
16 Leave it,
allow it go grow to (go to) the harvest; thus (when) in the time of harvest I shall
say to the reapers, 17 Gather up the darnel first, tie it in bundles in order
to burn it; but the corn you shall gather into'my barns." (Mathaio 13: 2zt-30)
102.
1, E
.9
4:a6
:'."
. 18 So he who eats the bread and drinks the cup of the Lord
worthily, is really sinning against the body and blood of the'i-ta, -i9he who eats and drinks, not discerning the body, only eats and drinks j
to hirnself. -20 But if .we discerned ourselves, we would not be ;"Agt'i{
drunk ,. .
(I Corinttrians
11:
,,
17-31)
''
trelfg
. i
104.
ka
tsoga
I-
gu
noyo? 6
Kea lo'1
roya ha rc, Lefa a gctna go tsoga a t@ nala kogob" i t *it" ye- gagzod, lefa go a*i
iah, ka ntlha ya kttnlbln ya gagatd o tha tsogo a flo naya hafa o tthbkailg fu gql.7 "Ko-ofe ina lona yo o ha teng, e Ie na-bana, fa ngwana wa gagwi a rm llp
snhgwl, a o ka mo nala butswA? 8 Gongwe ja a tdpa tllwpi, i o ha -o iy"
nigamoboemong jwatlhapi? gongarc fa a lopa lctsae (lee), a o hh mo naya pheplmg?
9 Ke gdni fa hna, b le borula, lo itse go naya bana ba hf,o dinld tse di molztad, i
bagolo ions Rraeno wa legodhno o tlaa naya ba ba mb loputg Motra o o BoitshW."
hG
I ilru
lfoi'
ordcrffi,nu
(Luhc 11:5-13)
,'
fitr
'wff
ffi
he
with a great big tortoise, which he had got in the long grass. This was
old folks' food, for in addition it had eggs. 2 -So he passed it on (or, gave it)
to Siako his elder brother saying, 'Here is a tortoise, sir.' Siako passed it on
(made-arrive) to Montlha, for'he was the,Ieader (the elder) of the regiment. 3
Not far from Montlha's cattle-post tlere was an bld man Ramorwa, whose right
t'he find was; but since night.was near, Montlha ordered that the tortqise be tiea
np, in order that it might (or, irntil it might) be sent to its owner in the morning.,
4',:But when in thi: morning the tortoise was lookdd for {we'nt b be looked for),
came
i.' f*g;.f,tnr
:'
Ytaat
And
ert
orffil
got?
:i
frt#
:.'
Key to Exercises
428
hgoi ya
udnb. 7
Ga nna segajaja se segolo, chaka tsa rinraha, nuund e ilIstsarnaya ditshwme tsotlhc tsa ganyaolwa. Di sata go bolma gotalr.,
haqna ha folwa Nsangi, ba it,o go *huba setlltare so ditshwtne ha-nohr6, 'B c"
fitlhildla nohd enn, ditshwene di tshaba go ya gaufi Ie netse ya batlw, gongwc go utsoe
ba1a, ka gonne boonmaatsd ba ogo Oi nirria"d; boDhi nago t lhySga; e hgolo
e di hileng tsa e bbna ka rird eo. 9 Fa e tc,lithunyanlora tse'ditshweuTrn,
peo ya tsdnc ya tsdwa he dindnyane tsa e gasagasa *o oog*g;
i"t" t"ru no=i; urt)
'diheledi tsa ga Nsangi', nakb hgolo he eno. Lo tlaa ai ntna motlha nongwc fa lo
le fa gme ga sekgwa se setma." (Pdis| IIIl64f.)
baha,
ga
a re, Go no go sa leofa monna yo, lefa e le batsadi ba gryw|? e ne e lc gme ditird tsa
y"di^" di tt4 di bdnadiafit mo go ini . . . t3 Vi ri a sena go U*ja", a fowib
fa .fatshe, a duba serltsi ha mathe, a mo tshasa seritsd mo matthong; o *o ,oyi o rr,
1! _Va u tlhapi mo lehadibeng ja Siloama fu gu re, Romilase, la go pninlnh,o.
'Hotngbagqabd,hba
A tlry".a
tsamaya, a la a tlfiapa,abaathabima. 15
,ba nnnnymg gald fa e le mokopi, ba re, Yo, a ga si Cni yo o ia c tla a nule go hnpa?
16 Bangwe ba re, Ke eni; ba bangwe ba re, Nnyaa, ,nm"e o tshwana tui. Mru
ini a re, Ke nna . . . l7 Hong Bajuda ba belaila-haga gagwd, go re, a jaatu o kih
a ne'afutfetse, a ba a foufologa; ba baa ba tla ba bitsa betsad,i ba yo o yuiotag;teng,
'l,8 Ba ba botsa ba re, A ya, he eni ngwnta
wa bna, yo ln rmg o tsetszle a foufetse?
fa
yy-lr:,y
|*
ga
arry {6r t
rwltfuft
t07.
r
**1t::'',..::
'1;,
"By the law, whenever a person had (has) killed, he brings what hd has
killed to the elders, any ones whom he may (can) meet. Z Or if it was a
journey; the custom (right) was that a person shquld be followed by one of his
younger brothers. 3 The latter had to (ought to) help with the burden and
with putting down his bed for him; not only that, (but) also with cooking for him
when they were resting. 4 Apart from supporting (empowering) law-and.
order (lit., command), still more the (this) law was desigaed to care for old people.
5 Long ago; there being no books or anything like that, such old people were
the experts in all knowledge of story-(song)-telling and customs and so on; they
were thc.heads of the tribe. 6 A young man, if he was thirsty for.knowledge,
could go to dip out a little ffom them by the gift of some (emall) food." (Pddt6
rrrlr2)
';,ri'id
'
t &rcSrrllff
Yo,flbrb,rft
asGJ*'rrfrl&
t?ryd.rGr '&+
,, J 'r,.
3 eif,d
s@
g@,,rkqqrnE
+ Bdbfft,br
futq;flu
5 O r*.zjD
Icf& h.
:t
,K'e3l"to'Eac'rciies
430
,l
lc
foo, Mtndla:'a
th
a ntse
sicna,
try;
:jalo
a bath go thuhna le Katse. 11 Katsc a tslnga a re,'R-r-r-r-rJ' fu\n--t*hgweng wa gagwd fa a tshogih. Mme Mmatla a re setshedi se o sa se itstng se,.
rata go mmolaya sa no
tln:ta.
ruls2)
.,,,
:rl(X).
'i
The time for leaving work came at five in the afternoon. - He went to
the money and went home with it. When hie wife saw him she said
'Ytlhat is it you are so heavily carrying in both hands ?' Her husband called hr
aside and said to her, 'Just look at the luck that has befallen usl'When the womao
gtanced in and saw the bag of money, she burst out into a shout, 'Kg"ajululut'
Her husband scolded her, 'Look here, be quiet; you are attracting the passers-byl'
'Well, well, well, now! Fancy that, my husbandt'
'Do realise that I have found this money; but don't say a word"about ig
keep it absolutely darkl'
, lresently since the man knew tlat his rrife could not Leepra secret, he made
a plan for her. He called his wife, and they went to bury (dig in) their money inthe veld. After they had buried it properly,.they thbn went,,backhome. ThE
wonun devoted,herself to preparing what thqy wgre going to have for, supper,
the man said he was going to snare a little animal in the veld near by. So he.toot .
the.trap (iron for catching beasts), and also took his fish-hook with which hc
catches fish in the river, and tied a string to it,,and rryent away. (P.aditn
As (lit., where) Rammone was going along he met Mmatheebe. Again
was looked on with disfavour and scolded. .He saw that the ftrson whom b
had been deceiving himself about did not want even to look at him. But sina
for a m4n to be thwarted does not mean that he $ives up (is no! for him to girci
up), hc thought that "perhaps a letter would move , Mmatheebe's heart,.. Itrc
wrote to the grtl. We have already heard that the gifl did not know how to'rcrd
and write. She went all over the town looking for someoqe.to read this'nyseQi*
to herr How unfortunate (lit., how it scorns) not to be abfe to,r. adl''Mma
got'hold of a girl from the school to read {it) to her., , f,Idril wodld she,.reade
db rp
UlnSi)
b
+32
'
Rty ta Exercfses
=*
'Ke tsoara-mang
?'
'Tsao Monageng.'
^ori*,
'