1. Language identity and historic geography

ANLHE New Ireland and Solomon Islands classification audit (November 2026): Kandas (ISO 639-3 kqw) is a distinct Oceanic language of the Duke of York Islands, not simply the same language as Tolai or Fanamaket. New Ireland comparative literature links Kandas and related regional languages in a Patpatar–Tolai group; the historical subgrouping is comparative evidence, not a license to substitute Tok Pisin, Tolai or another language’s unattested example sentences. Comparative language documentation.

Kandas (Duke of York Islands) is documented in Duke of York Islands, Bismarck Archipelago, Papua New Guinea. Its ISO 639-3 identifier is kqw. Language-family classifications belong to the Austronesian Oceanic sphere, but geographical and genealogical proximity do not establish mutual identity between neighboring languages. Academic and community terminology must be attributed to its original source.

2. Historical scholarship and attribution

Kandas is separately catalogued in the Austronesian Basic Vocabulary Database and ASJP language inventories under ISO 639-3 kqw. A historical Dictionary and Grammar of the Duke of York Island Language was created in 1882 by missionaries George Brown, Benjamin Danks and Isaac Rooney, archived under Pacific Manuscripts Bureau MS 614. That historical document is a regional language witness; identity with a specific current Kandas variety should be verified passage by passage, rather than assumed for every historical form.

Language origin, documented speech, collection date, scholarly publication and modern speaker population are separate categories of evidence. This guide does not treat old speaker figures as current or infer historical origins from the date of a grammar.

3. Writing systems and phonology

Nineteenth-century missionary spellings are not necessarily a standardized contemporary Kandas orthography. An exact lexical teaching form must be checked against its original page and source language attribution before presentation. The comparative database likewise uses conventions that require explanation.

Source spelling, IPA transcription, phonological analysis and ordinary modern writing must be distinguished. Historical Latin-letter transcription is not evidence of an ancient separately documented indigenous script.

4. Authentic grammatical observations

The 1882 historical grammar is a candidate for studying clauses and morphology, but a modern Kandas paradigm cannot be extracted solely from the archival catalogue metadata. This guide therefore sets out grammatical investigation objectives instead of pretending that a full contemporary grammar was independently verified.

Pronouns, possession, verbal constructions and sentence patterns must be supported with source-specific primary examples before they are presented as validated grammar. A research topic does not constitute an attested grammar rule.

5. Small evidence-based language and metadata sample

• kqw: ISO identifier; not a Kandas word.
• kand1301: Glottocode identifier; not a lexical form.
• Kandas: language name recorded in ABVD and ASJP.

Only these limited source-attributed forms and clearly identified catalogue codes are provided. They must not be recombined to manufacture full conversational phrases.

6. Social history, cultural context and interpretation

Local environments, island mobility, oral traditions, family relations and multilingual contact can contextualize lexical and grammatical evidence. This does not license general claims about contemporary community beliefs or ways of speaking without independently documented interviews or recordings. Rights and speaker acknowledgment apply to any future republishing of full stories.

7. Named bibliographic and source register

1. Pacific Manuscripts Bureau, MS 614: Dictionary and Grammar of the Duke of York Island Language (1882). https://asiapacific.anu.edu.au/pambu/catalogue/index.php/dictionary-and-grammar-of-duke-of-york-island-language
2. Austronesian Basic Vocabulary Database, Kandas. https://abvd.clld.org/languages/388
3. ASJP Kandas wordlist catalogue. https://asjp.clld.org/languages/KANDAS

These entries enable independent verification of the cited facts. A bibliography does not authenticate invented examples and some languages lack a publicly reviewed full grammar.

8. Ninety evidence-based study objectives

Nine modules of ten individual lessons progress from original-source literacy through phonetic observation, lexicography, grammatical research, documentary reading, comparison, community ethics and a final portfolio. When the verified corpus is limited, the assignments prioritize archival and speaker verification over speculation.

Module 1: Documentary identity and history — Lessons 1–10

Language-specific focus: Duke of York geography. Secondary anchor: 1882 manuscript collection. Maintain direct and indirect evidence in separate records and label unresolved features.

1. Lesson 1: endonym and exonym — Duke of York geography. Locate a specific original entry or passage and record author, date, variety, spelling, reference location and supported translation. If absent, document the source gap. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
2. Lesson 2: island or village distribution — 1882 manuscript collection. Use only verified forms from this language, contrasting transcription with interpretation, without borrowing invented paradigms from related languages. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
3. Lesson 3: Oceanic subgroup — George Brown. Create a source table of observation, analytical hypothesis, alternative reading and the evidence required to decide between them. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
4. Lesson 4: local dialect boundaries — Benjamin Danks. Assess the historical and geographic limits of the named material, including narrator, editorial conventions and possible contact. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
5. Lesson 5: bibliographic origins — Isaac Rooney. Prepare an academically useful commentary and a testable language-specific research question, explicitly marking what remains unverified. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
6. Lesson 6: dated primary records — historical source identity. Locate a specific original entry or passage and record author, date, variety, spelling, reference location and supported translation. If absent, document the source gap. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
7. Lesson 7: author and speaker credits — comparative wordlist. Use only verified forms from this language, contrasting transcription with interpretation, without borrowing invented paradigms from related languages. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
8. Lesson 8: documentary genres — missionary orthography. Create a source table of observation, analytical hypothesis, alternative reading and the evidence required to decide between them. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
9. Lesson 9: historical limitations — page-level corroboration. Assess the historical and geographic limits of the named material, including narrator, editorial conventions and possible contact. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
10. Lesson 10: scholarly source chart — community validation. Prepare an academically useful commentary and a testable language-specific research question, explicitly marking what remains unverified. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.

Module 2: Script and phonological description — Lessons 11–20

Language-specific focus: 1882 manuscript collection. Secondary anchor: George Brown. Maintain direct and indirect evidence in separate records and label unresolved features.

11. Lesson 11: alphabet provenance — 1882 manuscript collection. Create a source table of observation, analytical hypothesis, alternative reading and the evidence required to decide between them. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
12. Lesson 12: attested consonants — George Brown. Assess the historical and geographic limits of the named material, including narrator, editorial conventions and possible contact. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
13. Lesson 13: attested vowels — Benjamin Danks. Prepare an academically useful commentary and a testable language-specific research question, explicitly marking what remains unverified. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
14. Lesson 14: length distinctions — Isaac Rooney. Locate a specific original entry or passage and record author, date, variety, spelling, reference location and supported translation. If absent, document the source gap. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
15. Lesson 15: phonemic versus orthographic form — historical source identity. Use only verified forms from this language, contrasting transcription with interpretation, without borrowing invented paradigms from related languages. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
16. Lesson 16: word segmentation — comparative wordlist. Create a source table of observation, analytical hypothesis, alternative reading and the evidence required to decide between them. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
17. Lesson 17: prosody evidence — missionary orthography. Assess the historical and geographic limits of the named material, including narrator, editorial conventions and possible contact. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
18. Lesson 18: historical spellings — page-level corroboration. Prepare an academically useful commentary and a testable language-specific research question, explicitly marking what remains unverified. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
19. Lesson 19: audio pronunciation evidence — community validation. Locate a specific original entry or passage and record author, date, variety, spelling, reference location and supported translation. If absent, document the source gap. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
20. Lesson 20: transcription assessment — Duke of York geography. Use only verified forms from this language, contrasting transcription with interpretation, without borrowing invented paradigms from related languages. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.

Module 3: Lexicon and numerical semantics — Lessons 21–30

Language-specific focus: George Brown. Secondary anchor: Benjamin Danks. Maintain direct and indirect evidence in separate records and label unresolved features.

21. Lesson 21: primary dictionary sources — George Brown. Prepare an academically useful commentary and a testable language-specific research question, explicitly marking what remains unverified. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
22. Lesson 22: numeral inventory — Benjamin Danks. Locate a specific original entry or passage and record author, date, variety, spelling, reference location and supported translation. If absent, document the source gap. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
23. Lesson 23: compositional counting — Isaac Rooney. Use only verified forms from this language, contrasting transcription with interpretation, without borrowing invented paradigms from related languages. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
24. Lesson 24: kinship words — historical source identity. Create a source table of observation, analytical hypothesis, alternative reading and the evidence required to decide between them. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
25. Lesson 25: body-related terms — comparative wordlist. Assess the historical and geographic limits of the named material, including narrator, editorial conventions and possible contact. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
26. Lesson 26: natural environment vocabulary — missionary orthography. Prepare an academically useful commentary and a testable language-specific research question, explicitly marking what remains unverified. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
27. Lesson 27: ocean vocabulary — page-level corroboration. Locate a specific original entry or passage and record author, date, variety, spelling, reference location and supported translation. If absent, document the source gap. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
28. Lesson 28: movement expressions — community validation. Use only verified forms from this language, contrasting transcription with interpretation, without borrowing invented paradigms from related languages. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
29. Lesson 29: borrowings — Duke of York geography. Create a source table of observation, analytical hypothesis, alternative reading and the evidence required to decide between them. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
30. Lesson 30: annotated mini-lexicon — 1882 manuscript collection. Assess the historical and geographic limits of the named material, including narrator, editorial conventions and possible contact. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.

Module 4: Nominal and person marking — Lessons 31–40

Language-specific focus: Benjamin Danks. Secondary anchor: Isaac Rooney. Maintain direct and indirect evidence in separate records and label unresolved features.

31. Lesson 31: noun phrase evidence — Benjamin Danks. Use only verified forms from this language, contrasting transcription with interpretation, without borrowing invented paradigms from related languages. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
32. Lesson 32: pronoun person — Isaac Rooney. Create a source table of observation, analytical hypothesis, alternative reading and the evidence required to decide between them. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
33. Lesson 33: number distinctions — historical source identity. Assess the historical and geographic limits of the named material, including narrator, editorial conventions and possible contact. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
34. Lesson 34: inclusive and exclusive if attested — comparative wordlist. Prepare an academically useful commentary and a testable language-specific research question, explicitly marking what remains unverified. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
35. Lesson 35: demonstratives — missionary orthography. Locate a specific original entry or passage and record author, date, variety, spelling, reference location and supported translation. If absent, document the source gap. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
36. Lesson 36: possessive patterns — page-level corroboration. Use only verified forms from this language, contrasting transcription with interpretation, without borrowing invented paradigms from related languages. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
37. Lesson 37: inalienable relations — community validation. Create a source table of observation, analytical hypothesis, alternative reading and the evidence required to decide between them. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
38. Lesson 38: adjectival modifiers — Duke of York geography. Assess the historical and geographic limits of the named material, including narrator, editorial conventions and possible contact. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
39. Lesson 39: case or argument roles — 1882 manuscript collection. Prepare an academically useful commentary and a testable language-specific research question, explicitly marking what remains unverified. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
40. Lesson 40: nominal text annotation — George Brown. Locate a specific original entry or passage and record author, date, variety, spelling, reference location and supported translation. If absent, document the source gap. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.

Module 5: Verbs and clause grammar — Lessons 41–50

Language-specific focus: Isaac Rooney. Secondary anchor: historical source identity. Maintain direct and indirect evidence in separate records and label unresolved features.

41. Lesson 41: verb identification — Isaac Rooney. Assess the historical and geographic limits of the named material, including narrator, editorial conventions and possible contact. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
42. Lesson 42: transitive constructions — historical source identity. Prepare an academically useful commentary and a testable language-specific research question, explicitly marking what remains unverified. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
43. Lesson 43: aspectual marking — comparative wordlist. Locate a specific original entry or passage and record author, date, variety, spelling, reference location and supported translation. If absent, document the source gap. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
44. Lesson 44: temporal reference — missionary orthography. Use only verified forms from this language, contrasting transcription with interpretation, without borrowing invented paradigms from related languages. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
45. Lesson 45: negative markers — page-level corroboration. Create a source table of observation, analytical hypothesis, alternative reading and the evidence required to decide between them. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
46. Lesson 46: questions — community validation. Assess the historical and geographic limits of the named material, including narrator, editorial conventions and possible contact. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
47. Lesson 47: requests and imperatives — Duke of York geography. Prepare an academically useful commentary and a testable language-specific research question, explicitly marking what remains unverified. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
48. Lesson 48: clause order — 1882 manuscript collection. Locate a specific original entry or passage and record author, date, variety, spelling, reference location and supported translation. If absent, document the source gap. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
49. Lesson 49: coordination — George Brown. Use only verified forms from this language, contrasting transcription with interpretation, without borrowing invented paradigms from related languages. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
50. Lesson 50: source-based clause analysis — Benjamin Danks. Create a source table of observation, analytical hypothesis, alternative reading and the evidence required to decide between them. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.

Module 6: Original documents and translation — Lessons 51–60

Language-specific focus: historical source identity. Secondary anchor: comparative wordlist. Maintain direct and indirect evidence in separate records and label unresolved features.

51. Lesson 51: source passage choice — historical source identity. Locate a specific original entry or passage and record author, date, variety, spelling, reference location and supported translation. If absent, document the source gap. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
52. Lesson 52: speaker and date — comparative wordlist. Use only verified forms from this language, contrasting transcription with interpretation, without borrowing invented paradigms from related languages. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
53. Lesson 53: verbatim transcription — missionary orthography. Create a source table of observation, analytical hypothesis, alternative reading and the evidence required to decide between them. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
54. Lesson 54: morphological segmentation — page-level corroboration. Assess the historical and geographic limits of the named material, including narrator, editorial conventions and possible contact. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
55. Lesson 55: gloss alignment — community validation. Prepare an academically useful commentary and a testable language-specific research question, explicitly marking what remains unverified. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
56. Lesson 56: translation context — Duke of York geography. Locate a specific original entry or passage and record author, date, variety, spelling, reference location and supported translation. If absent, document the source gap. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
57. Lesson 57: narrative ordering — 1882 manuscript collection. Use only verified forms from this language, contrasting transcription with interpretation, without borrowing invented paradigms from related languages. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
58. Lesson 58: genre and register — George Brown. Create a source table of observation, analytical hypothesis, alternative reading and the evidence required to decide between them. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
59. Lesson 59: cultural interpretation — Benjamin Danks. Assess the historical and geographic limits of the named material, including narrator, editorial conventions and possible contact. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
60. Lesson 60: critical commentary — Isaac Rooney. Prepare an academically useful commentary and a testable language-specific research question, explicitly marking what remains unverified. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.

Module 7: Comparison, variation and contact — Lessons 61–70

Language-specific focus: comparative wordlist. Secondary anchor: missionary orthography. Maintain direct and indirect evidence in separate records and label unresolved features.

61. Lesson 61: cognate controls — comparative wordlist. Create a source table of observation, analytical hypothesis, alternative reading and the evidence required to decide between them. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
62. Lesson 62: sound correspondences — missionary orthography. Assess the historical and geographic limits of the named material, including narrator, editorial conventions and possible contact. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
63. Lesson 63: separate-language evidence — page-level corroboration. Prepare an academically useful commentary and a testable language-specific research question, explicitly marking what remains unverified. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
64. Lesson 64: dialect variation — community validation. Locate a specific original entry or passage and record author, date, variety, spelling, reference location and supported translation. If absent, document the source gap. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
65. Lesson 65: loanword verification — Duke of York geography. Use only verified forms from this language, contrasting transcription with interpretation, without borrowing invented paradigms from related languages. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
66. Lesson 66: historic orthography comparison — 1882 manuscript collection. Create a source table of observation, analytical hypothesis, alternative reading and the evidence required to decide between them. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
67. Lesson 67: migration claims — George Brown. Assess the historical and geographic limits of the named material, including narrator, editorial conventions and possible contact. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
68. Lesson 68: source chronology — Benjamin Danks. Prepare an academically useful commentary and a testable language-specific research question, explicitly marking what remains unverified. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
69. Lesson 69: uncertain reconstructions — Isaac Rooney. Locate a specific original entry or passage and record author, date, variety, spelling, reference location and supported translation. If absent, document the source gap. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
70. Lesson 70: comparative research product — historical source identity. Use only verified forms from this language, contrasting transcription with interpretation, without borrowing invented paradigms from related languages. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.

Module 8: Language community and research ethics — Lessons 71–80

Language-specific focus: missionary orthography. Secondary anchor: page-level corroboration. Maintain direct and indirect evidence in separate records and label unresolved features.

71. Lesson 71: speaker agency — missionary orthography. Prepare an academically useful commentary and a testable language-specific research question, explicitly marking what remains unverified. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
72. Lesson 72: community archive rights — page-level corroboration. Locate a specific original entry or passage and record author, date, variety, spelling, reference location and supported translation. If absent, document the source gap. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
73. Lesson 73: place-name stewardship — community validation. Use only verified forms from this language, contrasting transcription with interpretation, without borrowing invented paradigms from related languages. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
74. Lesson 74: traditional knowledge — Duke of York geography. Create a source table of observation, analytical hypothesis, alternative reading and the evidence required to decide between them. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
75. Lesson 75: language transmission — 1882 manuscript collection. Assess the historical and geographic limits of the named material, including narrator, editorial conventions and possible contact. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
76. Lesson 76: multilingual contact — George Brown. Prepare an academically useful commentary and a testable language-specific research question, explicitly marking what remains unverified. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
77. Lesson 77: consent and citation — Benjamin Danks. Locate a specific original entry or passage and record author, date, variety, spelling, reference location and supported translation. If absent, document the source gap. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
78. Lesson 78: publishing permissions — Isaac Rooney. Use only verified forms from this language, contrasting transcription with interpretation, without borrowing invented paradigms from related languages. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
79. Lesson 79: education and literacy — historical source identity. Create a source table of observation, analytical hypothesis, alternative reading and the evidence required to decide between them. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
80. Lesson 80: community feedback — comparative wordlist. Assess the historical and geographic limits of the named material, including narrator, editorial conventions and possible contact. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.

Module 9: Research and assessment portfolio — Lessons 81–90

Language-specific focus: page-level corroboration. Secondary anchor: community validation. Maintain direct and indirect evidence in separate records and label unresolved features.

81. Lesson 81: bibliography dossier — page-level corroboration. Use only verified forms from this language, contrasting transcription with interpretation, without borrowing invented paradigms from related languages. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
82. Lesson 82: authentic phonetic table — community validation. Create a source table of observation, analytical hypothesis, alternative reading and the evidence required to decide between them. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
83. Lesson 83: orthography concordance — Duke of York geography. Assess the historical and geographic limits of the named material, including narrator, editorial conventions and possible contact. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
84. Lesson 84: lexical attestations — 1882 manuscript collection. Prepare an academically useful commentary and a testable language-specific research question, explicitly marking what remains unverified. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
85. Lesson 85: pronoun research report — George Brown. Locate a specific original entry or passage and record author, date, variety, spelling, reference location and supported translation. If absent, document the source gap. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
86. Lesson 86: verbal evidence report — Benjamin Danks. Use only verified forms from this language, contrasting transcription with interpretation, without borrowing invented paradigms from related languages. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
87. Lesson 87: annotated original excerpt — Isaac Rooney. Create a source table of observation, analytical hypothesis, alternative reading and the evidence required to decide between them. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
88. Lesson 88: comparison note — historical source identity. Assess the historical and geographic limits of the named material, including narrator, editorial conventions and possible contact. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
89. Lesson 89: ethics declaration — comparative wordlist. Prepare an academically useful commentary and a testable language-specific research question, explicitly marking what remains unverified. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.
90. Lesson 90: final ninety-objective synthesis — missionary orthography. Locate a specific original entry or passage and record author, date, variety, spelling, reference location and supported translation. If absent, document the source gap. Assessment: a traced source, independently explained linguistic observation and uncertainty statement.

9. Academic integrity and completion status

Ninety study topics and research assessments are present. Ninety completed full lessons, book chapters, recordings or validated dialogues are not claimed. Unverified speech forms and speculative ancient writing systems have been excluded. Further curriculum expansion requires exact pages or archival recordings and, where practicable, community-led checking.