184 The Philippine Journal of Science 1921 
(Wherever a long consonant was sounded this was recorded in 
writing by doubling it: ummoi, pillak.) There was no oppor- 
tunity to make this point an object of special study; it may, 
however, be kept in mind when dealing with the coalescence 
which is shown in the texts often to take place between the 
connective particles a, ot, and the final consonant of the preced- 
ing word: chakkoi-ya phyanug large eagle, akit-ta iphil little 
crying, phyanug-ka mandnap eagle-which searched, phyato-wot 
stone-and, liayig-ngot cave-and. The language did not, however, 
seem to be very strict in this respect, for, while the borrowed 
consonant was at times pronounced even after quite a consider- 
able intervening pause, leading me at first to the belief in the 
presence of such independent words as ta, wot, at others there 
was either a simple addition of the particle to the preceding 
word ( achayaoma Hang deep cave), or the consonantal accretion 
before the connective was lost through a pause. 
The coalescence just treated finds its reverse in a number of 
words the staccato pronunciation of which leads to such writing 
as: man-ai-dyam, na-am-dmod, indm-amaan, pit-ongona, inum - 
ummoi, sag -on, man-iwd-aK and others. 
In words not marked with an accent the weight of the pro- 
nunciation falls as a rule on the penult. 
ACQUISITION OF TEXTS 
The following texts were collected by me during vacation 
time at the Teachers’ Camp in Baguio and at the farm school 
at Trinidad, Mountain Province, from some Kalinga students 
of about twenty years of age. Thanks to the courtesy of the 
authorities concerned 12 a series of sessions could be arranged 
with these young men. It was at first tried to have the students 
write down their stories, an attempt which proved, however, 
an entire failure, as the boys either frankly stated their inability 
properly to represent in writing the uncommon sounds peculiar 
to these dialects, or rendered sounds and words in a way that 
made it difficult for them to decipher after a while what they 
had written. I had thus to undertake the not easy task of fol- 
lowing the flow of the story-teller’s relation while trying, at the 
same time, to put into writing his utterances which at the time 
being were, of course, absolutely unintelligible to me. Still, 
after repeated readings and corrections each story took ulti- 
12 The facilities for my work kindly granted by Professor Wright, di- 
rector of the Trinidad Farm School, and by Mr. McCann, of Teachers’ 
Camp, Baguio, are sincerely appreciated. 
