Tagalog Texts with Grammatical Analysis — Context and Discussion
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short time had passed, they heard a noise. They went toward the place from which the noise came. There they saw a great giant bathing by the side of a well. They looked round about the place, and by the side of a tree they saw the clothes of the giant. The seventh child sent his brothers and sisters away and told them to hide, and he would steal the giant's shoes. They did this and the child stole the shoes.
When the giant had finished bathing and was getting dressed, he could not find his shoes. He got angry and cursed. He called for help. When the one who had stolen the shoes heard this, he quickly approached. When the giant saw him, he did not suspect him, for, on account of his smallness, the giant thought that he would not be able to carry the shoes.
Therefore the giant said to him: "If you will carry this bag of money of mine to my wife and tell her to buy some shoes and to bring them to me, I shall pay you much money."
He said further that he could not walk without shoes, and therefore he should hurry. Taking the bag of money, the child promised to return at once. However, when he had gone some distance, he called his hidden brothers and sisters, and when they were assembled, he suggested that they go home. But his brothers and sisters answered that they did not know the way home. He however answered that they should follow the stones and bread he had dropped on the way.
One of his brothers said that, if he had known what he had done with the bread, he would have given him some when he asked for it. They were sorry for the stinginess they had shown toward their brother.
It was not long before they came upon the trail of stones along their way. This they followed and arrived at their house, bringing with them the bag of money, which they at once gave to their parents. The latter rejoiced and were sorry for their bad conduct toward their children,--they rejoiced because they had now the means of living for a long time to come.
9. A POLICEMAN WHO PLAYED VAMPIRE.
In the summer of the year 1902, when the ripe fruits of the fruit-trees were hanging from the branches, there circulated all through the town of San Antonio the rumor that a vampire was going about the town.
The people of San Antonio in those years believed in ghosts, vampires, dwarves, and other objects of terror. Most of them had not been fortunate enough to get an education, but, in spite of this, they were kindly, quiet, and industrious people.
The houses in this town were built of nipa-fibre and bamboo. There were also some frame houses. Most of them stood in large enclosures, and the rear part of these yards was planted with trees that have tasty fruits, such as the custard-apple, grape-fruit, santol, mabolo, mango, and the like.
These fruits were just getting ripe, when the rumor spread that, for several nights back, some women had caught sight of the vampire in various back yards. The women and children were filled with great terror; accordingly, as soon as darkness came down, they staid still in their houses. Most of the men also were afraid, but there were some who said that they were not afraid, because they had not yet come across a vampire and therefore did not know whether it was really to be feared.
A vampire is a being of great power. It changes its body into various forms. At some times it has a body like a human being, but black, at others it is a large dog or pig. It eats people, especially children. But its favorite food, by far, and that which it most commonly eats, is the child yet unborn and still in its mother's womb. Therefore the pregnant women in the town had great fear. They did not allow their husbands to sleep, for watching at their side. A vampire is hard to kill with knife or gun, because it has but one place which one must hit or wound in order to kill it, and this place is secret. The only thing it flees from is garlic, which therefore is much used in driving off vampires.
A surprising thing, however, about this vampire was its habit of keeping itself in back yards. Strange was also the fact that it was mostly young girls who said that they had caught sight of this vampire in back yards, up in grape-fruit trees and other trees. A few bold men said that they suspected that this spook was a thief and no vampire.
Leonard Bloomfield's Tagalog Texts with Grammatical Analysis (1917) opens with a clear statement of purpose: the essay is 'purely linguistic in character and purpose.' The author explains that his phonetic notes on Tagalog revealed 'certain features of accentuation not mentioned in the descriptions familiar to me,' prompting this study. The work is based on a single informant, Mr. Alfredo Viola Santiago, a student at the University of Illinois. This narrow empirical foundation shapes the entire volume: the texts and analysis reflect one speaker's idiolect, offering a detailed but limited snapshot of early 20th-century Tagalog.
Structure of the Work
The volume is divided into three parts. Part I contains Tagalog texts in phonetic transcription with facing English translations. Part II is a grammatical analysis subdivided into phonetics, syntax, and morphology. Part III provides a list of formations and a glossary. The table of contents reveals a meticulous organization: syntax alone covers sections on sentence and word, subject and predicate, attributes, and serial groups. Morphology is even more granular, with primary and secondary groups of formations, each broken into active, passive, and static forms. This structure allows readers to move from raw linguistic data to systematic description.
Phonetic Transcription and Translation
The texts in Part I are presented in a narrow phonetic transcription, with each Tagalog sentence followed by an English translation. For example, 'Isa ŋ sundálo ay lumáyas sa ínit naŋ paglalabanàn' is rendered as 'A soldier deserted in the heat of the battle.' The translations are literal, often glossing individual morphemes in parentheses, as in 'pumána' from 'pánaʾ an arrow.' This method enables the reader to see how grammatical forms correspond to meaning. The transcription includes diacritics for stress and glottal stops, reflecting Bloomfield's focus on accentuation.
Grammatical Analysis: Syntax and Morphology
Part II begins with phonetics, covering distinctive sounds, syllabication, and accentuation. The syntax section defines parts of speech and describes constructions like the object construction and expressions of indefinite quantity. A notable feature is the distinction between 'static and transient words,' a category that anticipates later aspectual analyses. The morphology section is exhaustive, listing formations by prefix (e.g., -um-, mag-, maŋ-) and describing their functions. For instance, the active with -um- is illustrated with verbs like 'lumakad' (walk) and 'lumipat' (move). Each formation includes example sentences from the texts, grounding the analysis in actual usage.
Reading the Excerpts: A First Encounter
The excerpts provided offer a glimpse into the text's method. The preface establishes the linguistic focus and the reliance on a single informant. The sample sentences from the morphology section show how Bloomfield pairs Tagalog forms with English equivalents, often adding contextual notes. For example, 'pumílit sya ŋ magbukàs naŋ kabà ŋ bákal' is glossed as 'He was trying hard to open an iron safe,' with a punctual variant noted. These annotations help the reader understand aspectual nuances. The excerpts also reveal the range of topics: from everyday actions like cutting grass to cultural practices like the juego de anillo.
For a first reading, focus on the interplay between the texts and the grammatical analysis. Start with a few sentences from Part I, noting the transcription and translation, then locate the corresponding formations in Part II. This back-and-forth reveals how Bloomfield derives his categories from actual speech. The work is best approached as a reference grammar rather than a continuous narrative; its value lies in the systematic presentation of Tagalog structure as observed from one speaker's usage in 1917.
Sitting with Bloomfield’s Tagalog notes, I remembered my own yellowed copy of a grammar book, margins filled with pencil loops. That same hush—one speaker’s voice, carefully transcribed—felt like holding a pressed flower. English grammar — Key Ideas to Explore later gave me that exact quiet thrill, the shape of rules becoming almost tender.
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