Children's Card Game: Happy Families

Gero nei gwari Teiluiaw Lûan
(SWF: Gero nei gwari Teyluyow Lowan)
(Let’s play Happy Families)

Mr. Sole the fishmonger = Mester Quîn, an gwikar pyskez (SWF: puskes)
Mrs. Sole the fishmonger’s wife = Mestrez Quîn, an wrêg (SWF: wreg) an gwikar pyskez
Master Sole the fishmonger’s son = Mau (SWF: Maw) Quîn, an mâb (SWF: mab) an gwikar pyskez
Miss Sole the fishmonger’s daughter = Moaz Quîn, an verh (SWF: vergh) an gwikar pyskez

Mr Turnip the greengrocer = Mester Tyrnypen, an gwikar luzu
Mrs Turnip the greengrocer’s wife = Mestrez Tyrnypen, an wrêg an gwikar luzu
Master Turnip the greengrocer’s son = Mau Tyrnypen, an mâb an gwikar luzu
Miss Turnip the greengrocer’s daughter = Moaz Tyrnypen, an verh an gwikar luzu

Mr White the painter = Mester Gwidn (SWF: gwydn), an liuiar
Mrs White the painter’s wife = Mestrez Gwidn, an wrêg an liuiar
Master White the painter’s son = Mau Gwidn, an mâb an liuiar
Miss White the painter’s daughter = Moaz Gwidn, an verh an liuiar

Mr Chop the butcher = Mester Guleith, an keger
Mrs Chop the butcher’s wife = Mestrez Guleith, an wrêg an keger
Master Chop the butcher’s son = Mau Guleith, an mâb an keger
Miss Chop the butcher’s daughter = Moaz Guleith, an verh an keger

Mr Pint the milkman = Mester Pint, an leathur (SWF: den an leth)
Mrs Pint the milkman’s wife = Mestrez Pint, an wrêg an leathur
Master Pint the milkman’s son = Mau Pint, an mâb an leathur
Miss Pint the milkman’s daughter = Moaz Pint, an verh an leathur

Mr Pill the chemist = Mester Pelan, an drugister
Mrs Pill the chemist’s wife = Mestrez Pelan, an wrêg an drugister
Master Pill the chemist’s son = Mau Pelan, an mâb an drugister
Miss Pill the chemist’s daughter = Moaz Pelan, an verh an drugister

Mr Heel the cobbler = Mester Gwewan, an kerior
Mrs Heel the cobbler’s wife = Mestrez Gwewan, an wrêg an kerior
Master Heel the cobbler’s son = Mau Gwewan, an mâb an kerior
Miss Heel the cobbler’s daughter = Moaz Gwewan, an verh an kerior

Mr Dough the baker = Mester Dau, an pebar
Mrs Dough the baker’s wife = Mestrez Dau, an wrêg an pebar
Master Dough the baker’s son = Mau Dau, an mâb an pebar
Miss Dough the baker’s daughter = Moaz Dau, an verh an pebar

Mr Stitch the tailor = Mester Gwrî, an trohar
Mrs Stitch the tailor’s wife = Mestrez Gwrî, an wrêg an trohar
Master Stitch the tailor’s son = Mau Gwrî, an mâb an trohar
Miss Stitch the tailor’s daughter = Moaz Gwrî, an verh an trohar

Rhymes for Children 3

Let’s to bed
Said Sleepyhead.
Tarry a while, said Slow.
Put on a pan
Said Greedy Nan.
Let’s sup before we go.

Dean nei dhyn gwili,
Medh Pedn Hene.
Gyrtero rag teken, medh Sigr.
Greu settia padal,
Amedh Gargesen.
Gero nei cona ken moaz.

*****************************

Hot Cross Buns.
Hot Cross Buns.
One a penny, two a penny.
Hot Cross Buns.
If you have no daughters,
Give them to your sons.
One a penny, two a penny,
Hot Cross Buns.

Tortelaw crouziez tubm.
Tortelaw crouziez tubm.
Wynen rag dinar, deau rag dinar,
Tortelaw crouziez tubm.
Py nagez mirhaz dho hwei,
Reuh go dho gyz mau .
Wynen rag dinar, deau rag dinar,
Tortelaw crouziez tubm.

*****************************

I had a little pony.
His name was Dapple Grey.
I lent him to a lady
To ride a mile away.
She whipped him, she slashed him
And rode him through the mire.
I would not lend my pony now
For all the lady’s hire.

Thera dho vi gunhili.
Specketi henwez ê.
Mi gulaz ê orta arlodhez
Dho varoga myldîr alêz.
Hei ê hwipiaz ha lakiaz
Ha ê varogaz war an prei
Na ressan culah a marh namûi
Rag ol an gûber hei.

*****************************

Curly locks, curly locks,
Wilt thou be mine?
Thou shalt not wash dishes
Nor yet feed the swine,
But sit on a cushion
And sew a fine seam,
And feed upon strawberries,
Sugar and cream.

Bleau crylliaz, bleau crylliaz,
Venta chi boaz pêth vi?
Na râ chi golhi listri,
Na hagen bûza môh.
Chi râ sêdha war quishen
Ha brôtshe gwriaw fîn,
Ha debbri moiar-cala,
Dehen ha côn.

*****************************

Lesson 7.3

Descanz seith: tridzha radn
(SWF: deskans seyth: radn trei)

So far we have ony dealt with the locative (long) form of boaz in the affirmative.
Now let’s look at the interrogative and negative.
It is slightly more complicated than the descriptive (short) form.

Here is a reminder of Dick Gendall’s version:

theram, therama, thera vi = I am
thesta, thera chi = thou art, you are s.
emâ or mâ = there is or there are
mâ ê, mâ ev, mâva = he or it is, m.
mâ hei = she or it is, f.
thera nei = we are
thera hwei = you are, s. or pl.
emonz, monz, mâ dzhei = they are

INTERROGATIVE

For 1st and 2nd persons, to form a question you can knock the “th” off the forms that start with “th”, so:

era vi? = am I? (SWF: ero’vy?)
estah? = art thou? (for nearest and dearest and social inferiors!)
era nei? = are we? (SWF: ero’nei?)
era hwei? = are you? (plural and polite singular) (SWF: ero’hwei?)

For 3rd person we get a new form (I have left some versions out for simplicity)

idzhava? = is he/it? (SWF: uji?)
idzha hei? = is she? (SWF: uji?)
idzha (name)? = is (name)?
idzha an (noun, sing. or plural)? = is the (noun)?
idzhanz? = are they? (SWF: ujons?)

But, if we do not specify a particular subject we use “ez?” (SWF: eus?),
meaning “is there a (noun)?” or “is a (noun)?” or “is there any (noun)?”.

Using the verb “moaz” = to go, as an example:

Era vi moaz? = Am I going? (SWF: Ero’vy mos?)
Era nei moaz? = Are we going?
Idzhava moaz? = Is he going? (SWF: Uji mos?)
Idzha hei moaz? = Is she going?
Idzha Pol moaz? = Is Paul going?
Idzha an dên moaz? = Is the man going?
Idzha an flehaz moaz? = Are the children going?
Era nei moaz? = Are we going?
Era hwei moaz? = Are you going?
Idzhanz moaz? = Are they going? (SWF: Ujons mos?)

but:

Ez dên moaz? = Is a man going? or Is there a man going? or Is there any man going?
Ez flehaz moaz? = Are children going? or Are there children going? or Are there any children going?

It can, of course, be used without the secondary verb:

Ez dên? = Is there a man? Is there any man?
Ez flehaz? = Are there children? Are there any children?
Ez keaz? = Is there cheese? Is there any cheese?

You might specify a place:

Ez dên ennah? = Is there a man there?
Ez flehaz en lûar? = Are there any children in the garden?
Ez keaz war an bord? = Is there any cheese on the table?

NEGATIVE

To form the negative you simply put NAG in front of the question
(and lose the question mark).
If you keep the question mark as well you have a negative question.

nag era vi = I am not (SWF: nag ero’vy)
nag estah= thou art not (for nearest and dearest and social inferiors!)
nag era nei = we are not
nag era hwei = you are not (plural and polite singular)

For 3rd person (again, I have left some versions out for simplicity)

nag idzhava = he is not (SWF: nag uji)
nag idzha hei = she is not
nag idzha (name) = (name) is not
nag idzha an (noun, sing. or plural) = the (noun) is not
nag idzhanz = they are not (SWF: nag ujons)

But, if we do not specify a particular subject we use “nagez” (SWF: nag eus),
meaning “there is not a (noun)” or “there no (noun)”.

Using the verb “moaz” = to go, as an example:

Nag era vi moaz = I am not going
Nag idzhava moaz = He is not going
Nag idzha hei moaz = She is not going
Nag idzha Pol moaz = Paul is not going
Nag idzha an dên moaz = The man is not going
Nag idzha an flehaz moaz = The children are not going
Nag era nei moaz = We are not going
Nag era hwei moaz = You are not going
Nag idzhanz moaz = They are not going

but:

Nagez dên moaz = There is no man going/ No man is going/There aren’t any men going
Nagez flehaz moaz = There are no children going/ There aren’t any children going/ No children are going

Without a secondary verb:

Nagez dên = There’s not a man/ There aren’t any men
Nagez flehaz = There are no children/ There aren’t any children
Nagez keaz = There’s no cheese/ There isn’t any cheese (SWF: Nag eus keus)

Specifying a place:

Nagez dên ennah = There isn’t any man there/ There’s no man there
Nagez flehaz en lûar = There are no children in the garden/There aren’t any children in the garden
Nagez keaz war an bord = There’s no cheese on the table? There isn’t any cheese on the table

Examples of negative questions:

Nagez dên ennah? = Isn’t there a man there?
Nag era hwei moaz? = Aren’t you going?
Nag idzha hei toaz trê? = Isn’t she coming home?

Lesson 7.2

Descanz seith – secund radn
(SWF: deskans seyth)

Lesson 7; second part

Another note on pronunciation:

Short vowels continued.

We have seen the long forward version of the letter "a" written with a circumflex in such words as brân, câth, râg (SWF: bran, cath, rag).

A short forward version of the letter "a",
written without an accent, is found in words where it is stressed and pronounced as in English "cat" -
(except in some words where it is followed by double "n" and is pronounced as short o)

a welaz = saw
anfîr = unwise
anglev = unwell
anish = doubtful
araz = to plough
aval = apple (SWF: aval)
awêdh =also (SWF: y’wedh)
awel = weather (SWF: awel)
bagaz = a group, a bush (SWF: bagas)
bah = a hook
bara = bread (SWF: bara)
bargentîr = a farm
bargez = a buzzard
brag = malt
cabm = bent (SWF: cabm/kabm)
canz = a hundred (SWF: cans/kans)
carn = a rock
cavatsh = cabbage
cawaz = to get, to take (cawaz badna = to have a drop)
da = dad
daddar = goodness
dadn = under (SWF: 'dadn)
darraz = door (SWF: daras)
davaz = sheep (ewe)
fatla = how (SWF: fatla)
favan = a bean
fraga = what for
gadzhak = off colour
ganaw = mouth (SWF: ganow)
gwadn = weak (SWF: gwadn)
gwrah = an old woman
hagar = ugly (SWF: hager)
hagar-awel = bad weather
hagar-ober = a crime
hagenzol = additionally, besides
hwadnan = a flea
iach = healthy, well
mabm = mum (SWF: mabm)
manin = butter (SWF: amanen)
na(g) = not (SWF: na(g))
padzhar = four (SWF: pajar)
panna? = what? (SWF: pana)
pandra? = what thing? (SWF: pandra)
parrez = ready
radn = part (SWF: radn)
rag = for (SWF: rag)

Similarly we have seen the long letter "i" written with a circumflex.
The shortest version of the letter "i",
written without an accent, is found in words where it is stressed and followed by a double consonant or two different consonants:

billan = horrid
brinni = crows (SWF: brini)
castilli = castles
Chewidn = White Thursday
crinnik = dry stick
dâmah widn = grandmother (SWF: dama-wydn)
finn = stiffness
fortidniez = fortunate
gillez = gone
ginniaw = downs (SWF: gonyow)
gwidhlan = plantation
gwidn = white (SWF: gwydn)
gwills = wild
idn = one (SWF: udn)
lill = randy
linwidh = timber trees
listri = vessels (dishes or ships) (SWF: lestri)
milliaw = thousands (SWF: milyow)
pidn = pin
pill = creek (So, place name Pill Creek is rather repetitious!)
pistil = shute
pitshar = pitcher
pitt = pit
quilhan = quill, pen
quilkin = frog
sîrah widn = grandfather (SWF: sira-wydn)
skibbet = compartment
skirret = tern
tidn = tight, painful
vidna vi? = will I?
Zillan = Scilly

PROGRESSIVE INDEX

adjectives: lesson 3.1
children’s game – What’s the time, Mr. Wolf?: lesson 4.1
children’s questions and answers: lesson 3.4
children’s rhymes – after lesson 2.3
conversation - farewells: lesson 1.2
conversation - greetings: lesson 1.2
conversation - how you feel: lesson 1.2
conversation – what you are lesson 1.3
conversation – where you live: lesson 1.3
conversation - who you are: lesson 1.3
descriptions – where you live: lesson 2.2
first alphabet: lesson 1.1
nouns: lesson 3.1
numbers – to ten: lesson 3.1
numbers – to thirty: lesson 4.4
prepositions: lesson 6.3
pronunciation – long vowels – closed e: lesson 1.4
pronunciation – long vowels – forward a: lesson 2.1
pronunciation – long vowels – i, o, u: lesson 3.2
pronunciation – short vowels – a, i: lesson 7.2
pronunciation – long vowels – i, o, u: lesson 3.2
pronunciation – short vowels – closed e: lesson 6.1
pronunciation – short vowels – open e: lesson 6.1
pronunciation - which syllable to stress: lesson 1.1
time – clock: lesson 4.2
time – daily activities: lesson 4.2
time – game: lesson 4.1
translation exercise – descriptions: lesson 3.1
translation exercise – family: lesson 5.2
translation exercise – family: lesson 5.3
translation exercise – numbers: lesson 3.1
translation exercise – times: lesson 4.3
translation exercise –conversations: lesson 1.3
translation exercise –descriptions: lesson 2.3
verb – future tense using râ: lesson 7.1
verb – past tense using rŷg: lesson 7.1
verb – secondary verbs: lesson 6.3
verb – to be- BOAZ – present descriptive affirmative: lesson 2.2
verb – to be- BOAZ – present descriptive interrogative: lesson 2.3
verb – to be- BOAZ – present descriptive negative: lesson 2.3
verb – to be- BOAZ – present locative affirmative: lesson 6.2
verb – to be- BOAZ – present locative sentence construction: lesson 6.3
verb – to be- BOAZ – present locative sentences: lesson 7.1
vocabulary – the family: lesson 5.1

Lesson 7.1

DESCANZ SEITH – kenza radn
SWF: deskans seyth – kensa radn)
LESSON SEVEN – first part

We have used the present locative tense of BOAZ = to be, with the present participle of verbs, to describe what is being done in the here and now.

PRESENT

sompel:

Thera vi kerraz war an treath/dreath. = I am walking on the beach. (SWF: Th era’vy …….. war an treth.)

Mâva punnia dhyn dour. = He is running to the river. (SWF: Ma va resek dhe’n dowr.)

Mâ hei daunssia en lûar. = She is dancing in the garden. (SWF: Ma hei donsya yn lower.)

Mâ dên neidzha en môr. = There is a man swimming in the sea. (A man is swimming in the sea) (SWF: Ma den neyja en mor.)

Mâ’n flôh gwari dadn gwedhan. = The child is playing under a tree. (SWF: Ma’n flogh gwari dadn gwedhan.)

Mâ Janet redia levar. = Janet is reading a book. (SWF: Ma Janet redya lyver.)

Thera nei moaz tiuah an darraz. = We are going towards the door. (SWF: Th era’nei mos ………. an daras.)

Thera hwei canna dyrâg an chei. = You are singing in front of the house. (SWF: Th era’hwei cana a-rag an chei.)

Monz êvah reb an bord. = They are drinking by the table. (SWF: Mons ……….. reb an bord.)

Mâ kean chassia lûarn. = There are dogs chasing a fox. (Dogs are chasing a fox.) (SWF: Ma keun ……… lowarn.)

Mâ’n flehaz gyrtaz. = The children are waiting. (SWF: Ma’n flehes gortos.)

AN EASY WAY OF TALKING ABOUT THE FUTURE OR THE PAST

There are two little words, RA/RÂ and RŶG (monoform parts of the verb GWÎL/GÎL = to do/make) (SWF: a ra and a rug) that you can use, with infinitives, in the same way for the future or past tenses.

Pronunciation of RŶG and RUG is approx. rig.

But NOTE the monoform is only used in the indicative, not in the interrogative or negative, and it is only used with personal pronouns, names and nouns with a DEFINITE article.

So, with indefinite article, instead of RA/RÂ: (SWF: a ra)
E vêdh dên neidzha en môr. = There will be a man swimming in the sea.
E vêdh kean chassia lûarn. = There will be dogs chasing a fox.

And, with indefinite article, instead of RŶG: (SWF: a rug)
Thera dên neidzha en môr. = There was a man swimming in the sea.
Thera kean chassia lûarn. = There were dogs chasing a fox.

FUTURE

sompel:

Mi ra kerraz war an treath. = I am going to walk on the beach.

Ê ra punnia dhyn dour. = He will run to the river.

Hei ra daunssia en lûar. = She will dance in the garden.

An flôh ra gwari dadn gwedhan. = The child will play under a tree.

Janet ra redia levar. = Janet will read a book.

Nei ra moaz tiuah an darraz. = We will go towards the door.

Hwei ra canna dyrâg an chei. = You will sing in front of the house.

Andzhei ra êvah reb an bord. = They will drink by the table.

An flehaz ra gyrtaz. = The children will wait.


PAST

sompel:

Mi rŷg kerraz war an treath. = I was walking (did walk) on the beach.

Ê rŷg punnia dhyn dour. = He was running to the river.

Hei rŷg daunssia en lûar. = She was dancing in the garden.

An flôh rŷg gwari dadn gwedhan. = The child was playing under a tree.

Janet rŷg redia levar. = Janet was reading a book.

Nei rŷg moaz tiuah an darraz. = We were going towards the door.

Hwei rŷg canna dyrâg an chei. = You were singing in front of the house.

Andzhei rŷg êvah reb an bord. = They were drinking by the table.

An flehaz rŷg gyrtaz. = The children were waiting.

Lesson 6.3

DESCANZ HWÎ – RADN TREI
(SWF: deskans hwegh – radn trei)

Lesson 6 – part 3

Constructing sentences using the locative form of BOAZ

List A (the parts of boaz)

thera vi/ therama = I am
mâva/ mâ ê = he/it(m) is
mâ hei = she/it(f) is
thera nei = we are
thera hwei = you are
monz = they are

mâ’n têkel = the kettle is
mâ’n flehaz = the children are
mâ Maria = Mary is
mâ dên = a man is/ there is a man

List B (a secondary verb – not needed if you are only indicating a position)

In most cases the present participle is the same as the infinitive.
The verbal particle a may be used in front of the participle, as in old-fashioned English a-going, etc.
This causes a mutation of b, d and g, (whether you express it or not).

bridzhan = to boil (b mutates to p in present participle)
bûza = to feed (b mutates to p in present participle)
daunssia = to dance(d mutates to t in present participle)
debbri = to eat (d mutates to t in present participle)
doaz = to come (d mutates to t in present participle)
êvah = to drink
gîl= to do or to make (g followed by vowel mutates to k in present participle)
gwari = to play
gwîl = to do or to make
kerraz = to walk
moaz = to go
neidzha = to swim (same verb for to fly!)
punnia = to run

LIST C - prepositions (not needed if you not locating your actions)

a daal dho (pronounced a doll) = facing, opposite
adhellhar dho = behind (adhellhar dhyn… = behind the…)
adrez = across
adzhei = inside
dadn = under
der = along
dho = to
dhort = from
drêz = beyond
dyrâg = in front of
en = in
hond ez = on the far side of
reb = beside
war = on

LIST D places or objects, etc.

an drê = the town
an dreath = the beach
an gegan = the kitchen
an gistan = the box
kistan = a box
scaval = a chair
an vor = the road


Combining A with B
e.g. Mâ’n têkel a pridzhan. = The kettle is boiling.
e.g. Mâ Maria gwari. = Mary is playing.

Combining A with C and D
e.g. Mâva war an dreath. = He is on the beach.
e.g. Mâ’n gâth adzhei dhyn gistan. = The cat is in the box.

Combining A with B and C and D
e.g. Therama moaz der an vor. = I am going along the road.
e.g. Thera nei a toaz dhyn drê. = We are coming to town.


EXERCISE:
Send me some of your own compilations to check. Use vocabulary from other lessons, too.
To janicelobb@tiscali.co.uk

Lesson 6.2

Descanz hwî – nessa radn
(SWF: deskans hwegh – nessa radn)
lesson six – second part

So far we have mainly concerned ourselves with descriptions and identities, using the present descriptive (short form) version of BOAZ = to be (SWF: bos).

If we want to talk about activities and locations we need to use the
locative (long form) version of BOAZ.

Here is Dick Gendall’s version, from his new dictionary:

theram, therama, thera vi = I am
thesta, thera chi = thou art, you are s.
emâ or mâ = there is or there are
mâ ê, mâ ev, mâva = he or it is, m.
mâ hei = she or it is, f.
thera nei = we are
thera hwei = you are, s. or pl.
emonz, monz, mâ dzhei = they are

Also
mâ (noun sing. or pl. or name) = (noun or name) is

Here is the corresponding SWF version (June 2008)

Long Form
RLC Sg. Pl.

th erom, th ero’ma, th ero’vy = I am
th ero’chy, th es’ta = thou art
ma e’, ma va (m.)= he/it is;
ma hei (f.) = she/it is
th ero’nei = we are
th ero’hwei = you are (polite and plural)
mons, mon’jei, ma jei = they are

This can be used for stating a position, etc:

Thera vi ybma = I am here. (SWF: th ero’vy obma)
Mâva dadn an bord. = He is under the table. (SWF: ma va ‘dadn an bord)
Mâ hei en lûar. = She is in the garden. (SWF: ma hei en lowar)
Thera nei war an vor. = We are on the road. (SWF: th ero’nei war an vor’)
Thera hwei a chei. = You are indoors. (th ero’hwei a-berth)
Monz en gegen. = They are in the kitchen. (mons yn gegin)
Mâ Falmeth reb an môr. = Falmouth is by the sea. (SWF: ma …….. reb an mor)


It can also be used with the present participle of secondary verbs to make the continuous present;

Thera vi a tebbri. = I am eating. (SWF: th ero’vy ow tybri)
Mâva êvah. = He is drinking. (SWF: ma va ……….)
Mâ hei a taunssia. = She is dancing. (SWF: ma hei ow tonsya)
Thera nei a tevina. = We are waking up. (SWF: th ero’nei ow tifuna)
Thera hwei a kerraz . = You are walking . (th ero’hwei ow……..)
Monz a punnia. = They are running . (mons ow ………….)
Mâ den a neidzha. = A man is swimming/There is a man swimming (SWF: ma den ow neyja)
Mâ'n flehaz a gwari. = The children are playing. (SWF: ma'n flehes ow .........)

Lesson 6.1

More notes on pronunciation:

We have looked at the pure long vowels (â, ê, î, ô and û), so now we’ll start having a look at the pure shorter ones.

We’ve seen
long “closed” ê, pronounced as é in French été,
in such words as dên, hwêg, gwrêg and têg.
(In SWF these are spelled without the circumflex, i.e. den, hweg, gwreg, teg)

Now we have
long “open” ea, pronounced like ê in French fête
(In the SWF this is sometimes spelled eu, sometimes just e, presumably depending on Tudor Cornish pronunciation)

mean = a stone (SWF: men)
lean = full (trei zah lean = three bags full) (SWF: leun)
gweal = a field
hweal = work (hwilaz hweal dho wîl = to look for work to do) (SWF: hwel)
lear = ground (codha war an lear = to fall on the ground) (SWF: leur)
gwreag = a wife (alternative spelling) (SWF: only one spelling)

In some words ea is followed by a second vowel sound

deau = two (deau heccamol = two dickybirds) (SWF: dow)
reau = frost, ice (maga widn vel an reau = as white as the frost)
leauh = a calf

The same vowel sound is also produced by ae, ai and ee

cair = a fort
trailia = to turn (SWF: traylya)
deel = leaves (alternative to delkio) (note: this is not the English pronunciaton of ee )

short “closed” e, pronounced as in English get

gwelaz = to see (SWF: gweles)
gwenin = bees (SWF: gwenen)
gwenan = a pimple
de Gwenar = Friday
henz = Way (in place names) (SWF: hens)
pelan = a little ball

short “open” e, pronounced like e in French elle,
generally stressed before l, r and rr

pel = distant, far (SWF: pell)
pelha = further
peldar = distance
gwel = better
gwelha = best (ol an gwelha = all the best)
ker = away (moaz ker = to go away)
kerh = oats
dinerhi = to greet, to welcome
merh = daughter
merh = horses (plural of marh)
de Merh = Tuesday
mîz Merh = March
kerraz = to walk
pedn = a head
ez? = is there? (etc.)
crampez = a pie
gennez = born

Lesson 5.3

Descanz Pemp – Radn trei
(SWF : deskans pymp – radn trei)
Lesson Five – part 3

Sorry. These should also have pictures !

More sentences to translate:

22.Mâ dâmah widn orol ybma. (SWF: ma dama-wydn aral obma)

23.Ez flehaz orol? (SWF: eus flehes erel?)

24.Entî.

25.Mâ deau mâb orol ha diu verh orol. (SWF: ma dow mab erel ha diw verh erel)

26.Yta an sîrah widn gen an mâb ê ha trei mâb widn ê. (SWF: otta an sira-wydn gen an mab ev ha trei mab-wydn ev)

27.Yta edn dhâmah widn gen an mâb hei ha’n trei mâb widn hei. (SWF: otta ydn dama-wydn gen an mab hei hag an trei mab-wydn hei)

28.Yta dâmah widn orol gen an verh hei ha’n tair verh widn hei. (SWF : otta dama-wydn aral gen an vergh hei hag an tayr vergh-wydn hei)

29.Piua an dên na? (SWF : piwa an den na ?)

30.Theu ê ounter an flehaz.

31.Brodar an dhâmah eu ê. (SWF: broder an dama ew ev)

32.Piua an venen na? (SWF: piwa an venyn na?)

33.Modereb an flehaz eu hei.

34.Gwrêg/gwreag an ounter eu hei.

35.Piua an venen ma? (SWF: piwa an venyn ma?)

36.Hôar an sîrah eu hei. (SWF: hwor an sira ew hei)

37.Theu hei an vodereb orol an flehaz.

38.Piua an dên ma? (SWF: piwa an den ma?)

39.Gûr an vodereb eu ê.

40.Ounter orol an flehaz eu ê.

41.Ybma an ountraz ha'n moderebath.

42.Yta andzhei gen an flehaz. (SWF: otta anjei gen an flehes)

43.An flehaz ma eu trei kenderu an flehaz orol. (SWF : an flehes ma ew trei kenderow an flehes erel)

Lesson 5.2

Descanz Pemp – Radn deau
(SWF : deskans pymp –radn dow)


Lesson Five – part 2

Here and there you will meet the numbers 1 to 4 which are used for feminine nouns. Keep a look out for them.
Remember you don’t have to use a noun plural with any number.

Sorry. These should have pictures, but they wouldn’t all transfer!

Please translate. (Watch out for definite/indefinite article)

Pidzhi trailio.
(SWF: pyji traylyo)



1.Piu hebma?

2.Piua an dên ma? (SWF : piwa an den ma ?)

3.Theu hebma an sîrah. (SWF: th ew hebma an sira)

4.Sîrah eu ê. (SWF: sira ew e’)


5.Piu holma gen an dên ?

6.Piua an venen ma ?

7.Theu holma an dhâmah. (SWF: th ew holma an dhama)

8.Dâmah eu hei. (SWF: dama ew hei)

9.Mâ mau ybma gen an sîrah ê ha'n dhamah ê. (SWF : ma maw obma gen an sira e’ hag an dhama e')

10.An mau ma eu an mâb. (SWF : an maw ma ew an mab)

11.Yta an veani/teilu. (SWF : otta an teylu)

(new pic.)

12.An dhiu voaz na eu hwerith.
(The feminine number 2 is diu . It mutates after an so it is dhiu rather than diu. )

13.Yta andzhei gen an sîrah andzhei.

14.An muzi eu mirhaz.

15.Yta an dhiu verh gen an sîrah andzhei ha'n dhâmah andzhei. (SWF: otta an dhiw verh gen an sira anjei hag an dhama anjei)

16.Peleh mâ an sîrah widn ? (SWF: ple ma an sira-wydn?)

17.Yta ê gen an mâb widn. (SWF: otta ev gen an mab-wydn)

18.An dên ma eu an sîrah widn. (SWF: an den ma ew an sira-wydn)





(new pic.)

19.Peleh mâ an dhâmah widn? (SWF: ple ma an dama-wydn?)

20.Yta hei gen an flôh widn. (SWF: otta hei gen an flogh-wydn)

21.An venen ma eu an dhâmah widn. (SWF: an venyn ma ew an dama-wydn)

Richard Gendall's Dictionary for Modern Cornish 6

ORTHOGRAPHY

The spelling used in Cornish in the Old Cornish Vocabulary was not unlike that of Welsh, and at the same time resembled that of Latin, but during the Middle Ages Cornish writers copied the system used in English, for all educated clerics had passed through the English universities. This was not entirely satisfactory since Cornish sounds were not necessarily the same as those of English, but in particular the spelling of both Old and Middle Cornish was too cryptic. For example, in Middle Cornish letter a covered several different vowel sounds, and there is no visual distinction between the stressed a in tan fire, pan cloth, can song, and cana to sing, but we know the first is [æ:] the second [æ], the third [«:], and the fourth [«], and after 1700, in Modern Cornish, these were spelt as tân, padn, caon and canna. By 1500 experiments were already being made to represent the long vowels more clearly, so that whereas tas father, had been the spelling for centuries, Ton began to spell this word as tays and taes, while by 1700 it was being written as taz, taaz, taze, tase and by Lhuyd in Modern Cornish as tâz.

Lhuyd put together a special orthography for use in his Geirlyfr Kyrnŵeig and Cornish Grammar, which he used in conjunction with his notes on pronunciation. It is scientific and phonetic, and in fact the first properly organised system in the history of our language, predating Johnson’s work for English by half a century. It is important to realise that it was composed while Cornish was still being spoken as a living vernacular, so that it carries considerable authority. This was the orthography used by Jenner who originated the Cornish language revival with his Handbook of the Cornish Language in 1904, a realistic resumption of Lhuyd’s recommendations that had been accepted by his contemporaries with a few adjustments. Had Cornish not died out, it is certain that this would have been the appearance of the language. As it is, a number of place-names in West Penwith and Kerrier, mostly the former, are to be found on the Ordnance Survey spelt in this system, including: Chûn, Caer Brân, Hwellan Vrân, Carrick Lûz; Mên-te-heul, Poldhu, Toldhu, Mên-E-grib, Rôskilly, Carn Kez, Pedn-mên-du, and so on.

An adaptation of Lhuyd’s system

The Cornish writers who were contemporaries of Lhuyd made certain adjustments to his system. His initial dzh was usually respelled as j except in cases of mutation. They also reduced the number of accents used, Lhuyd’s î often being generally reduced to і, and û to u in polysyllables. For use to-day the discarding of too many accents can have a detrimental effect, for wheareas the language was still to be heard in the 18th century, now that the tradition has been broken there remains some confusion over the true value of the vowels. In this dictionary simplification is treated with caution, the matter of clarity being regarded as very important.

These ideas of the Language Movement did not filter down to the working man, and the two surviving examples we have from this source are written in a style that would not have looked out of place in the 17th century. First is a letter written by William Bodinar in 1776, given here verbatim:

Bluth vee eue try egence a pemp. Theara ve dean bodjack an puscas. Mee rig deskey Cornoack termen me vee mawe. Me vee de more gen seara vee a pemp dean moy en cock. Me reg scantlower clowes eden ger Sowsnack cowes en cock rag sythen warebar. Na riga vee biscath gwellas lever Cornoack. Me deskey Cornoack moas da maore gen tees coath. Nag es moye vel pager po pemp en dreav nye ell clapia Cornoack leben, poble coath pager egance blouth. Cornoack ewe oll neceaves gen poble younk.

Some everyday use of Cornish continued among older people even as late as 1875, as averred by Paul Therris, a retired policeman, who had gone to sea with old fisherman at about that date, and heard them conversing in Cornish for ten minutes at a time. John Davey Jnr, who died in 1891, claimed to be the last native speaker, which appears not to have been a hollow boast for his poem that we know as The Crankan Rhyme, though taken down from dictation by Hobson Matthews who knew no Cornish, and therefor produced a somewhat confused version, can with some confidence be transcribed in modern spelling as follows:


A Grankan, A Grankan! = O Crankan, O Crankan!
A meano grou as ô mean! = How well endowed are you with granite stones!
Hond ez Park an Venton = Beyond Spring Field,
Pyb trê lûz a vean. = Each grey home of stone.
For Pensanz ha Mardzhou = On the the road to Penzance and Marazion
Ithak ma gwÿ = Very many more trees
Hag ithak ma crou, = And very many more cottages,
A mak trê lûz a varrak. = Where presents itself a gentleman’s grey home.

This charming poem gives Modern Cornish at a very late date an honourable place in our literature.

Some Special Features of Orthography

The pronunciation of the language is clearly reflected in its spelling, but this has to be understood, and some of the main features aer as follows.

(i) The Common Plural and associated similar terminations. In Middle Cornish this was normally -ow, though Ton in 1504 used -ou. This ending in fact conceals three different pronunciations, and by the end of the 16th century that was beginning to be recognised. In Bounaz Kê, rewritten late in the 16th century, we frequently find the spelling -aw for the first time, and Camden in 1607 uses this in his record of Kernaw. Throughout the 17th century -aw becomes common, Nicholas Boson always writing -au. At the same time, -o now makes its appearance in Rowe, with some examples variously spelled that can be summarised as -oo. Meanwhile, -ow and -ou continue in use sporadically.

A particular problem with the use of -ow and -ou is that these in themselves do not make their pronunciation clear, for they are found in use as alternatives in words otherwise spelled with -aw, -au, -a, -o, -oo & -u. Lhuyd resolved the problem by noting that this termination (applied to nouns, adjectives and adverbs as well as plurals) had by 1700 emerged as three types that he spells as -aụ, -o & -ụ, which is to say -aw, -o, & -u. This is clearly borne out by what we find in the later writers and also in place-names and dialect survivals where ­-aw is usually spelled as -a. Lhuyd further states that of all the variations -o is he commonest, another fact borne out in place-names.

These three variations indicate a gradual closing of the vowel between, say, 1600 and 1700, -aw being the more open vowel, -u the more closed, with -o in an intermediate position. A number of the ­-aw spellings found in Bounaz Kê and later are respelled by Lhuyd with -o. For example, tasaw & caraw BK, mennau NB, hannaw WS, WJ, are spelled as tazo, caro, & manno by Lhuyd, and hanno in at least one place-name. The major shift seems to have been towards -o which accounts for 50% of all examples in late literature and virtually all examples in place-names other than those in ­-a which represents -aw.

Since ­-ow and -ou are far too cryptic to be of any real use, they are discarded in this dictionary in favour of -aw, -o & -u, following Lhuyd. Where versions are found in both -aw and -o, these are given as alternatives, but it must be said that there was a strong tendency for -o to prevail.

(ii) The elision of final -dh [ð], -th [†], -gh [h], & th in internal rth, rdh This is a marked feature that must be heeded if a realistic reproduction of the language is wanted. Examples that have become permanent include for (fordh) way, hor (hordh) ram, furu (furdhu) ways. Examples that have become virtually normal include diua (diuadh) end, biu (biuh, arch. bugh) cow, mar (marh, arch. margh, marth) horse, perri (perthi) to bear, and stressed gwi (gwidh), trees.

(iii) The permanent conversion of older stressed internal es to er, as in era, thera, etc.

Lesson 5.1

Descanz Pemp – Radn wynen
(SWF: Deskans pymp – radn onan)
Lesson Five – part 1

AN VEANI = THE FAMILY or the household
(a family = meani, cf. French ménage))
also an teilu
(SWF : an teylu)

Ellama presentia an veani vi? = Can I introduce my household?
Ellama presentia an teilu vi? = Can I present my family?

vocabulary:

Don’t forget: a noun on its own implies the indefinite article, unless abstract.
The definite article before a noun is “an” (or occasionally “a”).
e.g. Dên = a man (SWF: den)
An dên = the man (SWF: an den)

Masculine nouns:

Baba = baby (SWF: baban)
Brodar = brother (SWF: broder)
Dên = man (SWF: den)
Flôh = child (SWF: flogh)
Flehaz = children (SWF: flehes)
Flôh widn = grandchild (SWF: flogh wydn)
Gûr = husband
Gurhog = great-great-great grandfather
Gyrti = man of the house
Kenderu(m) = cousin (SWF: kenderow)
Mau = boy (rhyme with more or paw)(SWF: maw)
Mâb = son (SWF: mab)
Mâb widn = grandson (SWF: mab-wydn)
Ounter = uncle
Ountraz = uncles
Sîrah = sire, father (SWF: sira)
Sîrah widn = grandfather (SWF: sira-wydn)
Sîrez widn = grandfathers
Tâz = father (SWF: tas)(used for God the Father)
Tâz widn = grandfather (SWF: tas-gwynn)
Teilu = family, household (alt. to meani)(SWF: teylu)

Feminine nouns:

After the definite article (an) some feminine singular nouns mutate (the initial letter changes) to a softer sound. b to v, d to dh, gwr to wr, k to g, m to v, etc. Feminine plurals do not mutate.

(On the other hand, some masculine plurals associated with people do mutate, e.g. tîz = men, an dîz = the men)

Benen/venen = woman (SWF: benyn)
Dâmah/dhâmah = mother (SWF: dama)
Dâmah/dhâmah widn = grandmother (SWF: dama-wydn)
Gwrêg/gwreag/ wrêg/wreag = wife
Hôar = sister (SWF: hwor)
Hwerith = sisters (SWF: hwerydh)
Kynitheru/gynitheru = cousin (F)
Mabm/vabm = mum (SWF: mabm)
Mabm/vabm widn = granny (SWF: mabm-wydn)
Mamteilu/vamteilu = lady of the house
Meani/veani = family
Merh/verh = daughter (SWF: mergh = girl)
Merh widn/verh widn = granddaughter
Mirhaz = daughters (SWF: merhes = girls)
Modereb/vodereb = aunt
Modrebeth = aunts
Moaz/voaz = girl
Muzi = girls (plurals don’t mutate after an)

(feminine nouns beginning with b,d,gwr,k,m mutate (to v,dh,wr,g,v) after definite article - there are other mutations, but there are no examples in this exercise)

Pronouns:

Ê or ev = he/his (after noun) (SWF: ev)
Hebma = this one (pronoun, masculine)(SWF:hebma)
Hedna = that one (pronoun, masculine)(SWF: hedna)
Hei = she/her (after noun)(SWF: hei)
Holma = this one(pronoun, feminine)(SWF: holma/hobma)
Hodna = that one(pronoun, feminine)(SWF: hodna)
Andzhei = they/their (after noun)(SWF: anjei)

Verbs, adjectives, etc.

Entî = certainly
Ez? = is/are there? (SWF: eus?)
Gen = with/by (SWF: gen)
Ma = this (after noun) (SWF: ma)
Mâ = (subject)is or there is (3rd person sing., locative not descriptive)(SWF: ma)
Na = that (SWF: na)
Orol = other (SWF: aral, pl. erel)
Peleh? = where? (pronounce with stress on second syllable)(SWF: ple)
Piu or piua? = who is? (SWF: piw = who)
Theu/eu = it is (SWF: th ew e’)
Ybma = here, here is/are (SWF: obma)
Yta = behold, here/there is (cf French voici/voila)(SWF: otta)

Lesson 4.4

Descanz padzhar – radn padzhar
(deskanz pajar – radn pajar)

In order to tell the time properly you need to know all the numerals up to thirty.

1 wynen ar glôh (SWF: onan eur)
2 deau ar glôh (SWF: dow eur)
3 trei ar glôh (SWF: trei eur)
4 padzhar ar glôh (SWF: pajar eur)
5 pemp ar glôh (SWF: pymp eur)
6 hwî ar glôh (SWF: hwegh eur)
7 seith ar glôh (SWF: seyth eur)
8 eath ar glôh(SWF: eth eur)
9 nau ar glôh(SWF: naw eur)
10 dêg ar glôh(SWF: deg eur)
11 idnak ar glôh (SWF: udnek eur)
12 daudhak ar glôh, hantardêdh, hantarnôz (SWF: dowdhek eur)


metten = morning (SWF: myttin)
dyhodzhedh = afternoon (SWF: dohajedh, androw)


13 tardhak
14 pazwardhak
15 pemdhak (SWF: pymthek)
16 hwettak (SWF: hwetek)
17 seitak (SWF: seytak)
18 eitak
19 naundzhak (SWF: nownjek)
20 iganz (SWF: ugens)

21 wynen warn iganz
22 deau warn iganz
23 trei warn iganz
24 padzhar warn iganz
25 pemp warn iganz
26 hwî warn iganz
27 seith warn iganz
28 eath warn iganz
29 nau warn iganz
30 dêg warn iganz

e.g. twenty nine past eight a.m. = nau warn iganz udzha eath en metten

Lesson 3.2 (sorry this one is out of sequence)

Tridzha descanz – radn deau
(SWF: deskans 3 - radn dow)

Notes on pronunciation continued:

More of those long pure vowels.
We have seen the long â, as in câth (cat) and the long ê, as in dên (man)

The other long vowels are:
î, pronounced as in English fear, tier, leek, Rita, etc.
ô, there is no exact equivalent in English, approximately as in hose (as in French Clio according to RG)
and û, pronounced as in English brute, flute, etc.

Here are some examples:
Somplez:

bîan = small
bêz bîan = a little finger
crîb = a comb, a crest
crîba an pedn = to comb ones hair (head)
dîan = complete
en tîan - completely
fîr = wise
(dên fîr = a wise man, An Trei Dên Fîr = The Three Wise Men)
gwîn = wine
gwîr = true
(en gwîr ettâ = as a matter of fact)
hîr = long, tall
lîan = a sheet, cloth, etc.
lîaz = many
(lîaz trevath = frequently)
mîro! = look!
myldîr = a mile
rîm = a rhyme
pîl = a pile
sîr = sure
sîrah = a father
skîanz = intelligence
(skîanz dâ = common sense)
tîak = farmer
tîr = land
(bargentîr = a farm)


adrô / drô = around, about
drôg = bad, evil, harm
(gwîth nei dhort drôg = keep us from harm / deliver us from evil)
fôz = a wall (mutates to an vôz)
môg = smoke
nôz = (a) night
(ternôz = overnight, termen an nôz = night time)
plôs = dirty
rôm = a room
rôs = a moor
rôsh = a valley
rôz = a wheel
(scaval rôz = a wheel chair)
thô vi = I am
ô hwei = are you (descriptive)


bûz = food
cûk = a cuckoo
cûl = a light breeze
cûz = a wood. a forest
dûla = hands
gûber = a wage, hire
gûdh = a goose
gûdzh = blood
gûn = downland, a gown
gûr = a husband
Jûan = John
hûla = to cry
Kernûak = Cornish
lûan = happy
lûar = a garden
lûarn = a fox
lûb = a herb
lûr = a moon
lûz = grey
pednrûz = red-headed
plûs = sore (plôs means dirty)
pûz = heavy
pûza = to push, press, etc.
scûdh = a shoulder
trûz = a foot
tûr = a tower

Here are some SWF equivalents
(but, always use Dick Gendall's spelling as your pronunciation guide)

The reason for some of the spelling differences is that the SWF has to cover the different pronunciation of Tudor Cornish as well. The spelling of some vowels has little effect on the pronunciation - unstressed (schwa) vowels all sound the same (as in Eng. London, Falmouth, cabbage, etc.)

some simply miss off the circumflex accent, e.g. bian instead of bîan
some respell the vowel(s), e.g. yn instead of en, lowen instead of lûan, sur instead of sîr
SWF does not use z, e.g. nos instead of nôz, boos instead of bûz

bian = small
bes bian = a little finger
dien = complete
yn tien = completely
gwin = wine
gwir = true
hir = long, tall
lies = many
(liesqweyth = frequently)
miro! = look!
sur = sure
sira = a father
skians = intelligence
(skians da = common sense)
tiek = farmer
tir = land

a-dro/’dro = around, about
drog = bad, evil, harm
nos = (a) night
plos = dirty
ros = a wheel
th o’vy = I am
o’hwei = are you (descriptive)

boos = food
coos = a wood. a forest
diwla - hands
goodh = a goose
goos = blood
goon = downland, a gown
gour = a husband
Kernowek = Cornish
lowen = happy
lowarn = a fox
loor = a moon
poos = heavy
scoodh = a shoulder
troos = a foot
tour = a tower

Lesson 4.3

Descanz padzhar – radn trei
(SWF; deskans pajar – radn trei)
lesson 4 – part 3

Dho trailia: (SWF: dhe traylya)
- you can try either orthography – but don’t mix them!

1. It is 4 o’clock.
2. It is half past midnight.
3. It’s a quarter past nine.
4. It is a quarter to eleven.
5. It’s five past two.
6. It is just after 3 o’clock.
7. It’s just before lunch time.


Answer these questions in Cornish, putting in an appropriate time,
using Thera vi a longia dho……..

8. Panna prêz era hwei a longia dho dhevina?
9. Panna prêz era hwei a longia dho saval aman?
10. Panna prêz era hwei a longia dho lifia?
11. Panna prêz era hwei a longia dho gawaz kidniaw?
12. Panna prêz era hwei a longia dho gawaz côn?
13. Panna prêz era hwei a longia dho voaz dhyn gwili?
14. Panna prêz era hwei a longia dho guskah?

If you would like some feedback, e-mail your answers to me on janicelobb@tiscali.co.uk

Lesson 4.2

Vocabulary: (GERLEVRAN)
(SWF: gerlyver = dictionary)

Breakfast (light/early) = haunsel (SWF: hansel)
Breakfast (full) = lî
Day = dêdh (SWF: dedh)
Day = jurna (sounds like start of English journal) (SWF: jorna)
Day’s work = jurni (sounds like English journey)
Dinner = kidniaw (main meal of the day)
Half = hantar (SWF: hanter)
Hour = ar glôh (by the clock, by the bell) (SWF: eur)
Just after = hont dho
Just before = po nebbaz
Lunch = kidniaw
O’clock = ar glôh (sounds like English glow)
may also be written as “ar gloh” or “argloh” (SWF: eur)
Past = udzha (SWF: woja)
Supper = côn (SWF: con)
Quarter = quarter
Time = prêz (SWF: pres)
To = dho (SWF: dhe)
What = panna (SWF: pana)

Verbs:
To wake up = devina (mutates to dhevina)
To get up = saval aman
To go to bed = moaz (mutates to voaz) dhyn gwili
To (go to) sleep = cuskah (mutates to guskah)
To have breakfast (or lunch)= cawaz (or kymeraz) lî (But note that if you use cawaz (or kymeraz) after dho it mutates to gawaz (or gymeraz))
= lifia

Also useful

en prêz nau ar glôh = at nine o’clock
dadn nau ar glôh = coming up to nine o’clock,
getting on for nine o’clock

You will find “do you usually” and “I usually” useful regarding time.

………era hwei a longia dho…..? = …….do you usually….?
………thera vi a longia dho….. = ……..I usually………...

What time do you usually have breakfast?
= Panna prêz era hwei a longia dho gawaz lî?
= Panna prêz era hwei a longia dho lifia?
I usually have breakfast at eight o’clock.
= Thera vi a longia dho gawaz lî eath ar glôh.
= Thera vi a longia dho lifia eath ar glôh.
What time do you usually get up?
= Panna prêz era hwei a longia dho saval aman?
I usually get up at seven o’clock.
= Thera vi a longia dho saval aman seith ar glôh.
What time do you usually go to bed?
= Panna prêz era hwei a longia dho voaz dhyn gwili?
I usually go to bed at ten o’clock.
= Thera vi a longia dho voaz dhyn gwili dêg ar glôh.
What time do you usually go to sleep?
= Panna prêz era hwei a longia dho guskah?
I usually go to sleep at midnight.
= Thera vi a longia dho guskah hanternôz.
What time do you usually wake up?
= Panna prêz era hwei a longia dho dhevina?
I usually wake up at six o’clock.
= Thera vi a longia dho dhevina hwî ar glôh.

Lesson 4.1

Descanz padzhar – kenza radn
(SWF: deskans pajar – kensa radn)

Lesson four – first part

USEFUL QUOTES:

Mâ edrak dhebm. I’m sorry. (literally There is sorrow to me)
Na ellama convedhas hebma. I can’t understand this.

Notes on pronunciation:
dh is like th in English that, than or they
dzh is like j or dg in English judge

TELLING THE TIME

Panna prêz eu? (like 1st syllable of Presley) = What time is it? What’s the time? (SWF: Pana pres ew?)
Prêz can also mean . There is a similar word (SWF: pris) that means price.

A good game for children is “What’s the time, Mr. Wolf?”

Panna prêz eu, Mester Blaidh? (pronounced blayth) (SWF: bleydh)
They all creep up behind the wolf and wait for the wolf to shout “Prêz kidniaw eu,” before running away screaming!

Wynen ar glôh eu. = It’s one o’clock. (also ar gloh / argloh) (SWF: onan eur)
Deau ar glôh eu. = It’s two o’clock. (SWF: dow eur ew)
Trei ar glôh eu. = It’s three o’clock. (SWF: trei eur ew)
Hantar-dêdh eu. = It’s midday. (SWF: hanter dedh ew)
Hanternôz eu. = It’s midnight. (SWF: hanter nos ew)
An prêz eu hanternôz. = The time is midnight. (SWF: an pres ew hanter nos)
Hantar udzha padzhar eu. = It’s half past four. (SWF: hanter woja pajar ew) Different spelling but same pronunciation (approx ooja)!
Hantar udzha pemp eu. = It’s half past five. (SWF: hanter woja pymp ew)
Hantar udzha hwî eu. = It’s half past six. (SWF: hanter woja hwegh ew)
Quarter udzha seith eu. = It’s a quarter past seven.
Quarter udzha eath eu. = It’s a quarter past eight.
Quarter dho nau eu. = It’s a quarter to nine.
Quarter dho dêg eu. = It’s a quarter to ten.
Dêg udzha idnak (or ednak) eu. = It’s ten past eleven. (SWF: deg woja udnek ew)
Pemp dho wynen eu. = It’s five to one. (SWF: pymp dhe onan ew)
Iganz dho naw eu. = It’s twenty to nine. (SWF: ugens dhe naw ew)
Hont dho eath ar glôh eu. = It’s just after eight o’clock.
Hont dho hanternôz eu. = It’s just after midnight.
Trei ar glôh po nebbaz eu. = It’s just before three o’clock.
Hantar-dêdh po nebbaz eu. = It’s just before midday. (SWF: hanter dedh po nebes)
Prêz côn eu. = It’s supper time. (SWF: pres con ew = it’s dinner time)
Prêz lî eu. = It’s breakfast time (late, full “English” breakfast, or can be lunch)
Prêz haunsel eu. = It’s breakfast time (early, light “Continental” breakfast) (SWF: pres hansel ew)
Prêz dizhunih eu. = It’s breakfast time.

PRÊZ KIDNIAW EU. = It’s dinner time (or lunch time), i.e. the main meal of the day.

To summarise:

1 = wynen
2 = deau
3= trei
4 = padzhar
5 = pemp
6 = hwî
7 = seith
8 = eath
9 = nau
10 = dêg
11 = idnak
12 = daudhak
o’clock = ar glôh
to = dho
past = udzha
quarter to/past = quarter dho/udzha
half past = hantar udzha
just before, all but = po nebbaz
just after, more than = hont dho

Richard Gendall's Dictionary for Modern Cornish 5

THE NAME OF MODERN CORNISH

Modern Cornish as a name was first applied to the language in the first decade of the 18th century by Lhuyd and the late writers. In the academic world it has been wrongly assumed to apply simply to Lhuyd’s phonetic orthography as used in his Archæoligia Britannica, and when giving examples of Modern Cornish it is always Lhuyd’s orthography that is used, but Lhuyd’s sources were clearly the native writers and speakers, so that Modern Cornish was already in existence before 1700, or it could never have been named, and furthermore, Cornish writers applied it both to the written and the spoken word, and that it was not regarded simply as a spelling system may be judged from Gwavas’ observation written in 1736:

…and several Ancient persons in Paul, St Just, St Keverne etc., both men and women that could speak ye Moderne Cornish, altho’ they knew not how to write it…

It was called Modern Cornish simply because that was what it was, and it is certainly incorrect when any form of Cornish devised since is given the name simply for the purpose of acquiring credibility. There is only one Modern Cornish.

CORNISH IN THE 21ST CENTURY

The treating of the Cornish language as a fully modern vernacular for the 21st century presents enormous and often insuperable difficulties. A language that effectively died out three centuries ago simply does not possesss either the vocabulary or the idiom for many of the simplest situations of modern life, and efforts to provide convincing background jargon even for such a commonplace occasion as a football match can be ludicrous and unconvincing. What can be done?

First, one should use such genuine material as may be available and appropriate. There are words and phrases in the neglected field of traditional Cornish, including a certain amount of the small talk with which any occasion is normally punctuated, and which is not recorded in our Cornish literature. For the rest, there is simply no answer. We have no authentic words for such basic concepts as football, rugby, tennis, snooker, marathon, canoe, café, coffee, restaurant, lorry, motor-bike, bicycle, gas, electricity, motorway, policeman, traffic, strike, post office, cheque, stamp, immigrant, Indian, Asian, African, Chinese, not even for the Isle of Mann, Italy, Australia, Canada, America, New Zealand, nor even for newspaper, nor for a painting, not even for toast, marmelade or jam, let alone switch, plug, lead, fuse, micro wave, telephone, television, computer, knickers, pullover, lipstick, and all those words that are on everybody’s lips everyday, forming the very fabric of to-day’s social intercourse. For all these, words would have to be invented, and by whom? Cornish people? The so-called language revival has boxed itself into a corner where in order to survive as what it pretends to be it has to ruin what it purports to promote.

The first thing is to learn thoroughly the actual language that our forefathers spoke

Richard Gendall's Dictionary for Modern Cornish 4

THE EMERGENCE OF CORNISH AND MODERN CORNISH

The periods of the Cornish language may be summarised as follows:

Old Cornish (c.1000-1250)
Middle Cornish (c.1250-1500)
Late Cornish (c. 1500-early 17th century)
Modern Cornish (late 17th and into 18th century)

By 1000 CE the British language in Cornwall was developing to the extent that it is now usual to refer to it as Cornish, but Cornish is no more nor less than a local form of British, and the Cornish and Welsh possess the only languages that are native to Britain. Even Gaelic was introduced from Ireland.

The emerging form of Cornish is known as Old Cornish, but there was no real division between it and British for changes were gradual, in the same way that midday marks the division of morning from afternoon, but without there being any obvious difference unless we compare the early part of the day with the late. We know Old Cornish, or Late British, only from personal names inscribed on stone monuments (such as that of Doniert), from the old forms of place-names, and from written records and ancient vocabularies, particularly what is usually called the Old Cornish Vocabulary from a manuscript of the 12th century which might have been a copy of an earlier document. This gives some thousand words of Cornish glossed in Latin, and most of these are little different from the forms they retained in later periods.

Not surprisingly, Old Cornish was very much like Welsh of the same period, and this similarity was still obvious in 1580 when John Norden wrote: …the South Wales man understandeth not perfectlye the North Wales man, and the North Wales man little of the Cornishe, the South much… One feature of Old Cornish that is identical in Welsh is to be seen in the elements of eastern place-names such as nant, valley, pant, dell, sant, holy, which were washed up on the beach of time and left high and dry when the language retreated westwards, retaining their ancient form while ultimately in the west in Modern Cornish they became nanz, panz and sanz, while Old Cornish cuit, most often found in Anglicised form as -quite as in Penquite, Welsh coed, eventually became cûz, or cooz. The old prefixed, unstressed form of this word was cut-, as in Cutlinwith [k‹t˙linwið], Wood of Timber Trees, which would be spelled in Modern Cornish as Cutlinwidh, and Cotehele, traditionally and corrrecty pronounced as [k‹t˙he:l], and which might be spelt more correctly as Cuthêl, meaning Wood by the Estuary. In the west this prefix is found as cus-

In about 1250, but with same proviso as above, Old Cornish was turning into Middle or Mediaeval Cornish in which the ancient Cornish drama was written during the 15th century. By 1500 this was becoming Late Cornish, which during the 17th century rapidly developed into Modern Cornish. Similar changes occurred in other European languages, Cornish running parallel to English, and were due to such factors as the loosening of the hold of the Church on society, the consequent advance of free thinking, literacy, science, technology, exploration, and so on. Cornish seamen were at the forefront of exploration and trade, while mining ushered in the age of steam and technology, and in the 18th century Cornwall became an industrial landscape. It is worth pointing out that Cornish was still being spoken when the first steam engines were working, and one of the leading figures in the language movement then was Thomas Tonkin who was involved in mining.

However, the main developments in the language were due to its secularisation, and to the advance of literacy. All Cornish literature prior to 1600 had been concerned with religion, most of it being found in the rhymed and scanned verse of the ancient drama, with one long work in prose under the general authorship of John Tregear, 1560, but which was in fact a translation from English. The late 17th and early 18th centuries saw a great increase in the number Cornish authors where in the Middle Ages all literature had been under the authorship of one or two of the clergy. The first works of secular prose in the history of the Cornish Language were the Daralla Jûan Chei a Horr, the Tale of John Ramshouse, and Nebbaz Gerriaw drô dho Kernûak, A few words about Cornish, both produced c. 1660 by Nicholas Boson, given here in standard modern spelling, and these show us how Cornish was used by ordinary Cornish people.

Towards the end of the 17th century a group of associates, mostly related to each other, set about trying to save the language that was clearly losing ground. Nicholas Boson had pointed the way when he stated his desire to see Cornish as pure as was possible, and not beholden to other languages. His actual words were …thera ma wheelaz en skreefma (mar mere drel a ma) tho gorah an geerna a treneuhan ra dismiggia gun Tavaz ny senges tho rerol…, I seek in this essay (as much as I can) to set aside that word which shall show our language to be beholden to others. After Nicholas Boson, the main figures in this movement were his son John, William Gwavas, and Thomas and John Tonkin, and it was decided to invite the well known linguist Dr Edward Lhuyd to visit Cornwall, find out all he could about the language, and make recommendations.

Lhuyd came down in 1700, and spent four months touring Cornwall and collecting information, especially in the parish of St Just, and from those knowledgeable in the language, in particular John Keigwin in (to quote Lhuyd) Por Enez (Mousehole), Mr Estwick in Plêu Îst (St Just), James Jenkyns of Golvan (Gulval), Nicolas Boson of Neulyn. A manuscript vocabulary was compiled at the time which was headed in Welsh GEIRLYFR Kyrnŵeig. This is kept at the Library of the University College of Aberystwyth. It has now been properly examined for the first time, and is full of new words all the legible examples of which have been incorporated into this present Dictionary.

The invitation made to Lhuyd in 1700 was quite a different matter to the advice recently solicited from multiple extraneous sources by a revivalist movement that has lost its way, for at the time Cornish was still a living language, spoken and written, and the major part of what Lhuyd used in his Cornish Grammar he collected directly from Cornish people in West Penwith. In the Preface to his Cornish Grammar he states:

An fòr a’rykemeraz vi dho deska an nebaz skîanz-ma a’n Tavazeth Kernûak, ô enrâdn dre skrefyanz dhort genaụo an bôbl en Gorleuen Kernou en enụedzhek en pleụ Yst; ha enràdn dre an hevelep Gụerraz dhort neb Pednzhivikio a ’riganz skrefa ragov lîaz gerrio Kernûak.

Lesson 3.4

Descanz trei – radn padzhar

Govenadaw (ha gorthebaw) an flehaz.
(SWF: gorthebow = answers, flehes = children)
Children’s enquiry (and answers).

Pandreu hedna? (Dreu hedna?)
(SWF: pandra ew hedna?)
What is that?

Pandreu hebma? (Dreu hebma?)
(SWF: pandra ew hebma?)
What is this?

Pandreu rhina? (Dreu rhina?)
(SWF: pandra ew rena?)
What are those?

Pandreu rhima? (Dreu rhima?)
(SWF: pandra ew rema?)
What are these?

Hedna (Hebma) eu …
(SWF: hedna (hebma) ew ………
That (This) is a ……..

Rhina (rhima) eu ........
(SWF: rena/rema ew ......)
Those (These) are ................

Piu ô hwei?
(SWF: piw o’hwei?)
Who are you?

Thô vi …………….
(SWF: th o’vy …………..)
I am ……………….

Piu hedna?
(SWF: piw hedna?)
Who’s that (m)? Who’s that man?

Piu hebma?
(SWF: piw hebma?)
Who’s this (m)? Who’s this man?

Hedna (Hebma) eu …
(SWF: hedna (hebma) eu …
That (This) is …………
That man (This man) is …………

Rhina (Rhima) eu..............
(SWF: rena/rema ew ............)
Those (these) are .........

Piu hodna?
(SWF: piw hodna?)
Who’s that (f)?
Who’s that woman?

Piu holma?
(SWF: piw holma?)
Who’s this (f)?
Who’s this woman?

Hodna (Holma) eu …
(SWF: hodna (holma) ew ….)
That (This) is …………
That woman (This woman) is ………

Lesson 3.3

Tridzha descanz – radn trei
(SWF: deskans 3 - radn trei)

[ If you are wondering about lesson 3.2, I missed it out - you will find it in the June postings)

more words with long vowels

agîl = [back, in return (hard g)]
crîb an dodn = [crest of a wave]
crîban mêl = [a honeycomb] (SWF: mel = honey)
crîbaz an glizzon = [to rake the lawn]
destrîa = [to destroy]
dzhîan = [a giant]
gîl/gwîl = [to do, to make (hard g)] (SWF: gul/gwul)
gwîtha = [to help]
(gwîtha nei dort drôg = [deliver us from evil (Lord’s Prayer))]
gwrîanz = [making, doing, etc]
gwrîanz an bêz = [creation of the world] (SWF: bes = world)
hwîb = [a whistle]
lîan (2) = [learning] (SWF: lien = learning/literature)
mablîan / mâb lîan = [clergyman / parson]
menhîr = [standing stone] (SWF: men = stone)
mîra/mîraz = [to look (at)] (SWF: mires)
pedntîr = [headland] - Pentire in place name
pêz myldîr? = [how many miles?] (SWF: pes = how many)
pîb = [a pipe]
pîba = [to pipe]
pîbel = [a water pipe]
scrîb = [a scribe]
sîans = [science] (SWF: skians = science/knowledge/sense)
sîanz = [an idea] (SWF: tybyans)
sîr lour = [sure enough] (SWF: sur lowr)
skîani = [sharp, cutting]
skîr = [a scratch, a gust]
stîran = [a blow, a punch]
tîra = [to land]
a vîa = [would/should be]
e vîa dâ = [it would be good]
bûza = [to feed] (SWF: maga = feed, nourish, rear)
Golûan = [Midsummer]
jûal = [jewel] (SWF: tegen = jewel, trinket, pretty thing)

Lesson 3.1

Trija (Lhuyd = tridzha) Descanz – Radn Wonen
SWF: Tryja Descans - Radn Onan
Third Lesson – Part One
Revised 20 November 2009

Nevraw (SWF: Nivrow)
Numbers used when counting)

0 tra, diu SWF: mann = zero, but also SWF: tra and SWF: du
1 un (rhyme with “bun”), when counting; SWF: on’
before a noun use: idn or edn SWF: udn (SWF pronunciation is idn)
pronoun: wonen SWF: onan
2 deaw (approx. rhymes with “cow”) SWF: dew
3 trei (or try) SWF: trei
4 pajar (Lhuyd = padzhar, rhyme with “badger”) SWF: pajar
The numbers 1 – 4 above are used with masculine nouns (later we will look at the numbers 1
– 4 for female nouns).
5 pemp SWF: pemp
6 whî SWF: whe’
7 seith (sounds approx. like “scythe”) SWF: seyth
8 êth (rhyme with “wraith”) SWF: eth
9 naw (sounds like English “gnaw”) SWF: naw
10 dêg (pronounce “dayg”) SWF: deg

The Cornish are very sensible and say that if you use a number, then there is no need to make the following noun plural, - as you already know there is more than one!
e.g.
five dogs … would be 5 dog … pemp kei SWF: pemp kei
ten houses … would be 10 house … dêg chei SWF: deg chei
six children … would be 6 child … whî floh SWF: whe’ flogh
four rooms … would be 4 room … padzhar rom SWF: pajar rom

Here are some more ADJECTIVES you can use.
côth = old SWF: coth
yunk = young SWF: younk
dâ = good, well SWF: da
drôg = bad SWF: drog
broaz = big SWF: broas
bîan = small SWF: bian
lûan = happy SWF: lowen
trawedhak = sad SWF: truedhek
tubm = hot, warm SWF: tobm
yên or yein = cold SWF: yeyn
fîr = wise SWF: fur
guki = silly SWF: gocky
skientak = clever, intelligent SWF: skiensek
zawk = stupid SWF: sogh
hagar = ugly SWF: hager
têg = beautiful SWF: teg
fettu = pretty (of girl) SWF: fettow
whêg = nice, kind, sweet, dear, etc. SWF: wheg

Here are some NOUNS you can use (you might find some of these useful for your kids – see the rhymes I have posted).
Note that in Cornish there is no separate indefinite article.
(Where you see “a” or “an” it means “the”.)

aval = an apple SWF: aval
(this is also a general word for a fruit, though SWF has frooth and frut for fruit)
benen = a woman SWF: benyn
bêz = a finger, digit SWF: bes
bord = a table, table-top SWF: bord
carr = a car SWF: carr
chei = a house SWF: chei
clowd = a cloud SWF: cloud
cota = a coat SWF: cota
davaz = a sheep SWF: davas
dên = a man SWF: den
descanz = a lesson SWF: descans
fôz = a wall SWF: fos
frigaw (pl.) = a nose, nostrils SWF: frigow
ganaw = a mouth SWF: ganow
gar = a leg SWF: garr
gydhiuhar = an evening SWF: gorthuher
glaun = wool SWF: gwloan
gwrêg = a wife SWF: gwreg
heccamol = a dickybird SWF: heckamola
jûal = a jewel SWF: jowel
kei = a dog SWF: kei
lagaz = an eye SWF: lagas
mâb = a son SWF: mab
maw = a boy SWF: maw
meppig = a little boy SWF: meppik
mester = a master SWF: mester
metten = a morning SWF: mettin
môr = sea SWF: mor
pedn = a head SWF: pedn
rôm = a room SWF: rom
scavarn = an ear SWF: scovarn
(pronounced with stress on last syllable)
scûdh = a shoulder SWF: scoodh
stearan = a star SWF: steren
tîr = land SWF: tir
trûz = a foot SWF: troos
zah = a bag SWF: sagh


Dho drailia (SWF: dhe dreylya)

Exercise One:
Ten apples
Nine sheep
Eight women
Seven sons
Six rooms
Five men
Four dogs
Three boys
Two tables
One lesson


Exercise Two:
1 I am hot.
2 I am happy. (start with adjective)
3 I am not young.
4 Am I nice?
5 He is old.
6 It is cold. (start with adjective)
7 He is not wise.
8 Is he silly?
9 She is pretty.
10 She is good. (start with adjective)
11 She is not stupid.
12 Is she intelligent?
13 We are sad.
14 We are old. (start with adjective)
15 We are not happy.
16 Are we beautiful?
17 You are old.
18 You are stupid. (start with adjective)
19 You are not bad.
20 Are you small?
21 They are happy.
22 They are ugly. (start with adjective)
23 They are not sweet.
24 Are they big?

Exercise Three:
Try answering these questions (mostly about yourself) in Cornish:
1) Piu o whei? SWF: Piw o’whei?
2) Pe hanaw o whei? SWF: Pe hanow o’whei?
3) O whei Kernûak? SWF: O’whei Kernowek?
4) O whei skientak po zawk? SWF: O’whei sogh?
5) O whei yunk po côth? SWF: O’whei younk po coth?
6) O whei têg po hagar? SWF: O’whei teg po hager?
7) Peleh era whei trigaz? SWF: Ple ero’whei trigys?
8) Ewa broaz? SWF: Ew a broas?
9) Ewa ogoz dh’an môr? SWF: Ew a ogas dh’an mor?
10) Era whei trigaz en chei? SWF: Ero’whei trigys en chei?
11) Ewa bîan po broaz? SWF: Ewa bian po broas?
12) Peleh ma an stearan? SWF: Ple ma an steren?
13) Peleh ma Brê Annik? SWF: Ple ma Breanek?

If you would like some feedback, e-mail your answers to me on janicelobb@tiscali.co.uk
If you want advise on how to type the diacritics (accents) or need the timesNRC font, ask me.

Lesson 3.2 follows in June (I missed it out by mistake)

Rhymes for Children 2

Baa Baa Black Sheep
(nouns in red)

Briv Briv davaz dhiu.
sheep black

Ez dhez glaun?
Is there to thee wool

Îa sarah, îa sarah, trei zah lean.
Yes sir, yes sir, 3 bag full

Wynen rag an mester, wynen dh’i wreag
One for the master, one to his wife

Ha wynen dho voaz degez honz
And one to be carried further

Dhyn meppig hwêg.
To the little boy sweet.


Twinkle Twinkle Little Star

Splann chi stearan vîan, splann,
Shine thou star little, shine

War an môr ha’n tîr en dadn.
On the sea and the land underneath

Treth an clowdez, yta chi,
Through the clouds, there you are

Pykara jûal terlentri.
Like a jewel sparkling

Splann chi stearan vîan, splann,
Shine thou star little, shine

War an môr ha’n tîr en dadn.
On the sea and the land underneath

Rhymes for Children 1

Rîmez rag Flehaz

Tommy Thumb, Where are you?

Bêz broaz, bêz broaz, [Big finger (i.e. thumb)]
Peleh era hwei? [ Where are you?]
Ytavi, ytavi. [Here I am.]
Fatlaganahwei? [How do you do?]

Bêz râg, bêz râg, [Fore finger]
Peleh era hwei?
Ytavi, ytavi.
Fatlaganahwei?

Bêz crêz, bêz crêz, [Middle finger]
Peleh era hwei?
Ytavi, ytavi.
Fatlaganahwei?

Bêz bezaw, bêz bezaw, [Ring finger]
Peleh era hwei?
Ytavi, ytavi.
Fatlaganahwei?

Bêz bîan, bêz bîan, [Little finger]
Peleh era hwei?
Ytavi, ytavi.
Fatlaganahwei?



Two Little Dickybirds

Sêdhez war an vôz [Seated on the wall ]
Deau heccamol. [Two dickybirds ]
Wynen henwez Peder [One named Peter]
Wynen henwez Pol. [One named Paul ]
Ko alêz Peder. [Go away Peter]
Ko alêz Pol. [Go away Paul ]
Diaw drê Peder. [Come home Peter]
Diaw drê Pol. [Come home Paul ]


Head, Shoulders, Knees and Toes
(an exact translation is not possible because it doesn’t scan)

Pedn, scûdh [Head, shoulder]
[Gar, bêz an trûz] x2 [Leg, toe (finger of the foot)]
Pedn, scûdh
[Gar, bêz an trûz] x2
Lygadzhaw, scovorno [Eyes, ears]
Ganaw ha frîdzh. [Mouth and nose]
Pedn, scûdh
[Gar, bêz an trûz] x2

Lesson 2.3

Nessa (Secund) Descanz – Radn Trei
SWF: Nessa (Second) Descans – Radn Trei
Next (Second ) Lesson – Part Three
Revised 20 November 2009

Recap:

Tho ve yein. (SWF: Th o’vy yeyn.) I am cold.
Tho ve (SWF: th o’vy) is the full version of I am,
used when the word order is verb, subject, adjective.

It is the descriptive form of boaz (SWF: bos) be/being (what SWF calls the "short form").

Skîth o ve. (SWF: Skith o’vy).
Lûan o ve hidhu. (SWF: Lowen o’vy hedhyw).
Iach/Jack o ve. (SWF: Yagh o’vy.)

In these sentences the word order is adjective, verb, subject.
In Modern Cornish we put the most important element at the beginning (skîth, lûan, etc.).

Tho ve/o ve is part of the verb boaz (SWF: bos) be/being (descriptive).

Here is Richard Gendall’s complete version of boaz (based on Lhuyd) (SWF: bos)
The form used with in-built pronoun subject, always starts with th- and is followed by the complement.
It is not used in negative or interrogative:

thôm, thô vi = I am (It is not always essential to put the diacritic mark over ô.)
SWF: th o’ma, th o’vy
thôz, thô chi = thou art, you are (sg. familiar)
SWF: th os, th os’ta, th o’che
theu, theua = it is (neuter) (RG makes wide use of u in place of w)
SWF: th ew, th ewa
theu ê = he is or it is (m)
SWF: th ew e’
theu hei = she is or it is (f)
SWF: th ew hei
thôn, thô nei = we are
SWF: th on, th o’nei
thô, thô hwei = you are (sg. polite or pl.)
SWF: th o’whei
thenz, thenzi = they are
SWF: th ens, th en’jei

If you start a sentence with an adjective drop the th from the start of tho etc..

Tubm o ve. (lit. hot am I)
SWF: Tobm o’vy.

Iach/Jack ew ê. (lit. well is he)
SWF: Yagh ew ev.

Fettu ew hei. (lit. pretty is she)
SWF: Fettow ew hei.

Lûan o nei. (lit. happy are we)
SWF: Lowen o’nei.

Hagar o whei. (lit. ugly are you)
SWF: Hager o’whei.

Trawedhak enz. (lit. sad are they)
SWF: Truedhek ens.

Turn this form round to form a question.

O ve tubm?
SWF: O’vy tobm?

Ew ê (or ewa) jack?
SWF: Ew ev (or ewa) yagh?

Ew hei fettu?
SWF: Ew hei fettow?

O nei lûan?
SWF: O’nei lowan?

O whei hagar?
SWF: O’whei hager?

Enz trawedhak?
SWF: Ens truedhek?


The negative version of the verb is formed by putting NAG in front of the question form.

nag o ve I am not
SWF: nag o’vy

nagew ê, nag ewa, or just nagew he is not/it is not
SWF: nag ew e’, nag ewa, nag ew

nag ew hei she is not
SWF: nag ew hei

nag o nei we are not
SWF: nag o’nei

nag o whei you are not
SWF: nag o’whei

nag enz they are not
SWF: nag ens

Nag is only used with the verb be/being, for other verbs you use na.
Thus:

Nag o ve tubm.
SWF: Nag o’vy tobm.

Nagew ê jack.
SWF: Nag ew e’ yagh.
(3rd person, nag and ew can be combined)

Nagew hei fettu.
SWF: Nag yw hei fettow.

Nag o nei lûan.
SWF: Nag o’nei lowen.

Nag o hwei hagar.
SWF: Nag o’whei hager.

Nagenz trawedhak.
SWF: Nag ens truedhek.

For a negative question, start the negative statement with "Der",
e.g. Aren’t they sad? Der nagenz trawedhak?

If you want to say "Aren’t they? Isn’t it? etc. after a positive or negative statement use "anan"? (Equivalent of French n’est ce pas?)
e.g. She is nice, isn’t she? Thew hei whêg, anan?

However if you use a noun or name with is or are always use EW (even for plural),
e.g.:
Skîth ew Jûan. John is tired.
SWF: Skith ew Jowan.
An flehaz ew skîth. The children are tired.
SWF: An flehes yw skith.

A few sentences to try, using the descriptive form of the verb "to be" – which is the odd one out?:
(You should find all the vocabulary and grammar rules you need in this on previous postings.)

1 The children are hot.
2 Are they tired as well? (awêdh/ SWF: y’wedh), as well, also, too
3 I am a mother. (dâma/ SWF: dama), a mother
4 Are you a father? (sîra/ SWF: sira), a father
5 The children are sad. (flehaz/ SWF: flehes)
6 They are not happy.
7 Is John sad?
8 We are kind. (whêg/ SWF: wheg), kind, nice, sweet, dear
9 He is ugly.
10 He is a man. (dên/ SWF: den), a man
11 Is he old? (côth/ SWF: coth), old
12 Where do you live? (peleh/ SWF: ple), where;(trigaz/ SWF: trigys), lived/living
13 She is pretty and kind.
14 John is not tired.
15 Are we cold?
16 Is it nice?
17 It is not small. (bîan/ SWF: bian), small, little
18 She is hot and tired.
19 Am I not a man?
20 You are old and ugly!
21 Isn’t she pretty?
22 Aren’t we clever? (cudnik/kydnik)
23 Isn’t the child small?
24 Isn’t John an ugly man?
25 Mary is a nice mother, isn’t she?

Lesson 2.2

revised Thursday 22nd October 2009

Nessa Descanz, Secund Descanz – radn deaw
SWF: Nessa Descans, Second Descans – radn dew
Second (next) Lesson – part two

Our conversations so far have been rather limited!
You might want to discuss where you live in more detail.

So, you live in Truro.
Soo, thera whei trigaz en Truru.
SWF: So, th ero’whei trigys en Triverow.

Exactly!
Poran!
SWF: Poran!

Where is Truro?
Peleh ma Truru?
SWF: Pe le ma Triverow?

Truro is between Falmouth and St. Agnes.
Ma Truru treeth Falmeth ha Brê Annik.
SWF: Ma Triverow tredh Falmeth ha Breanek.
(the ee in treeth is pronounced the same as ea in mear, it does not rhyme with teeth - between is also recorded as trez, with the same vowel sound )

Truro is near St Agnes.
Ma Truru ogoz dho Brê Annik.
SWF: Ma Triverow ogas dhe Breanek.
(the goz in ogoz and the gas on ogas sound the same because they are schwa/obscure)

No, but Falmouth and St Agnes are by the sea.
Na, byz ma Falmeth ha Brê Annik reb an mor.
SWF: Na, bes ma Falmeth ha Breanek reb an mor.

Is Truro big?
Ew Truru broaz?
SWF: Ew Triverow broas?
(pronounce as broz)

Yes, quite big (literally big enough).
Ia, broaz lowr.
SWF: Ea, broas lowr.

Falmouth is quite big as well.
Falmeth ew broaz lowr awêdh.
SWF: Falmeth ew broas lowr y’wedh.
(dh in awêdh is voiced, and unusually it is the final syllable that is stressed)

And St. Agnes. Is it big as well?
Ha Brê Annik. Ew broaz awêdh?
SWF: Ha Breanek? Ew broas y’wedh?

No. It’s quite small.
Na. Bian lowr ew.
SWF: Na. Bian lowr ew.

Do you live in a house?
Era whei trigaz en chei?
SWF: Ero’whei trigys en chei?

No, I live in an apartment.
Na, thera vi trigaz en flat (can also use radnji).
SWF: Na, th ero’vy trigys en flat (radnji).


You may have noticed that we have been using two forms of the verb “to be”.
One is used when dealing with identity and descriptions,
the other is used when dealing with locations and actions.

e.g. descriptive forms (this is what the SWF calls the “short” form):

Jammes o vi. I am James.
SWF: Jamys o’vy.(pronounced as “vee”)

Tho vi yein (or yên). I am cold.
SWF: Th o’vy yeyn.

O whei jack? Are you well?
SWF: O’whei yagh?

Piw o whei? Who are you?
SWF: Piw o’whei?
(pronounce pee-oo)

Ew Truru broaz? Is Truro big?
SWF: Ew Triverow broas?

Falmouth eu broaz lowr awêdh. Falmouth is quite big as well.
SWF: Falmeth ew broas lowr y’wedh.

e.g. locative forms (this is what the SWF calls the “long” form):

Thera vi trigaz en flat. I live in an apartment.
SWF: Th ero’vy trigys en flat.

Thera whei trigaz en Truru. You live in Truro.
SWF: Th ero’whei trigys en Triverow.

Peleh era whei trigaz? Where do you live?
SWF: Ple ero’whei trigys?

Peleh ma Truru? Where is Truro?
SWF: Ple ma Triverow?

First let us have a closer look at the Present Descriptive of BOAZ (SWF: BOS) be/being.
Then, with the aid of more adjectives, we can describe ourselves more fully.
And, since no conversation is complete without gossip, we can start to talk about other people!

Present Descriptive of BOAZ (SWF: BOS) be/being.

(RLC alternative spellings for personal pronouns Lhuydian/traditional)
I = vi or ve
he = ê or ev
she = hei or hy
we = nei or ny
you = whei or why
they = andzhei or anjei or anjy

tho vi, thom = I am
SWF: th o’vy, th o’ma

thew, thewa = it is (neuter)
SWF: th ew, th ewa

thew ê = he is (or it/m)
SWF: th ew e’

thew hei = she is (or it/f)
SWF: th ew hei

tho nei, thon = we are
SWF: th o’nei

tho whei = you are (polite sg. or pl.)
SWF: th o’whei

thenz, thenzi = they are
SWF: th ens, th en’jei

You will notice that for some persons there is a choice between two ways of saying the same thing.
One is the analytic (split) form, e.g. tho nei; the other is the synthetic (joined) form, e.g. thon.
The synthetic form is earlier in date, and is mainly used for the 3rd person, e.g. thenz.

The following form is used if the verb starts the sentence:
e.g.
Tho vi tubm. = I am hot.
SWF: Th o’vy tobm.

Thew ê jack. = He is well.
SWF: Th ew e’ yagh.

Thew hei fettu. = She is pretty.
SWF: Th ew hei fettow.

Tho nei lûan. = We are happy.
SWF: Th o’nei lowen.

Tho whei hagar! = You are ugly!
SWF: Th o’whei hager.
(pronounce to rhyme with dagger)

Thenz trawedhak. = They are sad.
SWF: Th ens truedhek.

If you start the sentence with an adjective drop the “th”.
Usually in Cornish the sentence starts with the most important idea, e.g. whether you are hot.

Tubm o vi. SWF: Tobm o’vy.

Jack ew ê. SWF: Yagh ew e’.

Fettu ew hei. SWF: Fettow ew hei.

Lûan o nei. SWF: Lowen o’nei.

Hagar o whei. SWF: Hager o’whei.

Trawedhak enz. SWF: Truedhek ens.

Lesson 2.1

Nessa Descanz, Secund Descanz – Radn Wonen
SWF: Nessa Descans, Second Descans – Radn Onan
Second (Next) Lesson – Part One

Useful Sentence!

I can’t remember!
Na ellama perri co. SWF: Na ella’ma perthy co’.

I can’t remember exactly!
Na ellama remembra poran! SWF: Na ella’ma remembra poran!

Another note on pronunciation:

Pure, long vowels, using Lhuyd’s spelling:

a (a) = long forward a, rather like a in hare
(Native writers often used aa, as in Praa Sands, or had mute e at end of word, e.g. cathe for cat)
(As you can see, the SWF just misses off the circumflex for this vowel.)

Words with this vowel include:

brân = crow SWF: bran
câr = friend, relative SWF: car
câth = cat SWF: cath
dâ = good SWF: da
dâma = mother SWF: dama
dyrâg (alternative spelling derâg) = in front of SWF: dherag
glâz = blue/green/grey SWF: glas
mâb = son SWF: mab
pykâr (alternative spelling pecâr) = like SWF: pecar
râg = forwards, fore- SWF: rag
tân = fire SWF: tan
tâz = father SWF: tas

e (e) = long closed e, rather like end of cafe in French.

There has been much discussion about the long e sound over the years.
Native writers often put mute e at end of a word, e.g. preze for time,
or used ea, e.g dean for man.
It may have been a "breaking vowel", where the pure sound is followed by a schwa.

Words with eu in SWF may be written with ea in RLC. Then the pronunciation is a long open e, rather like that in French fête.

Words with this vowel include:

alêz = abroad SWF: a-les
awêdh = also, too, as well SWF: y’wedh
bêz = finger SWF: bes
brê = hill SWF: bre
crêz = peace SWF: cres
dên = man SWF: den
gwêl = better SWF: gwell
gwrêg = wife SWF: gwreg
hêl = estuary SWF: heyl
(historically this has many spellings, this corresponds to Lhuyd’s hele)
whêg = sweet, nice, kind SWF: wheg
whêr = trouble SWF:’wher
yên = (alternative spelling yein) = cold SWF: yeyn
kêr = dear SWF: ker
mêr (alternative spelling mear) = great SWF: meur
mi a wêl = I will see SWF: my a wel
nêz = near, closer SWF: nes
nêz ha nêz = closer and closer SWF: nes ha nes
pêl = ball SWF: pel
prêz = time SWF: pres
rêz = need SWF: res
têg = beautiful, pretty SWF: teg