Read Ebook: How to Get Strong and How to Stay So by Blaikie William

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PART I PAGE Preface 9 List of Books and Articles consulted 13 Texts in Phonetic Transcription and Translation 16

PART II--GRAMMATICAL ANALYSIS

A. PHONETICS 134

B. SYNTAX 146

a. Syntactic relations 146 b. Parts of speech 146 c. Static and transient words 147 d. Personal names 147 e. The object construction 148 f. Expressions of indefinite quantity 150

a. Non-predicative sentences 151 b. The subject 153 c. The predicate 153 d. Subordinate predications 159 e. Omission of predicate 160

a. Conjunctive attributes 162 b. Disjunctive attributes 170 c. Local attributes 177 d. Absolute attributes 180

C. MORPHOLOGY 210

A. Simple static forms 218

Root-words 218 Doubling 223 Reduplication 224 Prefix pang- 224

B. Transients, abstracts, and special static words 226

Active with -um- and abstract with pag- 226 Active with mag- and abstract with pag- r 231 Active with mang- and abstract with pang- r 239 Special static words 241 Direct passive, with -in 243 Special static words 247 Instrumental passive, with i- 247 Special static words 250 Local passive, with -an 250 Special static words 257

Simple static forms 265 Normal transients, abstracts, and special static forms 268 Additional transients, abstracts, and special static forms 280

Simple static forms 299 Normal transients, abstracts, and special static forms 301 Transients and abstracts with pa- and ka- 309

LIST OF FORMATIONS 317 INDEX OF WORDS 320 CORRIGENDA 406

PREFACE This essay is purely linguistic in character and purpose.

In taking phonetic notes on Tagalog I noticed that the pronunciation of the speaker to whom I was listening, Mr. Alfredo Viola Santiago presented certain features of accentuation not mentioned in the descriptions familiar to me. With the intention of briefly describing these features, I took down more extensive notes and asked Mr. Santiago to tell me in Tagalog the stories of "The Sun" and "The Northwind and the Sun," used as models by the International Phonetic Association.

The data so obtained showed that the features of accentuation I had observed were in part distinctive , and, further, that certain other features, which were but imperfectly described in the treatises I knew , appeared in Mr. Santiago's speech in a regular and intelligible manner. A more extensive study was thus indicated.

The results of this study were subject to two obvious limitations. The utterances I had transcribed were either translations or isolated sentences, and I could not determine to what extent the features of Mr. Santiago's speech which I had observed were general in Tagalog.

The former of these limitations was fully overcome when I asked Mr. Santiago to tell me connected stories. In addition to fortunate endowments of a more general kind Mr. Santiago possesses, as I found, that vivacity of intellect and freedom from irrelevant prepossessions which we seek and so rarely find in people whose language we try to study. This latter quality may be due in part to the fact that, as Mr. Santiago's education has been carried on entirely in Spanish and English, his speech-feeling for his mother-tongue has not been deflected by the linguistic, or rather pseudo-linguistic training of the schools, so familiar to us. However this may be, I cannot be grateful enough to Mr. Santiago for the intelligence, freshness, and imagination with which he has given us connected narratives in his native language,--stories he heard in childhood and experiences of his own and of his friends. It is to be hoped that some of these will be of interest to students of folk-lore ; the texts are here given, however, only for their linguistic interest.

The second limitation could not be overcome. As there exists at present no adequate description of the dialectal differentiation of Tagalog, nor even an adequate description of any one form of the language, I can make no definite statement as to the relation of Mr. Santiago's speech to other forms of Tagalog.

What is here presented is, then, a specimen of the speech of an educated speaker from Mr. Santiago's home town, San Miguel na Matam?s, Bulac?n Province, Luz?n. It would have been possible to include in the description the speech of at least one other educated Tagalog from a different region , as well as such data as might be gathered from printed Tagalog books: I have refrained from this extension because, at the present state of our knowledge, a single clearly defined set of data is preferable to a necessarily incomplete attempt at describing the whole language in its local and literary variations. Comparison of literary Tagalog shows that Mr. Santiago's speech is not far removed from it. In most cases where my results deviate from the statements of the Spanish grammars, the evidence of printed books shows that the divergence is due not to dialectal differences but to the fact that the grammars are the product of linguistically untrained observers, who heard in terms of Spanish articulations and classified in those of Latin grammar.

This study presents, then, the first Tagalog texts in phonetic transcription and the first scientific analysis of the structure of the language . Although the nature of the problem forbade the use of any material other than that obtained from Mr. Santiago, I have examined all the treatises on Tagalog accessible to me. No experience could show more clearly than the reading of these books the necessity of linguistic and especially phonetic training for anyone who wishes to describe a language. Not one of the works in the following list contains an intelligible description of the pronunciation of Tagalog. The only general work of scientific value is the excellent second volume of P. Serrano Laktaw's dictionary. Much as one may admire the pioneer courage of Totanes and the originality of Minguella, these venerable men were as little able to describe a language as one untrained in botany is to describe a plant. Among the authors of monographs are several good names and one or two of the greatest in our science: nearly all of these authors mention the difficulty under which they labored for want of an adequate description of the language.

LIST OF BOOKS AND ARTICLES CONSULTED

Alter, F. C., ?ber die tagalische Sprache. Wien 1803.

Blake, F. R., Contributions to comparative Philippine Grammar. .

Brandstetter, R., Tagalen und Madagassen, Luzern 1902. .

Conant, C. E., The names of the Philippine languages. .

The pepet law in the Philippine languages. .

de Coria, J., Nueva gram?tica tagalog. Madrid 1872.

Cue-Malay, G., Frases usuales para la conversacion en espa?ol tagalo ? ingles. Manila 1898.

Doherty, D. J., The Tagalog language. .

Dur?n, C. G., Manual de conversaciones en castellano tagalo ? ingl?s. Manila 1900.

Fernandez, D. E., Nuevo vocabulario ? manual de conversaciones en espa?ol, tagalo y pampango. Binondo 1901.

Francisco de San Josef, Arte y Reglas de la lengua Tagala. Manila 1832.

Gaspar de San Agustin, Compendio de la Lengua Tagala. Manila 1879.

H?via Campomanes, J., Lecciones de gram?tica Hispano-Tagala. Manila 1872. 3d ed. 1883. 4th ed. 1888.

von Humboldt, W., Die Kawi-Sprache, vol. 2, pp. 315 ff., 347 ff. .

Kern, J. H. C., Over zoogenaamde verbindingsklanken in het Tagala. His calves have come to be well-developed and shapely, and so too have his thighs, while his loins are noticeably strong-looking and well muscled up, and so indeed is his whole back. But if he has done practically no other arm-work than that which rowing and the preparation for it called for, his arms are not so large, especially above the elbow, as they ought to be for a man with such legs and such a back. The front of his chest is not nearly so well developed as his back, perhaps is hardly developed at all, and he is very likely to carry himself inerectly, with head and neck canted somewhat forward, while there is a lack of fulness, often a noticeable hollowness, of the upper chest, till the shoulders are plainly warped and rounded forward.

With professional oarsmen, who for years have rowed far more than they have done anything else, and who have no especial care for their looks, or spur to develop harmoniously, the defects rowing leaves stand out most glaringly. Notice in the cuts on pp. 36, 37 the flat and slab-sided, almost hollow, look about the upper chest and front shoulder, and compare these with the full and well-rounded make of the figure whose body is sketched on the cover. It will not take long to determine which has the better front chest, or which is likely to so carry that chest as to ward off tendencies to throat and lung troubles. Yet Fig. 1 is from a photograph of one of the most distinguished student-oarsmen America ever produced, while Fig. 2 represents one of the swiftest and most skilful professional scullers of the country to-day. Better proof could not be presented of the effect of a great amount of rowing, and of the very limited exercise it brings to those muscles which are not especially called on.

After the student's rowing is over, and his college days are past, and he settles down to work with not nearly so much play in it, how does he find that his rowing pays? Has it made him fitter than his fellows, who went into athletics with no such zeal and devotion, to stand life's wear and tear, especially when that life is to be spent mainly in-doors? When, in later years, with new associations, business cares, and long, hard head-work, accompanied, as the latter usually is, by only partial inflation of the lungs, when all these get him out of the way of using his large back muscles, he will find their very size, and the long spell of warping forward which so much rowing gave the shoulders, tends more to weigh him forward than if he had never so developed them. Instead of benefiting his throat and lungs, this abnormal development actually inclines to cramp them.

Here, then, is the case of a man who voluntarily gave much time, thought, and labor to the severest test of his strength, and who had hoped to bring about staying powers, and he comes out of it all, to begin his real race in life, often no better fitted, perhaps not nearly so well fitted, for it as some of his comrades who did not spare half so much time to athletics. The other men, who did not work nearly as much as he did, still managed to hit upon a sort which, instead of cramping their chests, expanded them, enlarging the lung-room, and so gave the heart, stomach, and other vital organs all the freest play.

If the ordinary play and exercise of the boy do not build and round him into a sound, well-made, and evenly-balanced man; if the hardest work he has hit on, when left to himself to find out, mostly to be paid for by a considerable amount of money; if these only leave him a half-developed man, can it not be seen at once that an improvement is wanted in his physical education?

Are we not behindhand, and far behindhand, then, in a matter of serious importance to the well-being of the people of our country? Do we not want some system of education which shall rear men, not morally and intellectually good alone, but good physically as well? which shall qualify them both to seize and to make the most of the advantages which years of toil and struggle bring, but which advantages among us now are too frequently thrown away. Men too often, just as they are about clutching these benefits, find, Tantalus-like, that they are eluding their grasp. The reason must be plain to all. It is because that grasp is weakening, and falls powerless at the very time when it could be and should be surest, and potent for the most good.

FOOTNOTES:

The faces of both men have, of course, been disguised.

WILL DAILY PHYSICAL EXERCISE FOR GIRLS PAY?

Observe the girls in any of our cities or towns, as they pass to or from school, and see how few of them are at once blooming, shapely, and strong. Some are one or the other, but very few are all combined, while a decided majority are neither one of them. Instead of high chests, plump arms; comely figures, and a graceful and handsome mien, you constantly see flat chests, angular shoulders, often round and warped forward, with scrawny necks, pipe-stem arms, narrow backs, and a weak walk. Not one girl in a dozen is thoroughly erect, whether walking, standing, or sitting. Nearly every head is pitched somewhat forward. The arms are frequently held almost motionless, and there is a general lack of spring and elasticity in their movements. Fresh, blooming complexions are so rare as to attract attention. Among eyes, plenty of them pretty, sparkling, or intelligent, but few have vigor and force. If any dozen girls, taken at random, should place their hands side by side on a table, many, if not most, of these hands would be found to lack beauty and symmetry, the fingers, and indeed the whole hand, too often having a weak, undeveloped, nerveless look.

Now watch these girls at play. See how few of their games bring them really vigorous exercise. Set them to running, and hardly one in the party has the swift, graceful, gliding motion she might so readily acquire. Not one can run any respectable distance at a good pace. There is abundant vivacity and spirit, abundant willingness to play with great freedom, but very little such play as there might be, and which would pay so well. Most of their exercise worth calling vigorous is for their feet alone, the hands seldom having much to do. The girls of the most favored classes are generally the poorest players. The quality and color of their clothing necessitates their avoiding all active, hearty play, while it is the constant effort of nurse or governess to repress that superabundance of spirits which ought to belong to every boy and girl. Holding one's elbows close to the body while walking, and keeping the hands nearly or quite motionless, may accord with the requirements of fashionable life, but it's terribly bad for the arms, keeping them poor, indifferent specimens, when they might be models of grace and beauty.

As the girl comes home from school, not with one book only, but often six or eight, instead of looking light and strong and free, she is too often what she really appears to be, pale and weak. So many books suggest a large amount of work for one day, certainly for one evening, and the impression received is that she is overworked, while the truth frequently is that the advance to be made in each book is but trifling, and the aggregate, not at all large, by no means too great for the same girl were she strong and hearty. It is not the mental work which is breaking her down, but there is no adequate physical exercise to build her up. See what ex-Surgeon-General Hammond says, in his work on "Sleep", as to the ability to endure protracted brain-work without ill result:

The girl, of course, has not the strength for the protracted effort of the matured man, nor is such effort often required of her. Her studying is done quietly at home, undisturbed, usually, by any such cares and responsibilities as the man encounters. Hers is generally brain-work, not brain-worry. Yet the few hours a day exhaust her, because her vital system, which supports her brain, is feeble and inefficient. No girl is at school over six hours out of the twenty-four, and, deducting the time taken for recitation, recess, and the various other things which are not study, five hours, or even less, will cover the time she gives to actual brain-work in school, with two, or perhaps three, hours daily out of school. With the other sixteen hours practically her own, there is ample time for all the vigorous physical exercise she needs or could take, and yet allow ten, or even twelve, of those hours for sleep or eating. But notice, in any of these off-hours, what exercise these girls take. They walk to and fro from school, they play a few minutes at recess, they may take an occasional irregular stroll besides, and may indulge in a game of croquet, but all the time intent on their conversation, never thinking of the exercise itself, and the benefit it brings. Such things fill up the measure of the daily physical exercise of thousands of our American girls. It is the same thing for nearly all, save those from the poorest classes.

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