Part 1

Chapter 13,510 wordsPublic domain

Transcriber’s Notes:

1. Footnotes have been renumbered and placed at the end of the associated grammar article.

2. Obvious typographical errors have been corrected.

3. In the text version only, italicized letters are contained within braces {}, bold letters within \/.

4. The original book is available at the HathiTrust Digital Library.

5. Additional transcriber's notes are placed at the end of this text.

LESSONS IN THE SHANGHAI DIALECT

REV. F. L. HAWKS POTT, D.D.

REVISED EDITION

PRINTED AT THE COMMERCIAL PRESS, LTD.

SHANGHAI, CHINA

1924

TABLE OF CONTENTS.

Page No. Ability to do 39, 56, 73 Abstract Nouns formed of two Adjectives 109 Adjectives 8 Adjectives Comparison of 82 Adverbs, Interrogative 22, 30 Adverbs of Place and Time 35 Aspirates vi Classifiers 1 Comparison of Adjectives 82 Compass, Points of 86 Compound Verbs 104 Connectives 19 {Dzak}, Use of 27 Family Relations 99 Finals vii Gender 90 Importance, Expressions as to 56 Initials vi Interrogatives 11, 22 Necessity, Expressions of 49, 61 Negatives 11 “Not At All” 61 Numerals 6, 52 Numerals Ordinals 78 Passive Voice 35 Polite Language 120 Postpositions 19 Potential Mood 22 Prepositions 19 Pronouns 3, 52 Proverbs 125 Questions, Asking 69 Reduplication of Verbs 27 Reflexive Pronouns 27 {Siang}, Use of 65 Subjunctive Mood 22 Time 30, 78 “Time, There is or is not” 56 Tones ix Useful Phrases 113, 117 Verbs 15 Verbs, Auxiliary 44 Verbs, Compound 104 Verbal Idioms 39, 56, 61, 65, 73, 78 Vocabulary—Chinese-English 128 Vocabulary—English-Chinese 149 Weights and Measures 95

PREFACE

At a time when there is much discussion in China as to the desirability and possibility of the adoption of a uniform language all over the Empire, it may seem strange to put forth a book on the Shanghai Dialect.

The writer sympathizes fully with the aims of those who would make Mandarin the Medium of Communication throughout China, but at the same time feels very strongly that a great many years must pass before this can be accomplished.

Local Dialects die hard, as witness the still existing varieties of speech found in Great Britain. Even more perfect means of communication binding the parts of a country closely together, and even the introduction of a common language into the School System, are not able of themselves to do away with the speaking of the old local dialect. Men cling persistently to the speech of their forefathers.

When we reflect that the so-called Shanghai Dialect is in reality the ancient language of the Wu Kingdom, and is perhaps more closely akin to the original language of the Chinese people than Mandarin, we can understand why it will last for many years.

Further, it has a very wide range. Although local varieties occur every few miles, yet in the main the Shanghai Dialect is understood by at least 20,000,000 of people.

For the missionary working is the Kiangsu Province a knowledge of the local dialect is indispensable, and the acquisition of it would be most useful for all those whose lot is cast to this part of China. Foreigners living in Shanghai would find it a great advantage to speak the native language, and in their business relations with the Chinese would be greatly helped if they could converse is something better than the jargon known as “Pidgin” English.

It is for the purpose of making the attainment of a speaking knowledge of the language somewhat less difficult that the writing of this book has been undertaken.

It has seemed to the writer that the acquisition of a knowledge of the written characters, and of the spoken language are two distinct things. It is possible for one to learn to speak the language without being able to read the characters.

By the use of the clear and simple System of Romanization, adopted by missionaries in Shanghai, it is possible to represent approximately all the sounds employed in the dialect.

In these lessons this system is adopted, and the student is urged to master it thoroughly. If he will do so, he can use these lessons and learn to speak the language even without knowing the characters.

The characters of all the words and sentences employed are given, but they are put in the book for the benefit of the Chinese teacher. It would be unwise to trust entirely to the Romanization. The student in using the book should have a teacher by his side, who by reading the Chinese corresponding to the romanized sounds can give him a clearer idea of the pronunciation.

Although in a sense the book is a short cut to learning the spoken language, of course it is not meant to discourage the student from mastering the written language. This is however, a distinct study, and should be undertaken in a different way. The best method for this will be to use a primer in vernacular containing the most familiar characters, and then to advance from it to the reading of the New Testament or other books in the vernacular. Vernacular books should be read first, for the reading of them will be a great assistance in learning the spoken language. After the first year, books in the literary style (Wên-li) should be begun.

In using this book, the first thing to be mastered thoroughly is the introductory matter. The student must get this first, for it is the key to the rest of the book. He must also learn to distinguish the tones, and the inflections of the voice which they imply. Then he will be ready to go on with the lessons.

Although the book is divided into thirty lessons, it is not expected that the student will be able to master a lesson a day. Some of the lessons will require three or four days’ work.

In putting the English sentences into Chinese, the best plan would be to write out in the Romanization what the student thinks the proper way of translating them would be. Then these sentences may be read to the teacher, who will correct them, and from the Chinese text will be able to tell the right way to say them.

At present only thirty lessons are published. The writer hopes, however, if the method proves to be useful, to extend these lessons still further in the future.

In preparing these lessons, many books have been consulted, especially the lessons by Dr. Yates, which contain a most useful collection of words and sentences, and have long been the standard book for learning the Dialect, the Grammar by Dr. Edkins which contains a mass of useful information in regard to the structure of the language, and the Mandarin Lessons by Dr. Mateer, a most exhaustive work on spoken Chinese.

The writer’s thanks are due especially to Rev. J. A. Silsby for the permission to make use of his clear statement of the Shanghai System of Romanization, and to Prof. F. C. Cooper for many suggestions and the trouble he has taken in reading the proofs.

The unfailing courtesy of Rev. G. F. Fitch, D.D., Messrs. Gilbert McIntosh and C. W. Douglass has been much appreciated, in the care they have taken in seeing the book through the Press.

F. L. H. P.

January 1st, 1907.

THE REVISED EDITION.

The compiler of these lessons is gratified to find that they have proved useful to students of the Shanghai Dialect. He regrets that he has been too much occupied to prepare additional lessons.

In reprinting them care has been taken to make the necessary corrections. The copy used by the late Prof. W. O’B. Harding has been of great service in the work of revision, as in it almost all the errors in tone marks, punctuation, and typography had been noted. Dr. A. W. Tucker has very kindly compiled the vocabularies at the end of the book, and in this way has enhanced its value.

The author’s thanks are due to all those who have given him suggestions and pointed out mistakes.

F. L. H. P.

April 28th, 1909.

NEW EDITION.

In preparing the new edition, the author has received most valuable help from his colleague, Prof. F. C. Cooper. The two new lessons were suggested by him, and the one containing more useful words and phrases is the result of his experience, gained through teaching the book to a class of beginners.

My thanks are also due to him for the time and care he has spent in correcting the proofs, and seeing the book through the press.

The author hopes the book will continue to be a useful stepping-stone in the acquisition of a knowledge of the Shanghai Dialect.

Inasmuch as Davis’s Shanghai Dialect Exercises may be used as a second book after the completion of this, it has not been deemed necessary to add many new lessons.

F. L. H. P.

October 29th, 1913.

In putting out this new edition, the author has made necessary corrections, and added a few new terms. The Chinese language is changing rapidly at the present time. Some expressions and terms formerly used have become obsolete and new ones have taken their place.

The French Fathers at Siccawei, with the author’s permission, have published a French edition, and it is gratifying to think that the influence of this book has in this way been further extended.

Attention is called to a very good little book, “Conversational Lessons in the Shanghai Dialect,” prepared by Dr. Frank Rawlinson and Rev. J. W. Crofoot, which has as its subtitle “A Supplement to Dr. Pott’s Lessons.” The author would recommend it as a second book in the course on the study of the Shanghai dialect.

F. L. H. P.

November 18th, 1924.

DESCRIPTION OF THE SHANGHAI ROMANIZED SYSTEM.

Nearly all the syllables are represented by the combination of an initial and a final, a system which has been found to be well adapted to the Chinese language.

INITIALS

Chinese sounds are divided into upper and lower series. The initials to represent the UPPER SERIES are—{p}, ’{m}, ’{v}, {t}, {ts}, {s}, ’{l}, ’{n}, ’{ny}, ’{ng}, {k}, {ky}, {kw}, {i} and ’{w}. These initials are pronounced in most cases much the same as in English, but without aspiration, higher in pitch and with very little vibration of the larynx. The apostrophe before a letter indicates that the letter belongs to the “higher series.” Pure vowel initials also belong to this series.

{ny} has a sound similar to that of {ni} in spa{ni}el.

{ky} ＝ {ch} in {ch}uk with all aspiration eliminated.

{i} as an initial has the sounds of {i} in dahl{i}a.

The ASPIRATES are—{ph}, {f}, {th}, {tsh}, {ky}, {ch}, {khw}, {h}, {hy}, and {hw} ({th} as in {Th}omson—not as in {th}ing).

{ch} ＝ {ch} in {ch}urch.

{hy} is nearly like {ti} in Por{ti}a.

The other aspirates are like the corresponding initials of the higher series with the addition of a strong aspiration (indicated by {h}).

The initials to represent the LOWER SERIES are—{b}, {m}, {v}, {d}, {dz}, {z}, {l}, {n}, {ny}, {ng}, {g}, {j}, {gw}, {y}, and {w}. Their pronunciation is much the same as in English. They are lower in pitch than corresponding initials of the “higher series,” and have more “voice,” being pronounced with more decided vibration of the larynx. The lower vowel initials, indicated by an inverted comma (‘) and attended with a slight aspiration, belong to this series. It will be noted that this sign differs from that employed to indicate that a consonant initial belongs to the upper series, an apostrophe being used to denote the “upper initial.” This inverted comma is used only before vowels, and if, by mistake, this sign is used before a consonant instead of the apostrophe, this need not confuse the reader, for the sign of the upper series is properly used only before the initial consonants {m}, {v}, {l}, {n}, {ny}, {ng}, {w}, and {r}.

It should be noted well that the difference between the corresponding initials of the upper and lower series is not so much a difference in consonantal quality as a difference in pitch, but there is a real consonantal difference. The higher series may be classified as {surd} and the lower as {sonant}.

FINALS

1. The VOWEL ENDINGS are—{a}, {e}, {i}, {au}, {o}, {oo}, {eu}, {u}, {ui}, {ia}, {iau}, {ieu}, and {ie}.

2. The NASAL ENDINGS are—({a}) {an}, {en}, {ien} and {oen}, in which the {n} is not sounded, but lengthens out and imparts a nasal quality to the preceding vowel; ({b}) {ang}, {aung}, {oong}, {ung} and {iang}, in which {ng} has the value of {ng} in so{ng}; ({c}) {uin}, in which {n} is sonant and has a value varying between {n} and {ng}.

3. The ABRUPT VOWEL ENDINGS are—{ak}, {ah}, {eh}, {ih}, {auh}, {ok}, {oeh}, {uh}, and {iak}, in which {h} and {k} are the signs of the {zeh-sung} (人聲), and the vowel is pronounced in a short, abrupt manner.

The sounds of the vowels are—

{a} as in f{a}r, except when followed by {n} or {h}, when it has the sound of {a} is m{a}n or m{a}t.

{e} as in pr{e}y; before {h} it has the sound of {e} as in m{e}t.

{i} as in capr{i}ce; before {h} or {ng} it is shortened to {i} as in m{i}t or s{i}ng.

{au} as in {Au}gust.

{o} as in s{o}.

{oo} as in {oo} in t{oo}.

{oe} as in œ G{oe}the (German ö).

{eu} as in French Monsi{eu}r.

{u} as in {oo} in f{oo}t (always preceded by an {s} sound).

{ui} as in fruit (or rather, French ü).

In {ia}, {iau}, {ieu} and {ie}, we have short {i} followed closely by {a}, {au}, {eu}, and {e}, as described above.

Of course it is understood that the Chinese sounds in a majority of cases vary somewhat from the English sounds which are given as the nearest equivalent. The true pronunciation of Chinese sounds should be learned from a Chinese teacher, and the student should always bear it in mind that {any Romanization used does not represent English sounds, but Chinese sounds}. This fact can not be too strongly emphasized.

The DOK-YOONG Z-MOO—“Initials {used alone},” i.e., without vowels, are—{ts}, {tsh}, {dz}, {s}, {z}, {m}, {ng}, and {r}. The first five are followed by the vowel sound in the second syllable of {able}—prolonged. Mateer and Baller use {ï} for this sound and the new Mandarin Romanized uses {i}[C0]. It is not written, but understood in the Shanghai system. {m} has the sound of {m} in chas{m} and {ng} the sound of {ng} in ha{ng}er. {r} is a sound between final {r} and {l}.

TONES

The tones are four in number, each occurring in the upper and lower series. As has been stated, the upper and lower series can be distinguished by the initials. Sounds in the upper series are of higher pitch and those in the lower series of a lower pitch.

The names of the tones are:—

Bing sung ＝ Even sound 平聲. Zang sung ＝ Rising sound 上聲. Chui-sung ＝ Going sound 去聲. Zeh-sung ＝ Entering sound 人聲.

TONE SIGNS

° to the left of a word indicates the tone to be °{zang-sung}.

° to the right indicates the {chui-sung}. Final {h} or {k} indicate the {zeh-sung}. All other words are in the {bing-sung}.

SOUNDS OF THE TONES

The sounds of the tones of course can only be learnt from the Chinese teacher.

The Bing-sung is an even tone, the voice being level, with a slight falling inflection, as when we say “Come,” “Hear,” in our imperatives.

The Zang-sung in the upper series is a twanging sound, and sounds something like the vibration of a string of a musical instrument.

In the lower series it has a wave sound which can be symbolized to the eye by the curve [illustration: horizontal line with a dip in middle]; the voice first falls and then rises.

The Chui-sung has the same sound in both the upper and lower series. The voice rises much as it does when we ask a question.

The students should practise with the teacher on the following table of sounds, and in time will be able to distinguish the tones clearly and to make the proper inflection himself. Foreigners are seldom able to perfect themselves in the use of tones, but this is due not so much to inability as to the lack of attention paid to the matter at the beginning of the study of the language.

It should be understood that the names of the tones are those of the original tones and often bear no relation to the inflection now used, which varies in different localities.

Complete List of Initials and Finals used in the Shanghai Dialect.

ZAUNG-HE LOO-MO Z.

Z-MOO. 字母. Initial Sounds ------------------ P p 不杯 Ph ph 潑坏 B b 孛賠 ------------------ ’M ’m 每螟 M m 末明 ------------------ ’V ’v 勿 F f 拂 °粉 V v 物 °忿 ------------------ T t 䊚堆 Th h 脫推 D d 疊臺 ------------------ Ts ts [C1] 避 Tsh tsh 出义 Dz dz 姪茶 ------------------ S s 失衰 Z z 十裁 ------------------ ’L ’l 拎 °擄 L l 垃 °櫓 ------------------ ’N ’n 乃懦° N n 納怒° ------------------ ’Ny ’ny 拈 °撚 Ny ny 業 °染 ------------------ ’Ng ’ng ’颜一颜 Ng ng 丌呆 ------------------ K k 鴿加 Kh kh 磕揩 G g 搿茄 ------------------ Ky ky 吉鳩 Ch ch 怯邱 J j 及求 ------------------ Kw kw 骨規 Khw khw 闊奎 Gw gw 揆葵 ------------------ I i 一腰 Y y 葉姚 ------------------ ’W ’w 威彎 W w 活還 ------------------ H h 黑亨 Hy hy 歇興 Hw hw 忽昏 ------------------ ‘ ‘ 合恒

IUNG-YUIN. 音韻. Vowel sounds and finals. ------------------ A a 挨篩 Ang ang 櫻生 Ak ak 矮柵 ------------------ An an 俺三 Ah ah 押殺 ------------------ E e 哀衰 En en 菴𢹞 Eh eh 盦失 ------------------ I i 衣西 Ien ien 煙先 Ing ing 喑心 Ih ih 一雪 ------------------ Au au 凹燒 Aung aung 盎霜 Auh auh 惡朔 ------------------ O o 喔沙 Ok ok 屋束 ------------------ Oo oo 烏梭 Oong oong 翁松 ------------------ Oe oe 隨雖 Oen oen 安酸 Oeh oeh 曷率 ------------------ Eu eu 謳收 Ung ung 恩深 Uh uh 厄色 ------------------ U u 如書 ------------------ Ui ui 餘須 Uin uin 雲熏 ------------------ Ia ia 雅斜 Iang iang 央廂 Iak iak 約削 Iau iau 夭小 Ieu ieu 憂修 ------------------

DOK YOONG Z-MOO. 獨用字母. Constants used as words. ------------------ M m 嘸姆 Ts ts 之資 Tsh tsh 雌痴 Dz dz 池遲 S s 思施 Z z 時鰣 ’R ’r °耳 R r 而兒 Ng ng 魚吳

The student should practise repeating after the teacher the pronunciation of the characters in which these sounds occur.

Exercise in Tones.

The student should practise upon the sounds illustrating the different tones. The columns should be read from the top down. The teacher can guide him by first pronouncing the Chinese characters.

LESSON I

The Classifier

A or an is translated into Chinese by the numeral \{ih}/ (一) one, and a classifier placed between the numeral and the noun. There are over forty classifiers, different nouns taking different ones, according to the class to which they belong. Nouns being generally used with classifiers accounts for the fact that in Pidgin English we have the oft recurring expression, “one piecee.”

Most concrete nouns take classifiers, but not all. Exceptions will be pointed out later on. Sometimes when the object spoken of is quite definitely known, the noun is used without the classifier.

In this lesson, the two most common classifiers will be introduced, and in succeeding lessons the others will appear gradually.

It must be remarked that some nouns may take more than one classifier, sometimes one being used and sometimes another.

The most common classifier is \{kuh}/ (個). “It is applied to such nouns as have no special classifier, and {may} upon occasion be applied to almost any noun as a substitute for the special classifier” (Mateer).

The classifier \{tsak}/ (隻) is used with animals, birds, fowls, insects; also with articles of furniture having legs or resting on a base; also with vessels, boats, etc.

VOCABULARY

A man, \ih kuh nyung/ 一個人. A woman, \ih kuh °nyui-nyung/ (lit. female human being) 一個女人. A teacher, \ih kuh sien-sang/ (lit. born before) 一個先生. A child, \ih kuh °siau-noen/ 一個小囝. An egg, \ih kuh dan°/ 一個蛋. A cash, \ih kuh doong-dien/ 一個銅錢. A dollar, \ih kuh yang-dien/ 一個洋錢. A servant, \ih kuh yoong°-nyung/ 一個用人. A table, \ih tsak de-°ts/ 一隻檯子. A chair, \ih tsak iui°-°ts/ 一隻椅子. An orange, \ih tsak kyoeh-°ts/ 一隻橘子. A pupil, \ih kuh ‘auh-sang-°ts/ 一個學生子. To want, to wish, \iau°/ 要. Also used in forming the future tense of verbs, as will be explained later.

EXERCISES

(Translate into English)

(1) Ih kuh nyung iau° ih tsak de-°ts. (2) Ih kuh °nyui-nyung iau° ih tsak iui°-°ts. (3) Ih kuh °siau-noen iau° ih kuh doong-dien. (4) Ih kuh ‘auh-sang-°ts iau° ih kuh sien-sang. (5) Ih kuh yoong°-nyung iau° ih kuh dan°. (6) Ih kuh yoong°-nyung iau° ih kuh yang-dien. (7) Ih kuh °siau-noen iau° ih tsak kyoeh-°ts.

(一) 一個人要一隻檯子. (二) 一個女人要一隻椅子. (三) 一個小囝要一個銅錢. (四) 一個學生子要一個先生. (五) 一個用人要一個蛋. (六) 一個用人要一個洋錢. (七) 一個小囝要一隻橘子.

(Translate into Chinese)

(1) A pupil wants an orange. (2) A woman wants a dollar. (3) A servant wants a cash. (4) A teacher wants a table. (5) A man wants an egg. (6) A pupil wants a chair. (7) A teacher wants a pupil.

(一) 一個學生子要一隻橘子. (二) 一個女人要一個洋錢. (三) 一個用人要一個銅錢. (四) 一個先生要一隻檯子. (五) 一個人要一個蛋. (六) 一個學生子要一隻椅子. (七) 一個先生要一個學生子.

Notes.

(1) It is difficult to form idiomatic sentences in Chinese until a larger vocabulary has been given.