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microeconomics

C O L A N D E R
11e
 Preface vii

c­ ontext. The modern textbook template moved away from and Sense Collective, a group with whom I’ve worked to
that, and in previous editions, I have tried to return the coordinate their readers (www.dollarsandsense.org/
principles of economics toward that broader template, bookstore.html) with this text. I also often integrate Aus-
presenting models in a historical and institutional context. trian ideas into my class; I find that The Free Market
This edition continues that emphasis on institutions and (www.mises.org) is a provocative resource.
history. Modern work in game theory and strategic deci- I often pair an article in The Free Market with one in
sion making is making it clear that the implications of Dollars and Sense in my assignments to students for sup-
economic reasoning depend on the institutional setting. plementary reading. Having students read both Radical
To understand economics requires an understanding of and Austrian views, and then integrate those views into
existing institutions and the historical development of more middle-of-the-road views is, for me, a perfect way
those institutions. In a principles course we don’t have to teach the principles course. (If I have a lot of radicals
time to present much about history and institutions, and libertarians in the class, I assign them articles that
but that does not preclude us from letting students know advocate more middle-of-the-road views.)
that these issues are important. And that’s what I try to do.
When I say that institutions and history are important, Integrating Nuance into the
I am talking especially about economic policy. This text
and the accompanying supplements are not ­designed for
Learning Platform
future economics majors. Most principles students aren’t Changes in technology are changing the medium through
going to go on in economics. I write for students who will which ideas are conveyed and the way students learn. Stu-
probably take only one or two economics courses in their dents today don’t know a time without the Internet and
lifetime. These students are interested in policy, and what social media, which provide them with access to a broad
I try to present to them is modern economic reasoning range of digital resources and instant feedback. Technol-
relevant to policy questions. ogy has changed the way they learn, and if we are to reach
Because I think policy is so important in explaining them, we have to present material in ways that fit their
how to apply economic reasoning, I utilize a distinction learning style. They want to be able to access their
made by J. N. Keynes (John Maynard Keynes’ father) and courses anywhere, anytime—at a coffee shop in the after-
Classical economists generally. That distinction is be- noon, in their dorm room late at night, or at lunch hour at
tween theorems—the deductive conclusions of models— work. They still want material that speaks to them, but it
and precepts—the considered judgments of economists has to speak to them in their language at the time they
about the policy implications of the models. I make it want to listen. Modern learning is blended learning in
clear to students that models do not tell us what to do which online presentations, review, testing of material,
about policy—they give us theorems. Only when we and feedback are seamlessly blended with the narrative of
combine the models’ results with our understanding of the text. This revision is designed to improve what the
institutions, our understanding of the social context, and publisher calls the learning platform in both the content
our understanding of the normative goals we want to presented and in the delivery of that content.
achieve, can we arrive at policy conclusions embodied in I think of this book as consisting of both the text and
precepts. the delivery system for the text. For the book to succeed,
the online delivery system has to deliver the material to
Openness to Various Views students in a manner that they can access both online and
While I present modern economics, I present it in such a in the physical book. The new reality of accessing books
way that is open to many different points of view. I don’t online has driven important changes in the last edition,
present the material as “the truth” but simply as the con- and in this edition. Specifically, while the content and
ventional wisdom. Learning conventional wisdom is a pedagogical approach described above remain largely the
useful hurdle for all students to jump over. To encourage same, the delivery is different.
students to question conventional wisdom, at the end of In the last two editions the learning platform was re-
each chapter I include a set of questions—Questions from fined, and all of the content, including end-of-chapter
Alternative Perspectives—written by economists from a questions, was made to line up directly with learning
variety of different perspectives. These include Post- ­objectives. These learning objectives serve as the organi-
Keynesian, Feminist, Austrian, Radical, Institutionalist, zational structure for the material. The learning objectives
and Religious perspectives. Each is described further in themselves were broken down into further learning objec-
the “Distinguishing Features” section that follows the tives associated with concepts that are presented in bite-
preface. The Radical questions come from the Dollars sized portions of the text as part of the SmartBook offer.
viii Preface

This now allows students the opportunity to master con- n­ uance its own general learning objective—a learning
cepts that support the larger picture no matter how they objective that relates to the entire book. So in addition to
access it in the Colander learning platform. Within the learning objectives specific to individual chapters,
­McGraw-Hill’s Connect and SmartBook platforms, stu- there is a general learning objective that is relevant to all
dents can learn the core building blocks online with in- chapters. The general learning objective—the mortar
stant feedback; instructors can assess student learning data that holds the building blocks together—is: Know that to
and know what their students understand, and what they relate models to the real world, you need to use a nuanced
don’t. With that information, they can devote class time to approach.
those issues with which students are having problems. For professors who want to include this learning ob-
In the previous two editions, the end-of-chapter ma- jective in their course, I have written a prologue to the
terial was also restructured for online delivery: All of student found on pages P-1 to P-5, just before Chapter 1.
the standard questions and problems were made auto- In it I discuss the need for context and nuance in applying
gradable and integrated with the online experience. the models, and introduce students to two methodological
Such integration allows students to move seamlessly tools that philosophers use to move from models to policy
between homework problems and portions of the narra- positions. This prologue, what you might think of as
tive to get the information they need, when they need it. ­Chapter 0, serves as the mortar and blueprint to guide stu-
This is a significant advance in pedagogy. Now, even dents in thinking critically about the models and their
professors in large lecture classes can assign questions ­application. This short prologue, which can be assigned
and exercises at the end of chapters and provide feed- along with Chapter 1, presents a general discussion of the
back to students at the point of need. problem of context and nuance and introduces the general
While the new learning platforms made the teaching learning objective.
of the building blocks easier, they presented a challenge Students are reminded of this general learning objec-
for my approach that emphasized the nuance of interpre- tive throughout the book in chapter discussions of nu-
tation as a key element of what students were to learn. anced issues, which are highlighted in SmartBook and
That discussion of nuance was scattered throughout the probes that focus on nuance. I also provide professors
text; it wasn’t a building block to be learned in one place. with some guidance and suggestions on how to integrate
Rather it was mortar to be learned over the course of the a discussion of values and ethics into the course, along
entire semester. This learning goal did not come through with a list of Connect questions and material in SmartBook
in the learning platform as strongly as it did in the text it- that deal with integrating values into the analysis. These
self. While the modular learning platform worked well in are to be found in the Instructor’s website for the book. For
teaching a building block approach to models, it didn’t those who want to emphasize critical thought and nuance
work so well helping students understand the context of in the course, it is much easier to do so than before.
the models. It provided the building blocks but not the
mortar. So the previous versions of my online learning
platforms emphasized models a bit more than I would Specific Content Changes
have liked and context a bit less.
The nuance material was still there, but it was not in-
to This Edition
tegrated into the learning platform as much as I thought it Any new edition provides the possibility to update dis-
should be. In previous editions, I did what I could to ac- cussions and I have done so throughout the book, both in
count for that. Specifically I added aspects of the book updating references to events, and in examples. On a
that allowed professors who wanted to emphasize nuance mundane level I changed examples and products being
to do so. These included two sets of end-of-chapter ques- discussed. For example, there was an earlier discussion of
tions, Issues to Ponder and Questions from Alternative the supply and demand for CDs, which at one point in the
Perspectives, which have no “correct” answer, but instead past seemed reasonable. CDs have gone the way of buggy
are designed to get the students to think. In a learning whips, and so the discussion was changed to chocolate,
environment that blends both online and in-person expe- which has a longer shelf life—there will always be
riences, these are the questions that can form the basis for ­demand for 80 percent dark chocolate, at least from me.
rich classroom discussions that engage the students with I also reviewed all the boxes, eliminating or updat-
broad issues as much as the online material engages them ing those that were outdated, replacing them with new
with the building blocks. boxes that capture some of the new ideas being dis-
In this edition I go a step further in integrating nuance cussed. For example, in Chapter 3 I added a box on
into the course. Specifically, I have essentially made polycentric ­g overnment and the ideas of economist
 Preface ix

­ linor Ostrom, and in Chapter 8W I updated the discus-

E e­ leventh edition reviewers, whose insightful comments
sion of the farm program. kept me on track. Reviewers include:
I did the same with discussions in the text, adding up-
dates where needed. That led to substantial changes in Catherine M. Chambers Benjamin Leyden
some chapters. For example, President Trump’s changing University of Central University of Virginia
the narrative on trade meant some significant changes in Missouri Victoria Miller
Chapter 10 on trade were needed. I replaced the opening Frankie P. Albritton Jr. Akin Technical College
discussion of trade to include Trump’s criticism of Seminole State College ABM E. Nasir
free trade agreements and updated the discussion of WTO Paul Chambers North Carolina Central
trade negotiations and U.S. trade policy to account for the University of Central University
Trump presidency. The growing importance of platform Missouri Christina Ann Robinson
monopolies and network externalities led to substantial B. Andrew Chupp Central Connecticut
changes in Chapter 14 and the discussion of antitrust pol- Georgia Institute of State University
icy in Chapter 15. Chapter 17 on labor also was modified Technology
to account for developments in the information revolu- William Shambora
tion. I also added discussions of artificial intelligence and Diane Cunningham Ohio University
deep learning in both the micro and macro chapters. Los Angeles Valley College Mark Griffin Smith
These developments will likely have significant implica- Gregory E. DeFreitas Colorado College
tions for the economy in the coming decade, as AI and Hofstra University Don Uy-Barreta
deep learning do to mental labor what the Industrial John P. Finnigan De Anza College
­Revolution did to physical labor. Marist College Kenneth Woodward
Finally, there were a number of changes to allow the Bernhard Georg Gunter Saddleback College
introduction of nuanced understanding as a separate American University
learning objective. I added a discussion of Adam Smith’s
impartial spectator tool, and how in assessing policy, one In addition to the comments of the formal reviewers
must go beyond how it will benefit oneself, and concen- listed above, I have received helpful suggestions, encour-
trate on how it can be judged from society’s point of view. agement, and assistance from innumerable individuals
I encourage students to discuss contentious policy issues via e-mails, letters, symposia, and focus groups. Their
with others who approach the issues differently as a way help made this edition even stronger than its predecessor.
of advancing the discussion. They include James Wetzel, Virginia Commonwealth
University; Dmitry Shishkin, Georgia State University;
Enjoy! Amy Cramer, Pima Community College–West; Andrea
Terzi, Franklin College; Shelby Frost, Georgia State Uni-
In summary, this book differs from others in its distinc- versity; Doris Geide-Stevenson, Weber State University;
tive blend of nuance and no-nonsense modeling. Working James Chasey, Advanced Placement Economics Teaching
with models doesn’t involve nuance; it involves knowing Consultant and Homewood-Flossmoor High School
the models and their assumptions—questions about (ret.); David Tufte, Southern Utah University; Eric
models are right or wrong—and nuanced discussion of ­Sarpong, Georgia State University; Jim Ciecka, DePaul
applying the models where there are inevitably gray areas University; Fran Bradley, George School; Ron Olive,
where critical thought is needed. Seeing students navigate University of Massachusetts–Lowell; Rachel Kreier,
this gray area and arrive at a nuanced understanding of Hofstra University; Kenneth Elzinga, University of
­
economic principles gives me enormous joy. I hope it ­Virginia; Ben Leyden, University of Virginia; Poul Thøis
does for you as well. Madse, Danmarks Medie—OG Journalistehojskole; Rich
Tarmey, Colorado Mountain College; Michael Mandelberg,
People to Thank Stuart Webber, Trinity Lutheran College; Bob Rogers,
Let me conclude this preface by thanking the hundreds of Ashland University; Zackery Hansen, Southern Utah
people who have offered suggestions, comments, kudos, University; and Matt Gaffney, Missouri State University.
and criticism on this project since its inception. This book I want to give a special thank-you to the supplement
would not be what it is without their input. So many peo- authors and subject matter experts including Jennifer
ple have contributed to this text in so many ways that I Rester Savoie, Pearl River Community College; Susan
cannot thank everyone. So, to all the people who helped— Bell, Seminole State University; Per Norander, University
many, many thanks. I specifically want to thank the of North Carolina at Charlotte; Frankie P. Albritton Jr.,
x Preface

Seminole State University; and Kenneth Woodward, by providing research, critiquing expositions and often
­Saddleback College. They all did an outstanding job. improving them, and being a good friend. She has an
I’d also like to thank the economists who wrote the amazing set of skills, and I thank her for using them
alternative perspective questions. These include Ann to improve the book. The second is Christina Kouvelis,
Mari May of the University of Nebraska–Lincoln, John senior product developer, who came into this project and
Miller of Wheaton College, Dan Underwood of P ­ eninsula with her hard work, dedication, and superb ability made it
College, Ric Holt of Southern Oregon University, and possible to get the book done on time. She and Jenifer are
Bridget Butkevich of George Mason University. I en- two amazing women.
joyed working with each of them, and while their views Next, I want to thank the entire McGraw-Hill team,
often differed substantially, they were all united in want- including Terri Schiesl, managing director; Anke Weekes,
ing questions that showed economics as a pluralist field director; Christine Vaughan, lead content project man-
that encourages students to question the text from all ager; Bruce Gin, senior assessment project manager; Egzon
­perspectives. Shaqiri, designer; Bobby Pearson, marketing manager; Julia
I have hired numerous students to check aspects of the ­Blankenship, marketing specialist; and Doug Ruby, director
book, to read over my questions and answers to questions, of digital content. All of them have done a superb job, for
and to help proofread. For this edition, these include Reid which I thank them sincerely.
Smith, Amelia Pollard and Zhewei Yang. I thank them all. Finally, I want to thank Pat, my wife, and my sons,
A special thank-you for this edition goes to two peo- Kasey and Zach, for helping me keep my work in per-
ple. The first is Jenifer Gamber, whose role in the book spective, and for providing a loving environment in which
cannot be overestimated. She helped me clarify its vision to work.
 Distinguishing
Features
Margin Comments Austrian Economists
Austrian economists believe in methodological individu-
Located throughout the text in the margin, these key take- alism, by which they mean that social goals are best met
aways underscore and summarize the importance of the through voluntary, mutually beneficial interactions. Lack
material, at the same time helping students focus on the of information and unsolvable incentive problems under-
most relevant topics critical to their understanding. mine the ability of government to plan, making the mar-
ket the best method for coordinating economic activity.
Margin Questions Austrian economists oppose state intrusion into private
property and private activities. They are not economists
These self-test questions are presented in the margin of from Austria; rather, they are economists from anywhere
the chapter to enable students to determine whether the who follow the ideas of Ludwig von Mises and Friedrich
preceding material has been understood and to reinforce Hayek, two economists who were from Austria.
understanding before students read further. Answers to Austrian economists are sometimes classified as con-
Margin Questions are found at the end of each chapter. servative, but they are more appropriately classified as
libertarians, who believe in liberty of individuals first and
Web Notes in other social goals second. Consistent with their views,
they are often willing to support what are sometimes con-
This feature extends the text discussion onto the web.
sidered radical ideas, such as legalizing addictive drugs
Web Notes are denoted within the margins, and are
or eliminating our current monetary system—ideas that
housed within Connect and featured in SmartBook.
most mainstream economists would oppose. Austrian
economists emphasize the uncertainty in the economy and
Nuance Prologue and Questions the inability of a government controlled by self-­interested
Nuanced aspects of economics are presented throughout politicians to undertake socially beneficial policy.
the book, and in a Prologue for the Student. In SmartBook,
nuance questions have been added that directly relate to Institutionalist Economists
applying the models and the problems of integrating values Institutionalist economists argue that any economic analy-
into the analysis. A guide to these questions can be found sis must involve specific considerations of institutions. The
on the Instructor Resource website. lineage of Institutionalist economics begins with the pio-
neering work of Thorstein Veblen, John R. Commons, and
Issues to Ponder Wesley C. Mitchell. Veblen employed evolutionary analy-
sis to explore the role of institutions in directing and retard-
Each chapter ends with a set of Issues to Ponder questions ing the economic process. He saw human behavior driven
that are designed to encourage additional economic think- by cultural norms and conveyed the way in which they
ing and application. were with sardonic wit and penetrating insight, leaving us
with enduring metaphors such as the leisure class and con-
Questions from Alternative spicuous consumption. Commons argued that institutions
are social constructs that improve general welfare. Accord-
Perspectives ingly, he established cooperative investigative programs to
The end-of-chapter material includes a number of ques- support pragmatic changes in the legal structure of govern-
tions that ask students to assess economics from alterna- ment. Mitchell was a leader in developing economics as an
tive perspectives. Specifically, six different approaches empirical study; he was a keen observer of the business
are highlighted: Austrian, Post-Keynesian, Institutional- cycle and argued that theory must be informed by system-
ist, Radical, Feminist, and Religious. Below are brief atic attention to empirical data, or it was useless.
­descriptions of each group. Contemporary Institutionalists employ the founders’
“trilogy”—empirically informed, evolutionary analysis,
xi
xii Preface

directed toward pragmatic alteration of institutions shap- economics to include women as practitioners and as
ing economic outcomes—in their policy approach. ­worthy of study and for the elimination of the masculine
bias in mainstream economics. Is there such a bias? To
Radical Economists see it, simply compare the relative number of women in
Radical economists believe substantial equality-preferring your economics class to the relative number of women at
institutional changes should be implemented in our your school. It is highly likely that your class has relatively
­economic system. Radical economists evolved out of more men. Feminist economists want you to ask why that
Marxian economics. In their analysis, they focus on the is, and whether anything should be done about it.
lack of equity in our current economic system and on in-
stitutional changes that might bring about a more equita- Religious Economists
ble system. Specifically, they see the current economic Religion is the oldest and, arguably, the most influential
system as one in which a few people—capitalists and institution in the world—be it Christianity, Islam, Juda-
high-level managers—benefit enormously at the expense ism, Buddhism, Hinduism, or any of the many other reli-
of many people who struggle to make ends meet in jobs gions in the world. Modern science, of which economics
that are unfulfilling or who even go without work at is a part, emphasizes the rational elements of thought. It
times. They see the fundamental instability and irratio- attempts to separate faith and normative issues from ra-
nality of the capitalist system at the root of a wide array tional analysis in ways that some religiously oriented
of social ills that range from pervasive inequality to alien- economists find questionable. The line between a reli-
ation, racism, sexism, and imperialism. Radical econo- gious and nonreligious economist is not hard and fast; all
mists often use a class-oriented analysis to address these economists bring elements of their ethical considerations
issues and are much more willing to talk about social into their analysis. But those we call “religious econo-
conflict and tensions in our society than are mainstream mists” integrate the ethical and normative issues into eco-
economists. nomic analysis in more complex ways than the ways
A policy favored by many Radicals is the establish- presented in the text.
ment of worker cooperatives to replace the corporation. Religiously oriented economists have a diversity of
Radicals argue that such worker cooperatives would see views; some believe that their views can be integrated
that the income of the firm is more equitably allocated. reasonably well into standard economics, while others
Likewise, Radical economists endorse policies, such as see the need for the development of a distinctive faith-
universal health care insurance, that conform to the ethic based methodology that focuses on a particular group of
of “putting people before profits.” normative concerns centered on issues such as human
dignity and caring for the poor.
Feminist Economists
Feminist economics offers a substantive challenge to the Post-Keynesian Economists
content, scope, and methodology of mainstream econom- Post-Keynesian economists believe that uncertainty is a
ics. Feminist economists question the boundaries of what central issue in economics. They follow J. M. Keynes’ ap-
we consider economics to be and examine social arrange- proach more so than do mainstream economists in em-
ments surrounding provisioning. Feminist economists phasizing institutional imperfections in the economy and
have many different views, but all believe that in some the importance of fundamental uncertainty that rational-
way traditional economic analysis misses many important ity cannot deal with. They agree with Institutionalists that
issues pertaining to women. the study of economics must emphasize and incorporate
Feminist economists study issues such as how the in- the importance of social and political structure in deter-
stitutional structure tends to direct women into certain mining market outcomes.
types of jobs (generally low-paying jobs) and away from While their view about the importance of uncertainty
other types of jobs (generally high-paying jobs). They is similar to the Austrian view, their policy response to
draw our attention to the unpaid labor performed by that uncertainty is quite different. They do not see uncer-
women throughout the world and ask, “What would GDP tainty as eliminating much of government’s role in the
look like if women’s work were given a value and economy; instead, they see it leading to policies in which
­included?” They argue for an expansion in the content of government takes a larger role in guiding the economy.
Supplements

McGraw-Hill has established a strong history of top-rate a­ ssessment. They are also included as extra assessment
supplements to accompany this text, and this eleventh content available within Connect.
edition strives to carry on the tradition of excellence. The
following ancillaries are available for quick download Assurance of Learning Ready
and convenient access via the Instructor Resource mate- Many educational institutions today are focused on the
rial available through McGraw-Hill Connect®. notion of assurance of learning, an important element of
Solutions Manual some accreditation standards. Microeconomics, 11/e is
designed specifically to support your assurance of learning
Prepared by Jenifer Gamber and me, this manual provides initiatives with a simple yet powerful solution.
answers to all end-of-chapter questions—the Questions Instructors can use Connect to easily query for
and Exercises, Questions from Alternative Perspectives, ­learning outcomes/objectives that directly relate to the
and Issues to Ponder. learning objectives of the course. You can then use the
Test Banks reporting features of Connect to aggregate student results
in similar fashion, making the collection and presentation
The test bank contains more than 5,600 quality multiple of assurance of learning data simple and easy.
choice and true-false questions for instructors to draw from
in their classrooms. Jenifer Gamber and I have worked AACSB Statement
diligently to make sure that the questions are clear and McGraw-Hill Global Education is a proud corporate
useful. Each question is categorized by learning objective, member of AACSB International. Understanding the im-
level of difficulty, economic concept, AACSB learning portance and value of AACSB accreditation, the author
categories, and Bloom’s Taxonomy objectives. Questions of Microeconomics, 11/e has sought to recognize the cur-
were reviewed by professors and students alike to ensure ricula guidelines detailed in the AACSB standards for
that each one was effective for classroom use. All of the test business accreditation by connecting questions in the test
bank content is available for assigning within Connect. bank and end-of-chapter material to the general knowl-
A computerized test bank is available via TestGen, a edge and skill guidelines found in the AACSB standards.
complete, state-of-the-art test generator and editing applica- It is important to note that the statements contained in
tion software that allows instructors to quickly and easily Microeconomics, 11/e are provided only as a guide for the
select test items. Instructors can then organize, edit, and cus- users of this text. The AACSB leaves content coverage and
tomize questions and answers to rapidly generate tests for assessment within the purview of individual schools, the
paper or online administration. With both quick-and-simple mission of the school, and the faculty. While Microeconomics,
test creation and flexible and robust editing tools, TestGen 11/e and the teaching package make no claim of any
is a complete test generator system for today’s educators. specific AACSB qualification or evaluation, we have
An essay-only test bank, organized by chapter, will be within Microeconomics, 11/e labeled selected questions
available via the Instructor Resource material available according to the general knowledge and skills areas.
within Connect.
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 Brief
Contents

part I I NTRODUCTION: THINKING

 MARKET STRUCTURE
13
Perfect Competition 272
LIKE AN ECONOMIST 14
Monopoly and Monopolistic Competition 293
11 Economics and Economic Reasoning 4 Appendix: The Algebra of Competitive and
2 The Production Possibility Model, Trade, and Monopolistic Firms 319
Globalization 25 15
Oligopoly and Antitrust Policy 321
Appendix: Graphish: The Language of Graphs 44 16
Real-World Competition and Technology 340
3 Economic Institutions 53
Appendix: The History of Economic Systems 73 FACTOR MARKETS
4 Supply and Demand 78 17
Work and the Labor Market 359
5 Using Supply and Demand 101 Appendix: Derived Demand 383
Appendix: Algebraic Representation of Supply, 17W Nonwage and Asset Income: Rents, Profits, and
Demand, and Equilibrium 117 Interest 389
18
Who Gets What? The ­Distribution of Income 390
part II MICROECONOMICS
CHOICE AND DECISION MAKING
THE POWER OF TRADITIONAL 19
The Logic of Individual Choice:
ECONOMIC MODELS The Foundation of Supply and Demand 416
6 Describing Supply and Demand: Elasticities 124 Appendix: Indifference Curve Analysis 436
7 Taxation and Government Intervention 144 20
Game Theory, Strategic ­Decision Making, and
8 Market Failure versus ­Government Failure 165 ­Behavioral Economics 441
8W Politics and Economics: The Case of Agricultural Appendix: Game Theory and Oligopoly 462
Markets 187
MODERN ECONOMIC THINKING
INTERNATIONAL ECONOMIC 21
Thinking Like a Modern ­Economist 466
POLICY ISSUES 22
Behavioral Economics and Modern Economic
Policy 492
9 Comparative Advantage, Exchange Rates,
and Globalization 188
23
Microeconomic Policy, ­Economic Reasoning,
and Beyond 511
10
International Trade Policy 207

PRODUCTION AND COST ANALYSIS

11 Production and Cost Analysis I 229
12 Production and Cost Analysis II 249
Appendix: Isocost/Isoquant Analysis 267

xvi
 Contents
Trade and Comparative Advantage 32
PART I
Markets, Specialization, and Growth 33
The Benefits of Trade 34
INTRODUCTION:
Globalization and the Law of One Price 36
THINKING LIKE Globalization 36
AN ECONOMIST Exchange Rates and Comparative Advantage 38
The Law of One Price 38
Globalization and the Timing of Benefits of Trade 39
11 Economics and Economic Reasoning 4
Conclusion 39
What Economics Is 5
Summary, Key Terms, Questions and Exercises, Questions
Scarcity 5
from Alternative Perspectives, Issues to Ponder, Answers to
Microeconomics and Macroeconomics 6
Margin Questions 40–43
A Guide to Economic Reasoning 6
Appendix: Graphish: The Language of Graphs 44
Marginal Costs and Marginal Benefits 8
The Economic Decision Rule 8
Economics and Passion 8 3 Economic Institutions 53
Opportunity Cost 9
Economic Systems 54
Economic Forces, Social Forces, and Political Forces 11
How Markets Work 54
Economic and Market Forces 11
What’s Good about the Market? 55
Social and Political Forces 11
Capitalism and Socialism 55
Using Economic Insights 13
Economic Institutions in a Market Economy 58
The Invisible Hand Theorem 14
Business 59
Economic Theory and Stories 15
Households 61
Economic Institutions 15
The Roles of Government 62
Economic Policy Options 16
Government as an Actor 62
Objective Policy Analysis 17
Government as a Referee 64
Policy and Social and Political Forces 20
Specific Roles for Government 65
Conclusion 20 Market Failures and Government Failures 67
Summary, Key Terms, Questions and Exercises, Questions Global Institutions 68
from Alternative Perspectives, Issues to Ponder, Answers to Global Corporations 68
Margin Questions 21–24 Coordinating Global Issues 68
Conclusion 69
2 The Production Possibility Model, Trade, Summary, Key Terms, Questions and Exercises, Questions
and Globalization 25 from Alternative Perspectives, Issues to Ponder, Answers to
Margin Questions 69–72
The Production Possibility Model 26
Appendix: The History of Economic Systems 73
A Production Possibility Curve for an Individual 26
Increasing Opportunity Costs of the Trade-Off 27
Comparative Advantage 28 4 Supply and Demand 78
Efficiency 29
Demand 78
Distribution and Productive Efficiency 30
The Law of Demand 79
Examples of Shifts in the PPC 31
The Demand Curve 79

xvii
xviii Contents

Shifts in Demand versus Movements

PART II
along a Demand Curve 80
Some Shift Factors of Demand 81
The Demand Table 82
MICROECONOMICS
From a Demand Table to a Demand Curve 82
Individual and Market Demand Curves 83 THE POWER OF TRADITIONAL
Supply 85 ECONOMIC MODELS
The Law of Supply 85
The Supply Curve 86
Shifts in Supply versus Movements along a Supply
6 Describing Supply and Demand:
Curve 87 Elasticities 124
Shift Factors of Supply 88 Price Elasticity 124
The Supply Table 88 What Information Price Elasticity Provides 125
From a Supply Table to a Supply Curve 88 Classifying Demand and Supply as Elastic
Individual and Market Supply Curves 88 or Inelastic 125
The Interaction of Supply and Demand 89 Elasticity Is Independent of Units 126
Equilibrium 90 Calculating Elasticities 126
The Graphical Interaction of Supply and Demand 91 Other Examples 128
What Equilibrium Isn’t 91 Elasticity Is Not the Same as Slope 128
Political and Social Forces and Equilibrium 92 Five Terms to Describe Elasticity 130
Shifts in Supply and Demand 93 Substitution and Elasticity 130
A Limitation of Supply/Demand Analysis 95 Substitution and Demand 131
Conclusion 95 How Substitution Factors Affect Specific
Decisions 132
Summary, Key Terms, Questions and Exercises,
Questions from Alternative Perspectives, Elasticity, Total Revenue, and Demand 133
Issues to Ponder, Answers to Total Revenue along a Demand Curve 134
Margin Questions 96–100 Income and Cross-Price Elasticity 135
Income Elasticity of Demand 135
Cross-Price Elasticity of Demand 136
5 Using Supply and Demand 101 Some Examples 137
Real-World Supply and Demand The Power of Supply/Demand Analysis 138
Applications 101 When Should a Supplier Not Raise Price? 138
Government Intervention: Price Ceilings Elasticity and Shifting Supply and Demand 139
and Price Floors 104 Conclusion 139
Price Ceilings 105 Summary, Key Terms, Questions and Exercises, Questions
Price Floors 106 from Alternative Perspectives, Issues to Ponder, Answers to
Government Intervention: Excise Taxes Margin Questions 140–143
and Tariffs 108
Government Intervention: Quantity 7 Taxation and Government
Restrictions 109 Intervention 144
Third-Party-Payer Markets 111
Producer and Consumer Surplus 144
Conclusion 112
Burden of Taxation 146
Summary, Key Terms, Questions and Exercises, Who Bears the Burden of a Tax? 148
Questions from Alternative Perspectives, Tax Incidence and Current Policy Debates 151
Issues to Ponder, Answers to
Government Intervention as Implicit Taxation 152
Margin Questions 112–116
Price Ceilings and Floors 152
Appendix: Algebraic Representation of Supply, Demand, The Difference between Taxes and Price
and Equilibrium 117 Controls 153
 Contents xix

Rent Seeking, Politics, and Elasticities 154 Economics, Politics, and Real-World Policies 8W-10
Inelastic Demand and Incentives to Restrict Supply 154 Interest Groups 8W-11
Inelastic Supplies and Incentives to Restrict Prices 157 International Issues 8W-12
The Long-Run/Short-Run Problem of Price Conclusion 8W-12
Controls 158
Summary, Key Terms, Questions and Exercises, Questions
Conclusion 160 from Alternative Perspectives, Issues to Ponder, Answers to
Summary, Key Terms, Questions and Exercises, Questions Margin Questions 8W-13–8W-16
from Alternative Perspectives, Issues to Ponder, Answers to
Margin Questions 160–164

8 Market Failure versus ­Government INTERNATIONAL ECONOMIC POLICY

Failure 165 ISSUES
Externalities 166
Effects of Positive and Negative Externalities 167
9 Comparative Advantage, Exchange
Alternative Methods of Dealing with
Externalities 168 Rates, and Globalization 188
Direct Regulation 169 The Principle of Comparative Advantage 188
Incentive Policies 170 The Gains from Trade 189
Voluntary Reductions 171 Dividing Up the Gains from Trade 190
The Optimal Policy 172 Why Economists and Laypeople Differ in Their Views
Public Goods 172 of Trade 192
The Market Value of a Public Good 173 Gains Are Often Stealth 192
Excludability and the Costs of Pricing 175 Opportunity Cost Is Relative 192
Informational and Moral Hazard Problems 176 Trade Is Broader Than Manufactured Goods 192
Signaling and Screening 177 Trade Has Distributional Effects 193
Policies to Deal with Informational Problems 177 Sources of U.S. Comparative Advantage 194
Government Failure and Market Failures 180 Some Concerns about the Future 196
Inherent and Transferable Sources of
Conclusion 182
Comparative Advantages 196
Summary, Key Terms, Questions and Exercises, Questions The Law of One Price 196
from Alternative Perspectives, Issues to Ponder, Answers to How the United States Gained and Is Now Losing
Margin Questions 182–186 Sources of Comparative Advantage 197
Methods of Equalizing Trade Balances 197
8W Politics and Economics: The Case of Determination of Exchange Rates and Trade 198
Exchange Rates and Trade 200
Agricultural Markets 187 and 8W-1
Some Complications in Exchange Rates 201
The Good/Bad Paradox in Agriculture 8W-3 Conclusion 202
The Long-Run Decline of Farming 8W-3
The Short-Run Cyclical Problem Facing Farmers 8W-4 Summary, Key Terms, Questions and Exercises, Questions
The Difficulty of Coordinating Farm Production 8W-4 from Alternative Perspectives, Issues to Ponder, Answers to
Ways around the Good/Bad Paradox 8W-4 Margin Questions 202–206
The General Rule of Political Economy 8W-5
Four Price Support Options 8W-5
Supporting the Price by Regulatory Measures 8W-6
10 International Trade Policy 207
Providing Economic Incentives to Reduce Supply 8W-8 The Nature and Patterns of Trade 207
Subsidizing the Sale of the Good 8W-9 Increasing but Fluctuating World Trade 207
Buying Up and Storing, Giving Away, or Destroying Differences in the Importance of Trade 208
the Good 8W-9 What and with Whom the United States Trades 208
Which Group Prefers Which Option? 8W-10 Debtor and Creditor Nations 210
xx Contents

Varieties of Trade Restrictions 212

Tariffs and Quotas 212 12 Production and Cost
Voluntary Restraint Agreements 214 Analysis II 249
Sanctions 214 Technical Efficiency and Economic
Regulatory Trade Restrictions 215 Efficiency 250
Nationalistic Appeals and “Buy Domestic”
The Shape of the Long-Run Cost Curve 250
Requirements 215
Economies of Scale 251
Reasons for and against Trade Restrictions 215 Diseconomies of Scale 253
Unequal Internal Distribution of the Gains from Trade 216 Constant Returns to Scale 254
Haggling by Companies over the Gains from Trade 218 The Importance of Economies and
Haggling by Countries over Trade Restrictions 218 Diseconomies of Scale 255
Specialized Production 219 Envelope Relationship 255
Macroeconomic Costs of Trade 220
Entrepreneurial Activity and the
National Security 221
Supply Decision 257
International Politics 221
Increased Revenue Brought In by Tariffs 221 Using Cost Analysis in the Real World 258
Why Economists Generally Oppose Trade Economies of Scope 258
Restrictions 221 Learning by Doing and Technological Change 259
Many Dimensions 262
Institutions Supporting Free Trade 223
Unmeasured Costs 262
Conclusion 225 The Standard Model as a Framework 263
Summary, Key Terms, Questions and Exercises, Questions Conclusion 263
from Alternative Perspectives, Issues to Ponder, Answers to
Summary, Key Terms, Questions and Exercises, Questions
Margin Questions 225–228
from Alternative Perspectives, Issues to Ponder, Answers to
Margin Questions 264–267
Appendix: Isocost/Isoquant Analysis 267
PRODUCTION AND COST ANALYSIS

11 Production and Cost MARKET STRUCTURE

Analysis I 229
The Role of the Firm 230 13 Perfect Competition 272
Firms Maximize Profit 231
The Difference between Economists’ Profits and Perfect Competition as a Reference Point 272
Accountants’ Profits 232 Conditions for Perfect Competition 273
Demand Curves for the Firm and the Industry 273
The Production Process 233
The Long Run and the Short Run 233 The Profit-Maximizing Level of Output 274
Production Tables and Production Functions 233 Marginal Revenue 274
The Law of Diminishing Marginal Productivity 235 Marginal Cost 275
Profit Maximization: MC = MR 275
The Costs of Production 236
The Marginal Cost Curve Is the Supply Curve 276
Fixed Costs, Variable Costs, and Total Costs 236
Firms Maximize Total Profit 276
Average Costs 237
Marginal Cost 237 Total Profit at the Profit-Maximizing
Level of Output 278
Graphing Cost Curves 238
Determining Profit from a Table of Costs and
Total Cost Curves 239
Revenue 278
Average and Marginal Cost Curves 239
Determining Profit from a Graph 279
Intermission 243 The Shutdown Point 281
Summary, Key Terms, Questions and Exercises, Questions Short-Run Market Supply and Demand 282
from Alternative Perspectives, Issues to Ponder, Answers to Long-Run Competitive Equilibrium:
Margin Questions, 244–248 Zero Profit 283
 Contents xxi

Adjustment from the Short Run to the Long Run 284 Classifying Industries and Markets in Practice 327
An Increase in Demand 284 The North American Industry Classification
Long-Run Market Supply 285 System 328
An Example in the Real World 286 Empirical Measures of Industry Structure 329
Conclusion 287 Conglomerate Firms and Bigness 330
Oligopoly Models and Empirical Estimates
Summary, Key Terms, Questions and Exercises, Questions
of Market Structure 330
from Alternative Perspectives, Issues to Ponder, Answers to
Margin Questions 288–292 Antitrust Policy 331
Judgment by Performance or Structure? 331
The Role of Antitrust in Today’s Economy 333
14 Monopoly and Monopolistic
Conclusion 335
Competition 293
Summary, Key Terms, Questions and Exercises, Questions
The Key Difference between a Monopolist and a Perfect from Alternative Perspectives, Issues to Ponder, Answers to
Competitor 293 Margin Questions 336–339
A Model of Monopoly 294
Determining the Monopolist’s Price and Output
Numerically 294 16 Real-World Competition and
Determining Price and Output Graphically 295 Technology 340
Comparing Monopoly and Perfect Competition 297 Competition Is for Losers 341
An Example of Finding Output and Price 297
The Goals of Real-World Firms
Profits and Monopoly 298
and the Monitoring Problem 341
Welfare Loss from Monopoly 300 What Do Real-World Firms Maximize? 344
The Normal Monopolist 300 The Lazy Monopolist and X-Inefficiency 344
The Price-Discriminating Monopolist 301
The Fight between Competitive and Monopolistic
Barriers to Entry and Monopoly 302 Forces 346
Natural Ability 304 How Monopolistic Forces Affect Perfect Competition 347
Natural Monopolies 304 Economic Insights and Real-World Competition 347
Network and Platform Monopolies 306 How Competitive Forces Affect Monopoly 348
Monopolistic Competition 308 Competition: Natural and Platform Monopolies 349
Characteristics of Monopolistic Competition 308 How Firms Protect Their Monopolies 350
Advertising and Monopolistic Competition 309 Cost/Benefit Analysis of Creating and
Output, Price, and Profit of a Monopolistic Maintaining Monopolies 351
Competitor 311 Establishing Market Position 351
Comparing Monopoly, Monopolistic Competition,
Platform Monopolies and Technology 352
and Perfect Competition 312
Standards and Winner-Take-All Industries 352
Conclusion 313 Technological Lock-In 353
Summary, Key Terms, Questions and Exercises, Questions Conclusion 354
from Alternative Perspectives, Issues to Ponder, Answers to
Summary, Key Terms, Questions and Exercises, Questions
Margin Questions 314–319
from Alternative Perspectives, Issues to Ponder, Answers to
Appendix: The Algebra of Competitive and Monopolistic Margin Questions 354–358
Firms 319

15 Oligopoly and Antitrust Policy 321 FACTOR MARKETS

The Distinguishing Characteristics of Oligopoly 321
Models of Oligopoly Behavior 322
The Cartel Model 322
17 Work and the Labor Market 359
The Contestable Market Model 325 The Supply of Labor 360
Comparison of the Contestable Market Model Real Wages and the Opportunity Cost of Work 361
and the Cartel Model 325 The Supply of Labor and Nonmarket Activities 362
xxii Contents

Income Taxation, Work, and Leisure 362

The Elasticity of the Supply of Labor 363 18 Who Gets What?
Immigration and the International Supply The ­Distribution of Income 390
of Labor 364 Measuring the Distribution of Income,
The Derived Demand for Labor 364 Wealth, and Poverty 391
Factors Influencing the Elasticity of Demand for The Lorenz Curve 391
Labor 365 U.S. Income Distribution over Time 393
Labor as a Factor of Production 365 Defining Poverty 394
Shift Factors of Demand 365 International Dimensions of Income Inequality 397
Determination of Wages 369 The Distribution of Wealth 398
Imperfect Competition and the Labor Market 370 Socioeconomic Dimensions of Income
Political and Social Forces and the Labor Market 371 and Wealth Inequality 400
Fairness and the Labor Market 372 Income Distribution According to
Discrimination and the Labor Market 374 Socioeconomic Characteristics 400
Three Types of Direct Demand-Side Income Distribution According to Class 400
Discrimination 374 Income Distribution and Fairness 403
Institutional Discrimination 376 Philosophical Debates about Equality
The Evolution of Labor Markets 377 and Fairness 403
Evolving Labor Laws 377 Fairness and Equality 403
The Labor Market and You 377 Fairness as Equality of Opportunity 404
Conclusion 378 The Problems of Redistributing Income 405
Three Important Side Effects of Redistributive
Summary, Key Terms, Questions and Exercises, Questions
Programs 405
from Alternative Perspectives, Issues to Ponder, Answers to
Politics, Income Redistribution, and Fairness 405
Margin Questions 379–382
Income Redistribution Policies 407
Appendix: Derived Demand 383 How Successful Have Income Redistribution Programs
Been? 410
Conclusion 411
17W Nonwage and Asset Income: Rents, Summary, Key Terms, Questions and Exercises, Questions
Profits, and Interest 389 and 17W-1 from Alternative Perspectives, Issues to Ponder, Answers to
Rent 17W-3 Margin Questions 412–415
The Effect of a Tax on Land 17W-3
Quasi Rents 17W-4
Rent Seeking and Institutional Constraints 17W-5 CHOICE AND DECISION MAKING
Profit 17W-6
Profit, Entrepreneurship, and Disequilibrium
Adjustment 17W-6 19 The Logic of Individual Choice:
Market Niches, Profit, and Rent 17W-7 The Foundation of Supply and
Interest 17W-7 Demand 416
The Present Value Formula 17W-8 Rational Choice Theory 417
Some Rules of Thumb for Determining Present Total Utility and Marginal Utility 417
Value 17W-9 Diminishing Marginal Utility 419
The Importance of Present Value 17W-11 Rational Choice and Marginal Utility 419
The Marginal Productivity Theory Maximizing Utility and Equilibrium 422
of Income Distribution 17W-11 An Example of Maximizing Utility 422
Conclusion 17W-12 Extending the Principle of Rational Choice 423
Summary, Key Terms, Questions and Exercises, Questions Rational Choice and the Laws
from Alternative Perspectives, Issues to Ponder, Answers to of Demand and Supply 424
Margin Questions 17W-12–17W-14 The Law of Demand 424
 Contents xxiii

Income and Substitution Effects 425 MODERN ECONOMIC THINKING

The Law of Supply 426
Opportunity Cost 427
Applying Economists’ Theory of Choice 21 Thinking Like a Modern ­
to the Real World 427 Economist 466
The Cost of Decision Making 427 The Nature of Economists’ Models 467
Given Tastes 428 Scientific and Engineering Models 468
Utility Maximization 430 Behavioral and Traditional Building Blocks 468
Conclusion 431 Behavioral Economic Models 468
Summary, Key Terms, Questions and Exercises, Questions The Advantages and Disadvantages of Modern Traditional
from Alternative Perspectives, Issues to Ponder, Answers to and Behavioral Models 471
Margin Questions 432–435 Behavioral and Traditional Informal
Appendix: Indifference Curve Analysis 436 (Heuristic) Models 473
The Armchair Economist: Heuristic Models
Using Traditional Building Blocks 473
The Economic Naturalist: Heuristic Models
20 Game Theory, Strategic ­Decision Using Behavioral Building Blocks 476
Making, and ­Behavioral Economics 441 The Limits of Heuristic Models 477
Empirical and Formal Models 478
Game Theory and the Economic
The Importance of Empirical Work in Modern
Way of Thinking 442
Economics 478
Game Theory and Economic Modeling 442
The Role of Formal Models 481
The Game Theory Framework 443
The Prisoner’s Dilemma 444 What Difference Does All This Make to Policy? 487
Dominant Strategies and Nash Equilibrium 445 Conclusion 488
An Overview of Game Theory as a Tool Summary, Key Terms, Questions and Exercises, Questions
in Studying Strategic Interaction 447 from Alternative Perspectives, Issues to Ponder, Answers to
Some Specific Games 447 Margin Questions 488–491
Strategies of Players 448
Informal Game Theory and Modern
Behavioral Economics 451 22 Behavioral Economics and Modern
Informal Game Theory 452 Economic Policy 492
Real-World Applications of Informal Game Behavioral Economic Policy in Perspective 492
Theory 452 Behavioral Economics and Economic Engineering 493
An Application of Game Theory: Auction Economists as Mechanism Design Engineers 494
Markets 454 Behavioral Economics and Mechanism Design 495
Game Theory and the Challenge to Standard Economic Policy Implications of Traditional Economics 497
Assumptions 455 Choice Architecture and Behavioral
Fairness 455 Economic Policy 497
Endowment Effects 456 Nudge Policy and Libertarian Paternalism 499
Framing Effects 456 When Are Nudges Needed? 499
Behavioral Economics and the Traditional Two Types of Nudges 501
Model 456
The Problems of Implementing Nudges 502
The Importance of the Traditional Model:
Distinguishing a Nudge from a Push 503
Money Is Not Left on the Table 457
Behavioral and Traditional Economic Policy
Conclusion 457 Frames 503
Summary, Key Terms, Questions and Exercises, Questions Concerns about Behavioral Economic Policies 505
from Alternative Perspectives, Issues to Ponder, Answers to Few Policies Meet the Libertarian Paternalism
Margin Questions 458–461 Criterion 505
Appendix: Game Theory and Oligopoly 462 Designing Helpful Policies Is Complicated 505
xxiv Contents

It Isn’t Clear Government Knows Better 506 Putting Cost/Benefit Analysis in Perspective 518
Government Policy May Make the Situation Worse 506 The Problem of Other Things Changing 518
A Changing View of Economists: From Pro-market The Cost/Benefit Approach in Context 519
Advocates to Economic Engineers 507 Failure of Market Outcomes 519
Conclusion 507 Distribution 520
Summary, Key Terms, Questions and Exercises, Questions Consumer Sovereignty and Rationality Problems 521
from Alternative Perspectives, Issues to Ponder, Answers to Inalienable Rights 523
Margin Questions 508–510 Government Failure 524
Conclusion 525
23 Microeconomic Policy, ­Economic Summary, Key Terms, Questions and Exercises, Questions
from Alternative Perspectives, Issues to Ponder, Answers to
Reasoning, and Beyond 511 Margin Questions 527–530
Economists’ Differing Views about Social Policy 512
How Economists’ Value Judgments Creep into Policy
Proposals 512 Glossary G-1
The Need for a Worldview 514
Agreement among Economists about Social Policy 514
Economists’ Cost/Benefit Approach
to Government Regulation 515 Colloquial Glossary CG
The Value of Life 515
Comparing Costs and Benefits of Different
Dimensions 517 Index I-1
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bùn kakata. Démon, s. m. Sïntane, blisi, walaka dugu. Démoniaque,
adj. et s SlnIdneto, sïntane la moco. Démonter, v. a. D. un
cavalier,///oro laboy su kâ. Dénaturer, v. a. Changer, yelema. D. les
paroles de quelqu'un, moco kïtma yelema ou tina. Déniaiser, v. a. ^o
naluniija la. Dénicher v. n. lio nacâ la, ho kiia la. Dense, adj. Bûn.
Dent^ s. f . i\ùl. Personne sans —.nlnta. iTépart, s. m. Uli tuma, taca
tu ma, wa tuma. Dépasser, v. a. Aller au-delà, M^//r7/?tlf/. Aller
devaat, taca na, tàmhi na. Excéder les dimensions de, ka)}a.
Dépêcher (se), v. pr. Tarn, kalia. Dépendance, s. f. Sujétion, fàga. Je
ne suis pas sous ta -, t la fàga te n*kà. Tu es sous ma — , na fàga
ye i kà, i ye nafâga le to. Dépendre, v. a. Digi, tnadigi, .ho.\\
Résulter de, cela dépend de loi, 0 ye i fà ne la, i sago le. Dépenser,
v. a. Sa, wori bo. D. follement, nafulu tir^a, nafulu madumu.
Dépeupler, v. a. ffamani to modo bâ. Déplacer, v. a. Bo, bo no to, bo
a node to. Déplaire, v. n. Ma di ye. Cela me dépiatt, o ma di ne.
Déplanter, v. a. Fè tutunh'i bo. Déplorer, v. a. Dote, 7iimisa, gètege.
Déplumer, v. a. Si mabo. Déposer, v. a. D. un fardeau, digi, la, ke.
Dépose le ici, a ^igi dâ, a ke dà. " Dépôt, s. m. Chose confiée, karfa
fè, karfali fe. Dépouiller, v. a. D. quelqu'un de ses habits, fanu bo,
vmura, manaraka. \\ Enlever la peau, busi 6o. Il Se d., changer de
peau en parlant du serpent, bo furùn tOjfurùn, furùn gi. Depuis,
prép. A partir de, kabini, ka bo. D. lundi jusqu'à samedi, habini
tenëlùilfo stbiti lùn. D. Kita jusquà Bamako, ka bo Kita ka si Bamako.
Député, s. m. K\la,\kilala. Députer, v. a. MoZo bila, ou ki. Déraciner,
v. a. Bo, Uli bo. Déraisonner, v. n. Kumakuma. Derme, s. wv. Fala.
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DES 39 DET Dernier, adj. En — lieu, kosùa. Dernièrement,

adv. A ma me. Dérouiller, v. a. Kurakura bo. Dérouler, v. a. Tofilm.
Déroute, s. f. Etre en ~, hori. Mettre en —, gwe. Derrière, ppôp. adv.
Ko, kofe ko ma. D. la case, bùû kofe. || S. f. Partie postérieure, ^u,
Se traîner sur son — , torôko du la^ Tomber sur son — ^ôlô.
Désagréable, adj. Ma di ye. Désarçonner, v. a. Laboy su kd.
Désassembler, v. a. Boyodô na. far a ï}odô na. Descendants, s. m. p.
MâmarXnlu. Descendre, v. n. Digi. Faire — . la^igi D. de l'arbre, digi
iri ba la. D. chez quelqu'un pour lui demander rhospitalit
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DIE 40 DIS des —, dulu la. Payer ses —, (Julu sara. " Deux,
adj. Fula. D. à —-, fui a fiila Deuxième, adj. ord. Fulana. Devant,
prép. Sa, tje. Marcher — soi, iaca i Tia. D. quelqu'un moconala. ||
Aller au do quelq. un, taca moco kiimbë. Dévaster, v. a. Tir^a, lotvja.
Devenir, v. n. Ke D. homme, he moco il. Que deviendras-tu après ta
mort ? i ye na ke di i sa ko ? Devers. Avoir par — soi, ye hulu.
Garder par —soi, tu, hulu. Je n'ai rien par — moi, fusi te m'bubi. Je
le garderai par — moi, a ye na tu m'hulu. Devin, s. m. Ketj étala.
Deviner, v. a. D. en parlant du devin, ke'ipela. \\ Ju^erparconjecture,
kùnsùnkùnsuii. Devine ce que j'ai dans la main, m'bulu fè
kùnsiînkùnsùiï. Devoir, v a. Etre débiteur de, avoir à payer, dulu ye.
Dieu ne doit rien à personne. Alla la dulu te modo la. || Etre tenu à
q. q. obligation, kà, A:aÀâ. L'homme doit pratiquer la religion, moco
ka kà ka Alla Sila tocoma. \\ Dans le sens du futur, se rend par ce
temps. Tous les hommes doivent mourir, moco he ye na sa, litt. tous
les hommes mourront. Dévorer, v. a. Kumi, makunu . Dévoué, adj.
Un homme — , fidèle, lana moco. Dévoyé, e adj. Tinaniû, duguyanlà.
Dévoyer (se),v. pr. I fà tiija ou duguya. l3>exterité, s.f. Bulu ladi.
Diarrhée, s. f. . Kono hori. Dieu, s. m. A'a/a ou Alla. Màsa. D. notre
maître. Alla à marigi. Il n'y a qu'un seul D., J//a killfi pe le. Gloire à
D., Alla tàntu. S'il plalt à D., /it Alla sônta. D te paiera selon tes
œuvres, i be na fë ô fë min ke. Alla be na i sara o la. Diffamateur, s.
MoZo todô tinalila. l>iffamer, v. a. Modo toco tina.foma la modo la.
l>ifférencier, v. a. Bo fiodo na. Qu'est-ce qui les différencie ? miirl ka
aUt bo tiocô na ? Difficile, ad j.^A^a^e/^, ma di. C'est — pour moi,
mais non pour toij a ka gelënde le bulu, bari a ma gelë ite le butu.
C'est — à faire, a ke ma di. Digne, adj. Etre — de, bo. Je ne suis pas
— que tu viennes chez moi, n* te o modo bo i ka na in'bata. Digue,
s. f. Belë, balà, bili. Dilapidateur, trice, s. Madumula, nafulu tif^alila.
Dilapider, v. a. Madumu. D. sa fortune, nafulu madumu. Dilatation, s.
f. Bili}aya. Dilater, v. n. Bûipa. Dimanche, s. m. Kari, aida di. Le —,
kari /wH. Diminuer, v. a. Do bo, modocoya. Il V. n. Dodoya.
Diminution, s. f. Dodoya. Diner, s. m. Ttli to fada. Dire, v. a. En gén.
Fo. D. à quelqu'un, /*o mogoyc.Celam'aélé ùiiyOfotaye. \\ Je dis,
n*ko. Il dit, a ko. Que dis-tu ? i ko di? Que dit-il 'f a ko di ? a ko mH
? || D. du bien de quelqu'un, modo todo numa fo. D. du mai de
quelqu'un, modo todo dugu fo, modo toco titja. Il Dit, e,"papl. Tout
est dit, a bànta, kuma bânta. Direct, e. adj. Tilïû,
Directement.^adv.Tout droit, sans détour, sosodo fe. Directeur, trice.
s. Kùntigi. Diriger, v. a. Ye kiJtû na. C'est lui qui dirige tout, a ye fê
be kù7ï na.
 DIS 41 DOM Discerner, v. Faire la distlDctioo, far a ijocô na,
tege 2}ocô va. Disciple, s. m. Eiève, karândliï. Discontinaer, v. n.
Tege. La pluie n'a pas discontinué aujourd'hui, sa di ma tege bi.
Discorde, s. f. Kele. Semer la — modolu bila nocô na. Discours, s.
m.Kuma^ korfo, korfoli. Discuter, v. n. Korfo, korfoli ke. Disette, s. f.
Famine, kôgo, Diseur, se, s. Fola. Disjoindre, v. a. Para ijocô na.
Disloauer, v. a. D. les os, kudi, kufi, viugu, mudu. Disparaître, v. n.
Cesser d'être visible, bo. Disperser, v. a. Lasari, ladëdë. Il Se --, V. pr.
Qëdè, sari, Disposer (se), v. pr. Se — à faire queiaue chose, être en
train de, se rend par radjectif nerbal en to. Il se dispose à partir, il
est sur le point de, il est en train de partir, a tadato le. Dispute, s. f.
Altercation, kele, kiri. Disputer (se), v. pr. Kele ke, kiri ke. Disputeur,
se, s. Kelela, kele kela, kirila. Dissemblable, adj. M'a kà, kifïû te, ma
kilîû. Dissension» s. f . Mettre la —, modolu bila f}odô na. Disséquer,
v. a. Matege. Dissimulé, e, adj. Personne — , modo ktlii dugula.
Dissimuler, v. a. Maduga^ dUQU. Dissipateur, trice, s. Timlila.
mad.wfnula. Dis8iper,v.a. Ti^a, madumu. D. une fortune, nafulu
madumu. Il Disperser, chasser, ^ ire, bo, MAUNKÉ Dissoudre, v. n.
Fondre gelé, yele, giri. \\ Devenir nul, sa. Un mariage dissous, fulu
sanin. \\ Rompre, séparer, wtiya, xiya. L'assemblée s'est dissoute, de
v'uyata. Distance, s. f. Espace libre entre deux objets, te. Distancer,
v. a. Sobo Tiodô na. Distinguer, v. a. Voir ye. \\ Faire la différence,
tege tjoco na, bo nodô na, far a nocô wa. jj Se — , V. pr. Se rendre
célèbre, todô bo. Distribuer, v. a. Tallû, sonltï. Divagation, s. f.
Kumakuma. Divaguer, v. n. Kumakuma ke. Divertir (se), v. pr. Tulilù,
tukhï ke. Divertissement, s. m. Tulùn. Divinité, s. f. Nature divine,
AUaya ou IS'alaya. Diviser, v. a. Para nocô na, bo ou tege nodô na.
Divorce^ s. m. Futusaya. Divorcer, v. n. Futu sa. Dix, adj. num, Ta.
Dix-huit, adj. nu m. Ta ni segi. Dix-huitiéme, adj. ord. Ta ni segina.
Dixième, adj. ord. Tâna. Dix-neuf, adj. num. Ta ni konônto. Dix-
neuvième, adj. ord. Ta ni knnônUma. Dix sept, adj. num. Ta ni
icorôula. Dix -septième, adj. ord. Ta ni worôuîana. Doigt, s. m.
Konôdln. D. de la main, bxihi konôdhl. \\ Le — de Dieu est là. Alla no
le o ti. Dollar, s. m. Dorome. Domesticité, s. f. Garsôna. Domestique,
s. Garsô. Il s'est fait •— , a keta garsô lit a ditnta gaTsômila.
 DOR - 42 DYN Domicile, s. m. Lu, su, sigi ula, bâta, bara.
Domicilié, e, adj. Siginvï. Il est -— à Siguiri, a siginliï ne Sigiri^ Sigiri
moco le, Sigiri ûa le. Domicilié (être'. Sigi, tu. Dommage, s. m.
Totina, buca. Dompter, v. a. D. des animaux, mana, dali. Don, s. m.
Présent, cadeau, bùna. D. qu'on apporte d'un voyage, sàmba. D.
qu'on fait aux nouveaux circoncis, à une femme qui vient
d'accoucher, dàsa. Faire un —, bil^a di modo ma; modo sàmba,
samba moco ma ; moco so, modo sô. Donataire, s. BtXna sotobaca.
Donateur, trice, s. Bù}jabada. Donc, conj. Z)t(û. Et loi — ? Ite dtuï ?
Donnant; e. adj. Personne — dila, moco aila. Donner, v. a. En gén.,
di ma, du i]ui, di modo ma. D. à litre gracieux, so, modo so. Donner
un fusil à quelqu'un, modo so marfa la. Donneur, se, s. Dila. Dont, p.
relat. Miû, plur. min lu. Les choses — tu as besoin, fë mlnlu lodo ye i
la. Dormant, e, adj. Eau —, di lasigmô. Dormeur, se, s. Celui ou celle
qui dort, sinodoto. Qui aime à dormir, sinodobacato. Dormir, v.
n.^Sinodo. Avoir envie de —, sinoco ye modo la, sinodo ye ija la. \\
Passer la nuit, si. Ne — que d'un œil, si ^fl la. Dormitif, ve, adj. et s.
Si nodolà. Dorsal, e, adj. Epine —, ho knlu. Dortoir, s. m. Si biîfi.
Dos, s. m. Ko. Dot, s. f. Bien qu'un homme donne pour avoir une
femme, futu nafulu, futu fë. Douane, s. f. Droits que les chefs
percevaient autrefois sur les marchandises qui passaient par chez
eux, kôsô. Doucement, adv. Donidoni, dôdidôdi, miir^amUija,
miîndimùndi. Douceur, s. f. Saveur douce, timiya. Douleur, s. f. Dimi,
dimiya. Douloureux, se, (être}. Dimi, dimrya. Doux, ce, adj. D. ao
goût, timi, timima, timinlû, \\ stgrésk' ble, vent —, fono ma^danïû.
Douze, adj. num. Ta ni fula. Douzième, adj. ord. Ta ni fulana. Drap,
s. Etoffe, fanu. Une pièce de — fanu besa, fanu dàft)ï. Dresser, v. a.
Lever, tenir dr.»it, lauli, malo. D. la tête, kiln lauli. D. les oreilles, tulu
malo, Il Se —, v. p. Uli, lo. Droit, s. m. Justice, du, lo1ia.\\ Adj. Non
courbe, non penché, tilinliï. Mettre —, latilïû. Etre —, tilh). Droite, s.
f. Le côté droit, kini bulu. A —, kini bulu fe. Dru, e, adj. Dimà, biii\.
Dur, e, adj. Non tendre, non mou, gelë, golë, kurwihï. \\ Oreille —,
tulu gerë, tulu dotenhï. jl Tête —, intelligence bornée, cakili dodo,
kHû matanïih Durcir, v. a. Lageleya, lad^i. Il Se —, geleya, da, kuru.
Durée, s. f. luma. Durer, v. n. Continuer d'êlre, ke. D. trois ans, sa
aaba ke. Durillon, s. m. Doko. Duvet, s. m. St. Dynastie, s. f. Si. D.
royale, fa ma si.
 fcCH .. /,3 _ ECO Dysenterie, s. f. Kano ka- Dysentérique,
adj. Kono il. 11 a la —, a kono katita. katito, moco muï kono katita.
Ean, s. f. pi. E. fraîche, di sumariÏTil. E. potable, mini ai. E. salée,
kovo di. E. de pluie, sa di. E. de puits, kolô di. E. chaude, di gâdtma,
di kaTama. Ebouler (s'), v. pr. Boy, ht. Ebouriffé, adj. Cheveux — ,
kinï macabanhïf l^ftût tafâ. Les deux derniers mots sont injurieux,
surtout le dernier. Ebranler, v. a. Lamaca^ lafjigikà. " Ëbrécher, v. a.
Da golô^ da tina. . Ebnllition, s. f Etre en — , «/t. Eau en —, di
iilinin. Ecaille, 8.1. Fata. E. de poisson, t/e(/e fata. Ecailler, v. a. Fata
ho. Ecale» s. f. Fata. Ecaler, v. a. Maîara, woto. Ecarter, v. a. E. en
ouvrant, en entr'ouvant, uaca. E. les jambes, 8t)ï wada. \\ Eloigner,
sobo. Il Disperser, sari. \\ S'—, V. pr. Sobo, ho. Ecarle-toi que je
passe, ho sila la n' ka tâmhi. Echaiand, s. m. E. pour palabres, bana,
kora. Echanger, v. a. Faire un échange, failli. E. une pièce de cinq
Francs contre de la monnaie, dorome fallu koporo la. Echapper (s'),
v. p. Bori. E. à, dà lie. Fuir n'est pas — , hori te dâ kc. Echasse, s. f.
Tnkamacâ. Echander, v. a. Gurugurn, urùnku, wurùnku. Echauffer, v.
a. Gàdia. EScheUe, s. f. Yelelâ, gara. Echelon, s. m. Si)ï lolà. Echine,
s. f. Ko knlu. Echoir, v. n. Si. Le temps est échu, tuma sita. Eclair, s.
m. Sa megemege, sa weQemene. Eclairer, v. a. Keneya, kenaya,
mana, lamana. Eclat, s. m. Morceau détaché d'un corps dur, Zereijë.
\\ E. de tonnerre, sa perè. Eclater, v. n. Se briser avec bruit, faire
éclat, fclè^ felerë^ furu. Il E. en parlant du tonnerre, perè. Eclipse,
s. f. E. de soleil, kahâ sane. E. de lune, dâgnma ye karu mita. Eclore,
v. n. Sortir de Tœuf, latoro nasoco^ soco. Ecole, s. f. Karâ. Lieu où
l'on enseigne, kard bùn, karâ via, karâ y or o. Ecolier, ère, s.
Karândlû. Economiser, v. a. laso, m ara. Ecorce, s. f. Iri fata, fu,
icôho. Ecorcer, v. a. Iri fata ho, fu ho. Ecorcher, v. a. Enlever la peau,
husu, maho. \\ Blesser la peau, tege. Mon pied est écorché, n' siiï
tegeta. Ecorchure, s. f. Tege da. Ecorner, v. a. Gère ho, gère kali.
Ecornifler, v. a. Falu, awuda. " Ecosser, v. a. Woto, madara. Ecouler
(s'), v pr. Passer, tâmhi. Il Suivre une pente (liquide), icoyo. L'eau
s'écoule, di woynto le.
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E(ÎR — 44 EMM Ecouter, v. a. Ouir avec attention, tulu

malo, tulii ke, tulu ye. Ecoute, ik'i tulu ma'o, i k'i tulu ke. J'écoute, n'
tuiu y'a to Ecraser, v. a. Tugu, si^ le, manàki. Ecrémer, v. a. Cène
fila. Ecrevisse, s. f. Sôsô. Ecrire, v. a. Sebe, sebeli ke, aefe, sefeh ke.
Action d— , sebeli, sefeli. Ecrit, s. m. Sebe, sebejila, Ecrivain, s. m.
Sebelila. Ecume, s. f. Kàka, dudutd. Ecureuil, s. m. Kerè, Sâba la
kerè. Ecurie, s. f. Su bùi\, su tnku, su gwa. Edenté, e, adj. Nïntâ.
Edenter, v. a. Niû bo. Edifice, s. m. Ë. on maçonnerie, kube. Eduquer,
v. a. Kulu, lamo. Effacer, v. a. Bo, tu. E. les péchés, dakelu tu, cak-
elu bo. Effeuiller, v. a. Iri fila borôdo. Effilé, e, adj. Bonh't, dianhï,
nùfi boniû. Effleurer, v. a. Celu. Effrayer, v. a. Lasilà. \\ S*—, V. pp.,
silà, marna. Effroi, s. m. Silà ba, marna. Egal, e, adj. Ka kà, kilîû.
Tous les deux sont égaux, a fula be ka kâ, a fula be ktlhï ne. Egard,
s. m. Déférence, bûEglise, s. f. Bâtiment du culte, damàfu, mèsa
karà yoro. Il Réunion des fldèles, damafu. L'— militante, duna ta
kèrlenilu. V — souffrante, sara uta to dusulu. L'— triomphante,
ardana ûalu, ordana kertemlu. Egoutter (s'j, v. pr. Tôdi. Egratigner v.
a. Wasa, maQgsa, poroporo. Egratignnre, s. f . Wo^a da. Egrener, v.
a. Koii, foti, /ofott. Egypte. Mèsara, Misraim. Egyptien, ne, s. Mèsara
movo. Elancer, v. n. Avoir des élancements, togâ. Il S'— sur, v. pr. Ke
kâ, boy kà, yô kà. Elargir, v. a. LabïtQa, biÏQa. Il S'—, v. pp., bù'Qa,
Eléphant, s. m. Samà, Elève, s. Karàndliï. Elever, v. a. Mettre plus
haut, layele, lauli. ||. Nourrir, instruire* lamo, digi. \\ Etre élevé, wo.
if S'—, v. pr., se mettre plu't haut, yele, uli. Eloigné, e, adj. pà.
EUoigner, v. a. Mettre à nne distance plus grande, sobo. S'— des
méchants, sobo modo (fugulu la. Emaner, v. n. Bo, Tout bien émane
de Dieu, fe ijuma be be bo Alla bu lu. Embarcation, s. f . Kuhln.
Embarquer (s'), v. pr. DûA kulM kono ou kulM na. Embonpoint, s. m.
Kono ha, kono bùmba. Il a de T—, a kono ka bùn. Embouchure, s. f.
E. d'un fleuve, ba bulu aa. Embranchement, s. m. Point de rencontre
de deux chemins, s il a far a yoro, si la fula bè yoro. Embrocher, v. a.
Ditû bore la. Embrouiller, v. a. Fisïngi, bam. Emerger, v. n. Fùh, ftuï di
kâ, tu dî sa fe. Eminence, s. f. Kôko, tlnti. Emissaire, s. Kila, kilala.
Emmancher, v. a. Kala dùû, kwï dîhï. E. une houe, daba kuû dmï.
Emmener, v. a. Nati,nanae,
 ENC 45 ENF na bulu, lia fe. Emmène le cheval, su ka na i
bulu. Qui l'a emmené ? a nata ^ô huiu ? a nata do fe ? Emonsser
(s'), v. pr. Kuya. Empan» s. m. Sibiri. Emparer (s'), v. pr. Ta, mita,
mvta. Empocher, v. a. Balln, i^a tu. Qu est-ce qni empêche? muiï na
tula ? " Empierrer, v. a. Kuru la kà. Eny^iler, v. a. Ke fpodô kà, lanocô
kà. Empirer, v. n. Quguya. Emplacement, s. m. Ula, yoro.
Empoisonner, v. a. Kùna lami, dabari di moco ma, dabari ke inodo
kono. || S*, v. pr. kùna mi. ESmporter, v. a. Ta, taca ti, ica ti, bo. Jl V
— sur, sïrï. Empreinte, s. f. Nô. E. des pieds, sliï nô. Empressement,
s. m. Tariya. Empressé, e, adj. Tarh). Empresser (s'), v. pr. Tariya.
Emprisonner, v. a. lUla kaso la, dûû kaso la. Emprunt, s. m. Qulu.
Emprunter, v. a. yulii ta. Emprunteur, se,s. Oula ta la. En. En.
Signifiant dans, vers, de là, de lui, d'elle, d'eux, d'elles, de cela, etc.
V. ces mots. Enceinte, s. f. E. en terre, dîû. tata, dâàà. En piquets, (/
ââ^a, %âsâ. En roseaux, fpo kala, se kurii. En maçonnerie à
l'européenne, kube. Enceinte, adj. Konoma. Femme — , musu
konoma. E. très avancée, kono monlû. \\ Devenir —, konoya,
ko^iomaya. Rendre —, makonoya, makonomaya, kono la musu la.
Enchaîner, v. a SHi nege doloco la, nege doloco bila la. ^ Enclore, v.
a.^Sàsà, sàsà ke. Enclos, s. m. Sàsà. Enclume, s. f. Kula, tane.
Encore, adv. De nouveau, iko tugùû, ku kura. \\ Davantage, do. Mets
en -r-, dosigi a kà, do k'a ro. Il Pas —, ma folo. Il n'est pas encore
venu, a ma na folo. Encre, s. f. Duba di, sefeli di, finà. " Encrier, s.
m. Dubadi dada, sefeli di daca, finà daca. Endetter (s*), v. pr. Qutu
ta. Endimancher (s'), v. pr. Dimàsi fanu dûû. Endommager, v. a. Tina.
Endormi, e, adj. Sinodontn, sinodoto. Endormir, v. a. Lasinoco. \\ S*
-, V. pr. stnoco. Endroit, s. m. Ula, yoro, te. Enduire, v. a. Mu.
Endurcir, v. a. Rendre dur, lada lageleya. Enfance, s. f. Dindlya,
dîndima. Enfant, s. m. E. sans distinction de sexe, dln, de. E. garçon,
dïû ke. E. fille, dln musu. Premier-né, dltï folo. Dernior-nc, dlïï lagare.
Propre —, kovo dltï. Petit —, dîtï mesë, denln d'indin. Tout petit — ,
dln neno. murunere, slnemn, sJtjenïmû. Deux — qui se suivent à
une année d'intervalle, siti dln, sTna bd, sîna dttï. Enfantement, s.
m. Qigiya. Enfanter, v a 0^9'^* ^"*^^» bàge. E. un garçon, digi dln
ke la. Enfantillage, s. m. VindXn ku. Enfer, s. m. Dacanama, ou
yacauama. Le feu de 1' — ne s'éteindra jamais, dacanama ta^ suma
fe na sa abada. Enfiler, v. a. E. une aiguille, gari dùn sagilâ.
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ENN - 46 — ENT Enfler, v. a. Lafiinilt'i. || S'~ V jpr. Fvmh).

Enflure, s. f. Fununi. Enfoncer, v. a. Dûn, nadîiù, madùtl. E. en terre,
planter, turu. Il S' — V. pr. Digi, dutï. Enfouir, v. a. Dùù.dtigu to,
madugu duqu to. Enfourcher, s. a. Yele kâ. Enfreindre, v. a. E. une
défense, tô nakati. Ne pas observer, tiQa. Enfuir (s), v. pr. Bori. S* —
ce n'est pas échapper, hori te dà ke. Engager, v. a. Mettre ou donner
en cage, sigi toni ma, toni masigi.\\ Déterminer par la persuasion,
kono to dtïii, kono to surdu. Il S' — au service de quelqu'un, dùn la.
Il s'est engagé comme garçon, a dùnta garsôna la. Engendrer, v. a.
nigi, rulu, bâge. Engloutir, v. a. Avaler, kunu. Il S' — v. pr. Tunu to. Le
bateau a été englouti, knlùn tumita di to. Engluer, v. a. Mana la, mu
"ni an a la. Engraisser, v. a. Latoro. S'— v. pr., toro. Enivrer, v. a. La
fa dolo la, dolo ta mi kudugu. || S' — dolo mi kudugu. Enjamber, v.
a. Segùtï, bara kimna. Enjeu, s. m. Subilû fë. Enlever, v. a. Emporter
ailleurs, relir«'r d'un endroit, bo. \\ Extorquer, ravir, bosi, dasii. \\
Simuler l'enlèvement de la nouvelle mariée, ko)jo mvsu
mayaîaiiacaya Ennemi, e, s. Vugn. E. de la famille, tana ou ^tene.
Ennui, s. m. Dégoût, lassitude d'esprit, îire, kire, na la suma.
Ennuyer (s'S v. pr. Aire yc la. 7ja la su m a ye la. Enorgueillir (s'), v.
pr. Fâkèkuti. Enorme, adj. Bùmba kU' dugu, belebeleba kudugu. "
Enrhumer, v. a. Kâ lanaZa, kâlasa. \\ Etre enrhumé, ^'ânoSo, kâ sa.
Enrichir, v. a. E. quelqu'un, nafulu ba di modo ma. \\ S' — v. pr.
iSafulu ba soto. Enrouer, v. V. enrhumer. Enrouler, v. a. Kulùû.
Enseignement, s. m. Ka~ ràna. Enseigner, v. a. Bigi, dege^ karâ. E.
la religion, digi Alla Sila la. Ensemble, adv. yocô fe. Ensevelir, v. a.
Mettre dans un linceul, kasâge. || Mettre en terre, dûû, su ditû.
Ensuite, adv. Oko, o kenlfï. Entasser, v. a. Ke iiodô kâ, laijodô kâ, tùiï.
Entendre, v. a. Ouïr, me, tulu ye to. J'ai entendu, n' Va me, n' tulu
y'a to. || E. dire, fo ye. J'ai entendu dire que, a fota lie ko. Enferrer,
v. a DtXYi E. un cadavre, su dùù, su dugu. Entêté, e, adj. Fafianlii.
Entêtement, s. m. Fananlna. Entier, ère adj. Mumë, be^ faniiï. Une
année—, sa dafaniii. Un bœuf —, tout entier, misi ke mumë.
Entièrement, adv. Leuleu, feu feu. Entorse, s. f. Sltï mucunlûf SÏ7Ï
kuciniïï. Entourage, s. m. Clôture, sa sa. Entourer, v. a. Ceindre,
sâsâ^ sàsà ke. Environner, lamini, na711 i ni. Entrailles, s. f. pi.
Xucu.
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EPE — /. ï/ — ESC Entre, prép. Au milieu de, te, te ma,

leEntrer, v. n. Diiti. E. dans une case, aiitl bùû kono. Entretenir (s'), y.
p. Au ma fe, kuma ke fe, balu ke, korfoli ke. S'— avec quelqu'un,
kuma ke modo do fe. Eintretien, s. m. Kuma, korfoli, batuya. Eavers,
s. m. Le mauvais côté d'une étoffe, fj^dugu, f'anu ua dugu. " Envie,
s. f. Jalousie, ijamakunuya, besèkunuya. || Désir désordonné,
regarder avec des yeux d'envie, fjabo fe. Avoir — du bien d'autrni,
y,a bo woli nafulu fe. Il Désir, besoin, lodo. E de manger, au mini
lodo. J'ai — de manger, dumuni loco ye n'na. Envier, v. a. yamakunu,
namakunuya ke, qo, bo fe. V. Envie. Envieux, se, adj. Samakunuya
kela. Environs, s. m. pi. Dans les — Kerefe, fâ fe, mnfâ. \\ A peu
près, mage. Envoler (s'), v. pr. VU. Envoyé, e, s, A't/a, uilala.
Envoyer, v. a. Faire partir, faire porter, iada ti, wa ti. \\ E. en
commission, bila, ki, ti. Qui fa envoyé ?pô V i bila f Epais, se, adj.
Bù)). Epaisseur, s. f. Bthja. Eparpiller, v. a. Lamri, ladè^e II S* —, V.
pr. pëd^, sari, nudutu. Epars, se, adj. Dispersé çà et là, sarinlû
dddi^nJn, nadâbanln. Epaté, e^ adj. Fetenln, jchnpatanlû, bitinô.
^ez—,nîitïpdinpalan in. Epaule, s. f. Dàmbây kàmbà. kaba. La pointe
de 1' —,dàinba kiîA Epée» s. f. F(h muru ba. Eperon, s. m. Selnr,
settere. Eperonner, v. a. Soco sebere la, Epervier, s. m. Sege,
gwegwerenlû. Epi, s. m. E. de mais, kaba tùil. E de mil, ^o yari.
Epiderme, s. m. Fata. Epier, v. a. . Mabelë, belè. Epine, s. f. Nomi'i.
Epingle, s. f. E. ù cheveux, bala, badigi, kûn to bène. Epiphanie, s. f.
Lepifani, lepifani lùn, fama saba Idn. Episeopat, s. m. Evèkiya,
Eplucher, v. a. Mavara, icoto. Epouse s. f. Musu. Epouser, y,3i.
Futusiti, futu ma. E. une femme bonne, futu mu,^u i}uma ma.
Epousseter, v. a. E. en frappant légèrement, kôkô. En secouant,
dugudugUf gudugudu. Epouvante, s. f." Sila ba, mumali. Epouvanté,
e, adj. Silanhï kudugu. Épouvanter, v. a. Lasilà kudugu, la ma ma,
bagabaga. \\ S' — V. pr. Sild kudugu, mama, bagabaga. Epoux, s. m.
Ke ou le. Eprouver, v. a. Mettre à l'épreuve, koro bo, koto bo,
tomomo. Epuisé, e, adj. Bànlfi, kulunamn. Epuiser, v. a. Tarir, labà. jj
V. n. bâ. C'est épuisé, a bànta, a bamn ne. Equarrir, v. a. M alèse,
le^ie. C'est équarrl, (( lesenln ne, a leseta. Eriger, v. a. Lauli layele.
Ermite, s. m. Dàkillt) moT'o. Errant, e, adj. Sigiballù, mnco sigioallû.
Escabeau, s. m. En gén Sigilà. Petit - - rond, kutùt'i. E. plus ou moins
long, naahlo.
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ETA - 18 - ETR Escalier, s. m. Yelelâ. gara, longue —

demain, to^oma baye Escargot, s. m. Kotoha, na kesini^
sinitocomaaka aa. danô. Eté. s. .m. V. saison. Esclavage, s. m. ffôQa.
Tom- Eteindre, v. a. Sa, dube, La ber en —, athl dôi^a to, ke dô ti.
lampe est éteinte, firine sata. Tirer de l'esclavage, bo cfô^^a to.
Etendard, s. m. Bàdari, Esclave, s. pà. E. mâle, cfô Etendre, v. a.
Coucher, la, ke. E. femelle, dô musu. E. de Rse. E. quelque chose
parterre, case, né chez son maître, tcu- fè la dugu ma, \\ Allonger,
tolusu. E. de traite, dô sànto, fè samâ. E. le bras, bulu tosanm.
mnto, ^ô kuta. " Etendu, e, adj. La/iilA, fèseEspacer, v. a Sobo i}odô
na. nltl, tosamanîûj tocilînîfï. E. Espèce, s. f. Sorte, qualité, sous un
arbre, lanîû iri koro, si fa. V. étendre. Espérée, v. n. La, ^igi. Etemel,
le, adj. Mlû inà daEspoir, s. m J)igiya. ^nila abada ka te bà abada;
Esprit, s. m. Substance in- damita tuma te mîû kM ani ba corporelle,
intelligence, ni, da- ^wwm. ^ ^ ^ ^ kilu Dieu est un pur -, Alla
Eternellement, adv. Tuma dakili gàsà ne. \\ Le Saint -, à tumia,
abada fo abada, p , j. o -\ Il f w u Eternité, 8. f. Ttmia mttïte Cakih-
Senw). \\ Les - bienheu- ^^ ^^^^^ ' reux, ar^ana ^^ct^w. Les
mau- Bternuer, v. n. Tiso, Faire vais —, smtanelu, blisilu, ma- ^ laiiso
laka dugulu. Bternûment, s. m. Tisoli. Essaim, s. m. Ta r^aka, h
Etincelant, e, adj. Fere&«?/«• , .,. , nènin. Essorer, v. a. la tili la.^"^
^ Etinceler, v. n. Ferenë. Essouffler (ôtre). Ftfa, foco- Etioler (s'), v.
pr. Mormoro. ff>^'f>' „ Etoffe, s. f. En gén. Fanu. E. Essuyer, s. m.
Masusa.susa. européenne, bagi. Envers de — Est, s. m. Tilt bo yoro,
korô. fanu r}a dugu. C6té de V — . Du côté de r -, korô fe, korô fanu
n a b^te. Ceiie -^ n'est pas mafà, korô fâfe. solide, ba te nltï fanu
to. Estomac, s. m. Kara da, Etoile, s. f. Lolo. E. filante, diai fndu. lolo
borilila, lolo borila, lolo Et, conj. M, uni. tegelila. E. du matin, sigi
Etable, s. f. Wore, gore, lolo. Ck)ucher à la belle — si nitsi bùtï.
kenema. Etablir, v. a. E. quelqu'un .Etonner (s'), v. pr. Kawa, dans
une fonction, ke ti. On l'a Etouffer, v. a. Faire mourir établi roi, a keta
fama ti. en empêchant la respiration, fit Etancher, v. a. E., arrêter
degùû, m tege, ni karaba. le sang, (Joli lalo. E. la soif, mi- Etourdir
s'), v. pr. Avoir norn bo7 E. les larmes, ria di un étourdissement,
kirliX, tiri. tege. Etranger, ère, s. Hôte, lilMâ. Etang, s. ra. Dala.
nùiilà. Qui n'est pas originaire Etape, s f Lieu où l'on s'ar du pays,
tumurâke, rôte, st^iw /a, ^/aca. Marche d'une Etrape, s. f. Worto,
bïiï ÉMÎrnée, tocoma^ On fera une kalâ.
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EXA - 49 ~ EXT Etre. 1* Sif?Difiant exister, être dans un

lieu, be on ye ; 2* être auxiliaire, be ou ye ; 3* être, copule entre le
sujet etTattribut, le ou ne ou ka ; 4* être à, appartenir, ta le. V.
Grammaire. EStrier, s. m. Sïû nege, krike slû nege. Etriviére» s. f. Shï
nege dvlu. " Eucharistie, s. f. Lekaristia. Le sacrement de 1'—,
lekaristia sakramâû. Etinnqne» s. m. Ke morenlà. Eophorbe» s. f.
Tiriba. Europe, s. f. Tubabu dvgu. Européen, ne, s. Tubabu. EUZ.V.
II. Evader (s'), v, pr. Bori. Evanaéliser, v. a. Digi Alla Sita la, Karà Alla
Sila la. Ehrangéliste^ adj. Kèrtenilu la kitabu sebelila, lïndil sebelila.
Evangile, s. m. Llndil, kèrlenilu la kitabu. " Ehranouir (s'), v. pr. Kirvày
tin. lE2vas6, e, adj. Fetenh), bitivô. Evasion, s. ^f. Borili. Eve. Awa,
Ca/u?a. Elveil, s. m. Kununi, kunu tvma. Eveiller, v. a. Lakunu. \\
S'—, V. pr., kunu. Il est éveillé, a kunuta, a kvnvnlû ne. Evénement,
s. m. Tout ce qui arrive, ku. Connaître T— ,ce qui est arrivé, ku 16.
E. malheureux, toro. Eventer, v. a. E. quelqu'un, pnla. Eventrer, v. a.
Kono late. Evèque, s. m. Evèki. Evidemment, adv. Toija. Examiner, v.
a. Toge, roge. E. sa conscience, dvsu toge, dahein mni, cakili digi
dakelu la. Exaucer, v. «i Sa. ESxcavation, s. m. Tuta. EiXcepté, prép.
Fo, ko. Tous sont morts — deux seulement, a be sa ta fo fiila dorô.
ESxcepter, v. a. Bo. JésuS' Christ est mort pour tous les hommes
sans — personne, Yesu Krista a sata moco be ye mil dali kilïû bo a
to. Exciter, v. a. Pousser à, su. E. un chien contre quelqu'un, ulu au
moc'O la. Mettre la mésintelligence entre deux personnes, nwdolu
bila 7}odô na. Exclure, v. a. Bo. ESxcrément, s- m^ Bu. EiXécration,
s. f. Caramuya. ESxécrer, v. a. Caramu. ESxhausser, v. a. Lauli,
layele. Exiler, v. Gwe ka bo damani fo. Il S'- , V. pr. iio i fadugu 10 ka
taca sigi damani do rere to. E2xister, v. n. Be, ye, bain. Expédient, s.
m. Kèrè, dabari. Chercher un —, dabari ke. Expier, v. a. Sara.
Expliquer, v. a. Donner le sens, koio fo, nd fo. Exprés, adv A dessoin,
tu, to. tugu. Je ne l'ai pas fait ~, m' m*a tu. Mais si, tu l'as fait —,
àke, i k'i tu. Extérieur, e, adj. Ko, ko fe. 11 A 1'—, kenema, ko fe.
ESxtorquer, v. a. Bosi. ESxtrémement, adv. Kudugu. Extrême-
Onction, s. f. Gato la tutu sakrumà'tï. Donner 1'— , galo la tulu
sakramâû di moco ma. Recevoir 1'—, gato la tuki sakramâii solo.
Extrémité, s. f. Knïi^nûû, (fu. à
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FAL - :^) feM Fable, s. f. Taïi. Conter une —, tali la.

Fabriquer, v. a. Dura, data, du. Face, s. v. Visage, na, nnteye. Il En
—, loc. adv. .Va ///T Fâché, e, adj Sarinh't. Fâcher, v. a La sa ri. \\ Se
— , v.jpr., sari. Facile, adj.3/rt gelé, ma gu, ma di, ka di. Façon, s. f.
Manière, fia, tako, sugu. De quelle —, na aô. V. Manière. Fagot, s. m.
Une charge de bois de chaufTage, loc'o dont. Faible, adJ. Débile, har
ganta, barga doco. Faiblesse, s. f. Bargdntâna. Faim, s. f. Kôgo. Avoir
— , kôgo ye. Il a —, kôgo y'a la. J'ai une très grande —, kôgo ganhï
n' na. Faire, v. a. Opérer, produire, ke. Ne fais pas aux autres ce que
tu ne voudrais pas que Ton te fasse, i le sô ka ku mm ke i la, i kana
o ijocô ke i kafunorô ye. Fais aux autres ce que tu voudrais que l'on
te fasse, i y\i fe ka ku mhï ke i la, i ka o noT'ô ke i kafunodô ye.
Faisable, adj T Chose —, maco ye se ka fë min ke. Faiseur, se, s.
Kela. Fait, e, adj. Kcnlû. Cela — , 0 kenln. Falaise, s. f. Mana. Falloir,
v. n. impers. Ka kâ. Il faut que tu fasses cela, i ka kâ ka 0 ke. 11 faut
faire de bonnes actions si l'on veut aller au ciel, ni moco b'a fe ka
tata ardana, a ka kâ ka ku ttumalu ke. Famille, s. f. Dlmbaya, kore.
Personne de bonne - , tûntigi. Personne de basse — , fjamakala.
Famine, s. f. Kôgo, firinâ, fitime. Fanfaron, ne, s. Bugaya kela, huga.
Faire le —, bugaya ke. Fanfaronnade, s. f. ^ugaya. Fange, s. f.
Bo^o. Fanaeux, se, adj. Bodoma. Fardeau, s. m. l'ont. Aider
quelqu'un à se charger d'un —, modo nthl. Farine, s. f. Mugu, Fatj
adj. et s. Nalunhï, Fatigue, s. f. Sege, Fatigué, e, adj. Segenh).
Fatiguer, v. a. Lasege. \\ V. n.jSege. Faucille, s. f. Worto, xcoîobo, bln
kalâ. Faux, sse, adj. Ce qui n'est pas vrai, mh) toija te. C'est —, tonâ
tf*. — nom, toîo ^ugu. Un homme —, moco ktlft dugula. Accuser à
—, fonià la modo la. Favori, s. m. Korosigi. Favoris, s. m. pi. Tama si\
krèkeme. Femelle, s. f. Musu. Le mâle et la , ke ni musu. Féminin,
adj. Le sexe —, musuma. Femme, s. f. Musu. F. mariée, musu ke tigi.
Sma musu, seconde — d'un polygame. 3Iusu bâta, — préférée. F.
esclave de son mari, tara musu. F. qui a un enfant non encore sevré,
dlmbatigi. F. de mauvaise vie, musu kosaba, be musu, (Jade musu.
F. gracieuse et pleine de
 - 51 FLE (S mais inconstante, musu i. F. stérile,' musu
boLur» s. m. Utu kulu, ire, s. m. Ferë, F. du 3 chauffage, lodo ferë. ||
7. pp., ferë. itre, s. f. Foie. t6, s. f. Te da^ sanâ da. s m.iVeg'ff.
Cheminde— , sisi kulùîïf ou simplesisi kultiû. Prendre le de — i dùtï
sisi kulïlû ner, v. a. TugM^ da tu^ une porte avec une balà, garo bila.
F. à a soSo. F. les yeux, la , j^a lasi, da lasi. F. la à quelqu'un, le
réduire ice, moco da sege, noir, s. m. Tugulâ^ da m die, adj. Dimà.
le, s. f. Qu, du gidi. lée, 8. f. Don'ner une — , lugosi, dôdô. >, s. f.
Salif sali hhï, ï —, sali ke. )-Dieo, s. f. Alla sali hhl, lia sali lùfi. che, 8
m. Nama. chenr, s. m. Le prêtre iche, nama tigi, nama » s. m. En
gén , ta, tasude cuisine, gâdi. Allumer ta mana^ gâdi mana. re le —,
ta sa, ta faca, ?. ille, s. f. Iri fita. F. ponugu. fui •e, s. f . Fu, 1er, V. a.
Siti, siti dulu Ue, s. f . Dulu kese, dulu •le, ddj. Homme —, lana Fier
(se", v. pr. La la. Se — à quelqu'un, la moco la. Figuier, s. m. Sorte
de — sauvage, toro, dubale. Fiaore, s. f. Visage, 'Qatege, natoia. \\
Forme extérieure, ressemblance, bona. Fil, s. m. Gari, gese, fale. F.
de fer, nege dulu. \\ Tranchant d'un instrument, da. \\ Direction
d'une eau courante, vroyo. Filament, s. m F. de végétaux que l'on
tresse, fu. File, s. f. Marcher à la —, ta^a i^odô ko, tada ^lodô dula
ma. Filer, v. a. Wurùndi. Action de —, wurùndili. Filet, s. m. F. pour la
pèche, (jfo, yege mita do. \\ Pour ies voyages, fufu. Fille, s. f . Dîfï
musu, sUngutu, karfa. Toute p
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KOR — rvi — .yi FRA Flèche, s. f. Bènc, biné. Flegmatique,

adj. Kitinô. Fleuve, s m. Ba. Bras d'un —, ba bulu. Traverser un —,
ba tege, tege ba la. F. sur lequel on a jelé un pont, ba bilimû. Les
poissons du fleuve, ba to yeQelu. Flotter, V. n. Surnap^er, fûn tji kà,
cîXn di kâ^ tu (}i kâ. " Flûte, sT f . Fnle. Jouer de la —, fuie fo.
Joueur de —, fuie fola. Foi, s. f. Croyance, lària. Acte de —, laija
kuma. Foie, s. f. Bi)ja, biè, biné. Fois, s. f. Au, siija, sïû, j^a.
Plusieurs — , ku siamâ. Cette — ci, nlrt st)ï. Fol, fou, adj. Fato. Folie,
s f. Faloya. Fond. s. m. L'endroit le plus profond d'une cavité, du^
koto, koro. Le — de la marmite, daca du. Au — de l'eau, ^i koro. \\
f.e — de la pensée, du cœur, kono fè, kono to fë, kono. Dire à
quelqu'un le — de sa penséa, i kono to fë fo moto ye. Fondation, s.
f. F. d'un édifice, du, bïin du. Fonder, v. a. Etablir, sigi, lasigi. F. un
village, dugu lasigi. Fondre (se\ v. pr Gelë^ ilti), yele. Fontaine, s. f.
Kolô. Fonts baptismaux, s. m pi. Batize yoro. Force, s. f. Sëmbe,
barga, fâga. Homme sans —, bargântâ. Il De —, dia kuya fe. Forcer,
V. a. Contraindre, ka lama. Forôt, s. f. Tu. Vuprès de la —AM' koro.
Forficule, s. f. Sanimelemele. Forge, s. f. Numuya yoro, m////f///a
bugu. Forger, v. n. Numuya ke. Forgeron, s. m. Numu, vumu ke. Etat
de —, numuya. Le — ne peut pas cesser d'être — , numu ke te se ka
bo numuya la. Fort, e, adj. Un homme —, sëmbe tigi, moco
barganîA. Fortincation. s. f. F. bâtie à l'européenne, Kube. En terre,
dtn. En piquets, ^a^a. " Fortifier, v. a. Donner de la force, barga
dùû, barga bila. Fortune, s. f. Nafulu. Acquérir de la —, nafulu soto.
Manger sa —, vafnlu maduwu. Fosse, Fossé, s. m. Ururn. Fou, Fol,
adj. Fato. Foudre, s f. Sa perë, sa kalima^ sa fe ta. Fouet, s. m.
GéTjc, bisa. Fouetter, v. a. Gosi gè^e la. Fouine, s. f. F. pour la
pèche, masaka. Foule, s. f. Modo siamà, mo co bulu. Fouler, v. a. F.
aux pieds, todô. Fourche, s. f. Baruma. Fourchu, e, adj. Woconî;).
Fourmi, s. f. Menemene, dugu mené. F. cadavre, kelekele. F. petite
rouge, manà ulë. Petite noire, maijà. Les autres variétés sont :
mamd, menemene simà, dùndumene simâ, kXnkii^e^ kula, kula dtû
ulë, kekeno mèrdïiï, lime kolôkolô ba. Fourmilier, s. m. Ttmba.
Fourmilière, s. f Titû, dëbrè tun. Fourneau, s. m. Sorte de haut f ,
gâsu, gwàsu. Fourreau, s. m. Fâ, la. Foyer, s. m. F. de cuisine, gâdi
yoro^ ta kùnduda, ta kùndu ula. Fragment, s. m. Ceterë^ kuru.
Fraîcheur, s. f. f'roid doux, fono fiumanlû.
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FRO - 53 — FUY Frais» che» adj. Froid, sumanlû. De Teau

—, (Jt sumam/l. Il Qui n'est pas vieux, kende. Du lait -, nono kënde.
De la viande —, non cuite, «ti6it kende. f*ranc, s. m. Un -, tama.
Une pièce de deux —, duhali. Une pièce do cinq —, dorome, dalasi.
Un — cinquante, tama ni tàka. Deux — cinquante, tala^ dorome
tala, tama fula nt tàka. Sept — cinquante, dorome ni tala. Vingt - ,
nani, dorome nani. Cent vingt-cinq —, mucà ni lulu. Français» se, s.
Farâne. France» s. f. FariUe dugu. Franchir» v. a. Tàmbi kofe.
Frapper, v. a. Gosi, bômbo, hugo, dedi. \\ F. doucement, kokô,
makàkô, Frayeor» s. f. SUâ ha, mamali. Causer do la —, lasilà
kudugUj lamama. f^réqnemment» adv. Au siamà. Fréquenter» v. a.
Taca fe, ira fe. Frère» s. m. F. atné, koro ke ou koto ke. F. puîné,
doco ke, norola, F. de père, fa din. F. de mère, ha dlii. Fretin» s. m.
Yegëndo, yege mesë, tenenë. Friand» e» adj. Nigima, F. de viande,
meya. Frileux» se» adj. et s. Nenebadato. Frissonner» v. n. Korkom,
jardara, yereyere. kiriktri, Brivolité» s. f. Fë gâsâ. Froid» s. m Nene.
Grand — , nen^ ba, nene bûmba. On a — , nene ye modo la. Froid»
e» ad] Sumanlt), suma. Fromager» s. m. Arbre de la famille des
bombacées, banà, bàntâ. Froncer, v, a. F. les sourcils, 7ja usu.
Fronde, s. f. Qo kuru, tufard. Lancer avec une —, cay (}o kuru lo.
Front, s. m. Fô, fô da, fô kùiï. Verser de l'eau sur le —, di bô modo
fô da la. "^ Frotter, v. a. F. pour nettoyer, polir, susa, masusa. \\ F.
les yeux, na toijoko, ya tirlngi. Fructifier, v. n. DXii ke. Fruit, s. m. En
gén. dh). F. d'un arbre, ih dit). Ils ont mangé du — défendu, alu H iri
dut natnnltï dumu. Fugitif, ve, adj. et s. Borilila^ boribacato. Ftigue,
s. f. Borili. Fuir, V. n. Bori. Faire —, labori, gwe. Fuite, s. f. Borili.
Fumée, s. f. Sii^i. Fumer, v. a. F. du tabac, ijnmbadacn mi.
Funérailles, s. f. pi. Vugala. Fuseau, s. m. Gëda. Lest du f., gëda
koro, gëda koto. Fusil, s. m. Marfa. F. ù deux coups, d
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GAS — 54 — GOB Gabriel f^ibril. L'ange — , malaka Qibril.

Gâcher, v. a. Buru, noni. Gâchette, s. f. Marfa tegelà. Gage, s. m
Objet déposé en garantie d'une dette, tonliX masigimiï. Mettre en —,
ionhï masigi, sigi tonXtï ma. Retirer un —, lonin masiginhl kiXnka,
tonlfï masiginïiï kùnmabo. Gagner, v. a. L'emporter sur, être ie plus
fort, slû, no. Gai, e, adj. Kùnadianïû. Gaieté, s. f. Kûnadia, Gale, s. f.
Nanà. Galette, s. f. Nomi. Galeux, se, adj. Nmjâto^ Galon, s. m.
Qala. Gambader, v. n. Pâ, pàni ke, bara, barali ke. Garçon, s. m.
Enfant mâle, dtû, dîn ke. Petit —, dldîn, kèwî;l, tenln. G. non
circoncis, bilakoro, solomano. Garder, v. a. Veiller sur, kànta, dodo,
kolosi. \\ Conserver, sigi, tu biilu. || Préserver, kisi. Gardien, ne, s.
Kàntala, kânlalila. Notre ange —, à malaka kântalila. || G. des
troupeaux, misi gwela, misi gwenila. Gargariser (se), v. pr. Da toku,
da kono kûnsùnkùnsùn. Gargooillement, s. m. Kono urùndùû.
Gargouiller, v. n. Kono urùnduiï. Gargoulette, s. f. Dùndln, Garrot, s.
m. G. du cheval, sudùkùfi. Garroter, v. a. Siti^ siti dulu kese la, siri. "
Gaspillage, s. m. TiijaU. Gaspiller, v. a. Ti^a, madumu. Gaspilleur, se,
s. Tinalila, madumula. Gâter, v. a. Endommager, tiQa. Gauche, adj.
Côté — nûnmà bulu. Du côté —, nùnmà bulu fe. Gaule, s. f. Long
bâton, bêle dà.dôtïrï. " Gémir, v. n. Nûntà ou mûnlâ. Gencive, s. f .
^lii Buhxi. Gendre, s. m. Birà^ birà ke, bitâ, bità ke. Généreux, se,
adj. Personne — , moco dila. Génie, s. m. Esprit bon ou mauvais,
dine, G. familier, da melege. Petit —, petit lutin, geti. Génisse, s. f.
Qaka, misi dtiï musu. Toute petite —, ^kanhl. Genou, s. m.
KitmbarinkM, slnkuru. \\ Se mettre à ~, ijôgri. Germer, v. n. G.
^plante), kùtï kutu, boro bo, fetë, fali. Giberne, s. f. Dëmbë, Gigot,
s. m. wutu, wuru. Gingembre, s. m. ^enteku. Girafe, s. f. Mina §a.
Girofle, s. m. Clou de —, binafdnte, korômpofe. Glace, s. f. Eau
congelée, ^i kenp. Gland, s. m. Ornement, tùndu, turu. Glande, s. f.
Sumûndi. Glaner, v. a. Fefe. Glisser, v. n. Tenene, kukutu. G. des
mains, sunûnku. Glouton, ne, adj. Kidugn, dumacuma, nucuma.
Gobelet, s. m. Minilà, kara.
 i\î\\ — ix) — " r.uo Goitre, s. m. Kàfuru. Gonflé, 6, adj.
Fuimul/l. Gonflement, s. m. Fimimi. Gonfler, v. a. Lafunu. \\ V. n.
Funu. Gorge, s. f. Kà kono. Gourde, s. m. Pièce de 5 fr., dorome.
Gourmand, e, adj. Nuctima. Gourmandise, s. f. Nucumaya.
Gourmette, s. f. Bumu, biimbu. Gousse, s. f. Fata. Goûter, y. a.
Vérifier la sa veur d'une chose, nene, Gputte^ s. f. Tôdi. Gouttière,
s. f. Tarda. Gouverner, v. a. Ye kùtïna, kùntigiya ke, famaya ke.
Gr&ce, s. f. Grasia. Gradin, s. m. Sïû loi à. Grain, s. m. Kese, G. de
mil, de riz, fw kese, malu kese. Graisse, s. f. Substance onctueuse
quelconque, tulu. G. de bœuf, de porc, M. Graisser, t. a. Mu tulu la.
Grand, e, adj. Fort étendu dans ses dimensions, bùû, biimba, bûmba
ba, kùmba^ kùmba ba, belebele, belebele ba. \\ Important,
principal, &a. || G dans le sens de la longueur, dà. Un homme —,
moco dâ. Un — homme, modo ba. Grandir, v. n. Bili^a, kiTmbùQa,
modia. Etre lent à —, en parlant d'un enfant, koso. Grand'mère, s. f.
Uama. Grand'messe, s. f. Mésa ba. Grand père, s. m. Bèmba.
Grappe, s. f. Tôsô, tmi, dulu, susu. Gras, se, adj. Tolonîn. \\ Etre ou
devenir —, tolo. Gratin, s. m. Sana. Gratter, v. a. G. la terre à la
manière des poules, degerë, degedege. || Se —, v. pr. 5a, salila. Se
— fort, wasa. Gravier, s. m. Bere^ bêle. Grêle, s. f. Sa ^i kese^ sa
berë. Il tombe de la —, sa 6erènto Grenier, s. m. G. en paille, ^igine.
G. en forme de case ordinaire, mono, bilntu. G. en forme de case
ordinaire et monté sur des pierres, kuru koro, bùntu. Griffe, s. f.
Sonln. Griffer, v. a. Wasa, mawasa. Grignoter, v. a. ToQtumi. Griller,
v. a. Rôtir sur le gril, usu, ijeni. \\ Trop cuire, sisi. Grillon, s. m. Kere.
Grimace, s. i. Dinoli. Faire des — , dinoli ke. Grimpante (plante).
Nombo. Grimper, v. n. Yele. Grincer, v. a. et n. G. des dents,
kenenola, kerènte, ketjê tonlnmi.^ âriot, s. m. En gén. deli, deli ke. "
Grisgris, s. m. En gén. basi, sebe. Voici les noms de différentes
espèces de — : basi iri du, basi nege, basi mugu ; bina, sebe kùn,
sebe bu lu, siibada basi, sa basi, tauri, kùmba sara^ ndômbo,
ke^fula du lu, mâkana, etc. Grommeler, v. n. Murmurer sourdement,
dùndu makuma, dugudugu maknma, du rumi Gronder, v. n. G en
parlant du tonnerre, perë, perëperë. Gros, se, adj. But), bûmba,

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