408 Baking Vocabulary. [No. 5. 



Dual of Object. Dual of Object. Dual of Object. 



/"Ja-sa-si, inclusive, f"Ja-ya-si, inclusive. 



Ja-gna-si, „ \ Ja-sukusi, exclusive, ~ \ Ja-ka-si, exclusive. 



I eat them two. " 1 We two eat them * j We all eat them 



L (. two. J. two. 



Plural of Object. Plural of Object. Plural of Object. 



S/Ja-sa-mi, inclusive, /"Ja-yami, inch 



Ja-gna-mi, Q \ Ja-suku-mi, excl. Q \ Ja-ka-mi, excl. 



T „..*. <-l n «• 



2. 



/Ja-yami, ] 

 ) Ja-ka-mi, 

 1 We all 



f nil * 



I eat them all. ' J We two eat them ' J We all eat them 



all. 



Second Person. 



1. Ja-(y) i. 1. Ja-si. 1. Ja-ni. 



2. Ja-(y)-i-si. 2. Ja-si-si. 2. Ja-ni-si. 



3. Ja (y)-i-mi. 3. Ja-si-mi. 3. Ja-ni-mi. 



Third Person. 



1. Ja-wa. 1. Ja-se. 1. Ja-me. 



2. Ja-wa-si. 2. Ja-se-si. 2. Ja-me-si. 



3. Ja-wa-mi. 3. Ja-se-mi. 3. Ja-me-mi. 



Preterite Tense. 



First Person. 



1 ,, . 1 J Ja-ta-sa, incl. , J" Jan-ta-yo, incl. 



1. Ja-tong. - 1 - | Ja-ta-suku, exci.f l ' \ Jak-ta-ko, excl. 



„ j, , , 2 f Ja-ta-sa si, incl. ~ f Jan-ta-yo-si, incl. 



°~ ' ' \ Ja-ta-suku-si, excl. \ Jak-ta-ko-si, excl. 



T , , , . o f Ja-ta-sa-mi, incl. „ ( Jan-ta-yo-mi, incl. 



3. Ja-t-ong-mi. 3. < T , ., , , ,' . , 3. I T ,, , , * , .' . 



b [ Ja-ta-su-ku-mi, excl. ^ Jak-ta«ko-mi, excl. 



N. B. — The intercalated n and k are devious. See on. 



Second Person. 



1. Japt-eu. 1. Ja-ta-si. 1. Jan-ta-ni. 



2. Jap-t-eu-si. 2. Ja-ta-si-si. 2. Jan-ta-ni-si. 



3. Jap-t-eu-mi. 3. Ja-ta-si-mi. 3. Jan-ta ni-mi. 



N. B. — The intercalated p and n are devious. 

 Third Person. 



1. Jap-t-a. 1. Ja-ta-se. 1. Jam-ta-me. 



2. Jap-t-asi. 2. Ja-ta-se-si. 2. Jam-ta-me-si. 



3. Jap-t-a-mi. 8. Ja-ta-se-mi. 3. Jam-ta-me-mi. 



N. B. — The intercalated p and m are devious. 



* The form of the conjugation in the remaining persons of the indicative mood 

 being the same as in the first person (and also in the imperative) it is needless to 

 load the paper with repetitions of the names of the numbers, agentive and objec- 

 tive, or with the English equivalents. 



f Observe that the separation of the syllables is merely to facilitate the student's 

 comprehension, and that I shall do so no further, for the genius of the language is 

 averse to any such treatment of its finely blended elements. 



