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+The Project Gutenberg EBook of Little Man's Family, by J. B. Enochs
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: Little Man's Family
+       pre-primer
+
+Author: J. B. Enochs
+
+Illustrator: Gerald Nailor
+
+Release Date: October 23, 2011 [EBook #37829]
+
+Language: English
+
+Character set encoding: UTF-8
+
+*** START OF THIS PROJECT GUTENBERG EBOOK LITTLE MAN'S FAMILY ***
+
+
+
+
+Produced by Juliet Sutherland, Fulvia Hughes and the Online
+Distributed Proofreading Team at http://www.pgdp.net
+
+
+
+
+
+Transcriber's Note:
+
+  Bold text is denoted by =equal signs=.
+
+  Variations in punctuation (inconsistent full-stops and capitalisation)
+  have been retained as they appear in the original publication.
+
+
+       *       *       *       *       *
+
+
+DEPARTMENT OF THE INTERIOR
+Douglas McKay, Secretary
+
+BUREAU OF INDIAN AFFAIRS
+Glenn L. Emmons, Commissioner
+
+BRANCH OF EDUCATION
+Hildegard Thompson, Chief
+
+Single Copy Price 20 cents
+
+Phoenix Indian School Print Shop
+Phoenix, Arizona
+Third Edition 5,000 copies--September 1953
+
+
+
+
+Little Man's family
+
+diné yázhí ba'áłchíní
+
+pre-primer
+
+[Illustration]
+
+by
+
+J. B. Enochs
+
+illustrated by
+
+Gerald Nailor
+
+BUREAU OF INDIAN AFFAIRS
+
+
+
+
+FOREWORD
+
+
+This pre-primer is one of three little books based on material prepared
+by J. B. Enochs, who once taught in the sanitarium school at Kayenta. It
+deals entirely with typical life experiences among the Navaho, the
+largest Indian tribe in the United States, numbering approximately
+65,000. Nine out of ten Navahos do not speak English, and the tribe has
+never had a written language.
+
+Missionaries and scientists for many years have had alphabets with which
+to record this difficult language. But these alphabets have usually
+included letters not found in English, and have been peppered with
+diacritical marks to indicate inflection, tonal change and nasalization.
+Thus they proved too complicated for popular use. Space does not permit
+mention of many who have worked with the Navaho language. Finally Dr.
+John Harrington, of the Smithsonian Institution, and Mr. Oliver LaFarge,
+author and linguist, collaborated to produce a simplified alphabet which
+might be written with an ordinary typewriter. Mr. Robert W. Young,
+associate of Dr. Harrington, experimentally recorded a great deal of
+material in this new alphabet. The Navaho portions of later pamphlets in
+this bi-lingual series are the joint work of Harrington and Young.
+=Little Man's Family= has been expressed in Navaho, using the
+Harrington-LaFarge alphabet, by Willetto Antonio, a Navaho teacher on
+the reservation, and Dr. Edward Kennard, formerly a specialist in Indian
+languages for the Indian Service. Both the recordings and the
+interpretation in these books have been checked by Chic Sandoval, Howard
+Gorman, and Adolph Bitanny, Navaho interpreters, and by Robert W. Young.
+Back pages contain an explanation of the sound values represented by the
+alphabet, and the indications of tonal change and nasalization which are
+used.
+
+These bi-lingual texts are an attempt to speed up Indian understanding
+of modern life. Use of native languages to speed up acquisition of
+English in Federal schools is a new departure in Indian policy, which
+has proved very successful.
+
+The type used for these books has been selected because of its
+similarity in design to the alphabet used for manuscript writing. In the
+primers, only proper names and the pronoun I have to be capitalized, so
+as to further minimize the new learnings often encountered by the
+primary child when faced with several different alphabets at once.
+
+                                 Willard W. Beatty
+
+Revised February 1950
+
+
+
+
+[Illustration]
+
+I am a Navaho boy.
+
+diné 'ashkii nishłį́.
+
+
+[Illustration]
+
+my mother
+
+shimá
+
+
+[Illustration]
+
+my father
+
+shizhé'é
+
+
+[Illustration]
+
+my baby brother
+
+'awéé' sitsilí
+
+
+[Illustration]
+
+our baby's cradle
+
+nihe'awéé' bits'áál
+
+
+[Illustration]
+
+my big sister
+
+shádí
+
+
+[Illustration]
+
+my little sister
+
+shideezhí
+
+
+[Illustration]
+
+our hogan
+
+nihighan
+
+
+[Illustration]
+
+my father made our hogan
+
+shizhé'é nihighan 'áyiilaa.
+
+
+[Illustration]
+
+our sweathouse
+
+nihitáchééh
+
+
+[Illustration]
+
+the soapweed plant
+
+tsá'ászi'
+
+
+[Illustration]
+
+we wash our hair
+
+nihitsii' tanínádeiigis
+
+
+[Illustration]
+
+our sheep
+
+nihidibé
+
+
+[Illustration]
+
+our goats
+
+nihitł'ízí
+
+
+[Illustration]
+
+our corral
+
+nihidibé bighan
+
+
+[Illustration]
+
+our horses
+
+nihilį́į́'
+
+
+[Illustration]
+
+our wagon
+
+nihitsinaabÄ…Ä…s
+
+
+[Illustration]
+
+my mother's saddle
+
+shimá bilį́į́' biyéél
+
+
+[Illustration]
+
+my father's saddle
+
+shizhé'é bilį́į́' biyéél
+
+
+[Illustration]
+
+my little spotted pony
+
+shilé'éyázhí łikizh
+
+
+[Illustration]
+
+my black dog
+
+shilééchąąshzhiin
+
+
+[Illustration]
+
+my mother's loom
+
+shimá bidah'iistł'ǫ́
+
+
+[Illustration]
+
+my mother cleans the wool.
+
+shimá 'aghaa' hasht'eilééh
+
+
+[Illustration]
+
+my mother cards the wool.
+
+shimá 'aghaa' hanéiniłcha'.
+
+
+[Illustration]
+
+my mother spins the wool
+
+shimá 'aghaa' hanéiniłdis.
+
+
+[Illustration]
+
+my mother weaves a rug.
+
+shimá diyogí yitł'ó.
+
+
+[Illustration]
+
+my sisters help my mother.
+
+shádí dóó shideezhí shimá yíká 'anáhi'nilchééh.
+
+
+[Illustration]
+
+we sell the rug.
+
+diyogí ninádahiilnih.
+
+
+
+
+THE NAVAHO ALPHABET
+
+
+The following information with regard to the Navaho alphabet and its use
+should prove helpful to one familiar with the English language.
+
+
+VOWELS
+
+The vowels have continental values. They are as follows, the first
+example being a Navaho word, the second the closest approximation to the
+sound in an English word:
+
+    a  gad (juniper)               father
+
+    e  ké (shoe)                   met
+
+    i  sis (belt) or as in         sit or as in
+       dishááh (I'm starting)      pique
+
+    o  doo (not)                   note
+
+Vowels may be either long or short in duration, the long vowel being
+indicated by a doubling of the letter. This never affects the quality of
+the vowel, except that long i is always pronounced as in pique.
+
+    sis (belt) is short            siziiz (my belt) is long
+
+Vowels with a hook beneath the letter are nasalized. That is, some of
+the breath passes through the nose in their production. After n, all
+vowels are nasalized and are not marked.
+
+    tsinaabÄ…Ä…s (wagon)
+    jį́ (day)
+    kǫ́ǫ́ (here)
+
+
+DIPHTHONGS
+
+The diphthongs are as follows:
+
+    ai  hai (winter)        aisle
+    ei  séí (sand)          weigh
+    oi  'ayóí (very)        Joey
+
+The diphthongs oi (as in Joey) will frequently be heard as ui (as in
+dewy) in certain sections of the reservation. However, since the related
+word ayóó is always of one value, this spelling has been standardized.
+
+In a similar way, the diphthongs ei and ai are not universally
+distinguished. For example, the word for sand, séí will be pronounced
+sáí by some Navahos.
+
+
+CONSONANTS
+
+The consonants are as follows:
+
+    b  bá (for him)        like p in spot
+    d  díí (this)          like t in stop
+    g  gah (rabbit)        like k in sky
+
+These sounds are not truly voiced as are the sounds represented by these
+letters in English, but are like the wholly unaspirated p, t, and k in
+the English words given as examples.
+
+    t  tó (water)      tea
+    k  ké (shoe)       kit
+
+The t and k in Navaho are much more heavily aspirated than in the
+English words given in the examples, so that the aspiration has a harsh
+fricative quality.
+
+    '  glottal stop     yá'át'ééh (it is good)     unh unh, oh oh
+
+In the American colloquial negative unh unh, and in the exclamatory
+expression oh oh, the glottal stop precedes the u and the o
+respectively. Or, in actual speech, the difference between Johnny earns
+and Johnny yearns, is that the former has a glottal closure between the
+two words.
+
+    t'  yá'át'ééh (it is good)
+
+This letter represents the sound produced by the almost simultaneous
+release of the breath from the closure formed by the tip of the tongue
+and the teeth and the glottal closure described previously.
+
+    k'  k'ad (now)
+
+This sound is produced in the same way as the t', except that the k
+closure is formed by the back of the tongue and the soft palate.
+
+    m   mósí (cat)               man
+    n   naadą́ą́' (corn)           no
+    s   sis (belt)               so
+    sh  shash (bear)             she
+    z   zas (snow)               zebra
+    zh  'ázhi' (name)            azure
+    l   laanaa (would that)      let
+    Å‚   Å‚id (smoke)
+
+This sound is made with the tongue in exactly the same position as in
+the ordinary l, but the voice box or larynx does not function. The
+difference between these two l's is the same as the difference between
+the b and p, d and t, or s and z. If one attempts to pronounce th as in
+thin followed by l without an intervening vowel a Å‚ is produced. Thus
+athłete.
+
+    h   háadi (where)       hot
+
+In Navaho there are two sounds represented by the letter h. The
+difference is in the intensity or fricativeness. Where h is the first
+letter in a syllable it is by some pronounced like the ch of German.
+This harsh pronunciation is the older, but the younger generation of
+Navahos tends to pronounce the sound much as in English.
+
+    gh  hooghan (hogan)
+
+This is the voiced equivalent of the harshly pronounced variety of h,
+the functioning of the voice being the only difference between the two
+sounds.
+
+    j  jádí (antelope)      jug
+
+This sound is an unaspirated ch, just as d and g represent unaspirated t
+and k.
+
+    ch   chizh (wood)       church
+    ch'  ch'il (plant)
+
+This sound is produced in a fashion similar to the t' and k', but with
+the release of the breath from the ch position and from the glottal
+closure.
+
+    dz  dził (mountain)      adze
+    ts  tsa (awl)            hats
+
+ts occurs in the beginning and middle of Navaho words, but only in final
+position in English.
+
+    ts'   ts'in (bone)
+
+This sound is similar to ch', except for the tongue position, and
+involves the release of the breath from the glottal closure in the same
+way as the other glottalized sounds.
+
+    dl   beeldléí (blanket)
+
+The dl is produced as one sound, as gl is in the word glow.
+
+    tł   tła (grease)
+
+This sound is pronounced as unvoiced dl.
+
+    tł   tł'ízí (goat)
+
+This sound involves the release of the breath from the t position of the
+tongue tip and teeth, from the contact of the sides of the tongue inside
+the back teeth (normal l position), and the glottal closure. It has a
+marked explosive quality. The sound is produced as a unit, as in the gl
+of glow, cited above.
+
+    y   yá (sky)           you
+    w   'awéé' (baby)      work
+
+
+PALATALIZATION AND LABIALIZATION
+
+It is to be noted that the sounds represented by g, t, k, h, gh, and ch,
+ts (when heavily aspirated) are palatalized before e, i, and labialized
+before o. By this it is meant that such a word as ké (shoe) is
+pronounced as though it were written kyé, and tó (water) as though
+written twó.
+
+Due to the nature of the gh sound, it practically resolves itself into a
+w when followed by o. Thus tálághosh (soap) could be written táláwosh,
+yishghoł (I'm running) as yishwoł etc.
+
+k and h can also be pronounced as kw and hw before e, i, in which case
+the combination is a distinct phoneme. In such cases the w must be
+written. Thus kwe'é (here), kwii (here), hwii (satisfaction) etc.
+
+
+TONE
+
+The present system of writing Navaho employs only one diacritical to
+express four tonal variations. This is the acute accent mark (´). If a
+short vowel or n, both elements of a long vowel or a diphthong are
+marked thus the tone indicated is high. If only the first element of a
+long vowel or diphthong is marked the tone is falling from high, and if
+only the last element is marked the tone is rising from low. When a
+vowel, diphthong or n is unmarked the tone is low. The difference
+between low and high tone in Navaho is similar to the difference in tone
+of "are you" and "going" in the English question "are you going?"
+
+    'azee'    (medicine) low tone
+    'azéé'    (mouth) high tone
+    háadish?  (where?) falling tone
+    shínaaí   (my elder brother) rising tone
+
+
+WORD AND SENTENCE STRUCTURE
+
+Teachers will note that the possessive pronouns of Navaho are always
+prefixed to the noun. Thus, we have shimá (my mother), nimá (your
+mother), bimá (his mother), but never má. The stem -má has no
+independent form and never occurs without a prefix.
+
+The structure of the Navaho verb has similar characteristics, but is
+more complex. The subject of the sentence is always incorporated in the
+verb with a pronominal form, and other verbal elements. Ideas of time
+and mode are likewise incorporated in the verb, and auxiliary verbs such
+as will, did, have, might, etc. do not occur in Navaho. The ideas
+conveyed by these independent words in English are expressed by
+different forms of the verb itself in Navaho.
+
+Another point in which Navaho sentence structure differs from English is
+that English prepositions are postpositions in Navaho.
+
+    with my elder sister       shádí bił (my elder sister, with her)
+    for my mother              shimá bá (my mother for)
+
+whereas normal word order in English is subject, verb, and object,
+Navaho has subject, object, and verb.
+
+
+
+
+PUBLICATIONS OF THE BUREAU OF INDIAN AFFAIRS
+
+INDIAN LIFE READERS
+
+
+      NAVAJO SERIES (bilingual in English and Navajo)
+
+by J. B. Enochs, illustrated by Gerald Nailor
+    Little Man's family. preprimer, primer and reader
+
+by Hildegard Thompson, illustrated by Van Tsihnahjinnie
+    Preprimer, Primer
+    Coyote Tales (reader)
+
+by Ann Clark, illustrated by Hoke Denetsosie
+    Who Wants to be a Prairie Dog? (A Navajo fairy tale)
+
+by Ann Clark, illustrated by Van Tsihnahjinnie
+    Little Herder in Autumn, in Winter (single volume)
+    Little Herder in Spring, in Summer (single volume)
+  In English only:
+    Little Navajo Herder (Autumn, Winter, Spring, Summer)
+
+by Cecil S. King, Navajo New World Readers:
+    1. Away to School. Illustrated by Franklin Kahn
+    2. The Flag of My Country. Illustrated by Henry Bahe
+      (Material of mature concept and simple vocabulary for use by recently
+    non-English-speaking adolescents.)
+
+
+      SIOUX SERIES (in English and Dakota)
+
+by Ann Clark, illustrated by Andrew Standing Soldier
+    Sioux Cowboy (preprimer)
+    The Pine Ridge Porcupine
+    The Grass Mountain Mouse
+    There Still are Buffalo
+    Bringer of the Mystery Dog (illustrated by Oscar Howe)
+    Brave Against the Enemy (photographic illustrations by Helen Post)
+    Singing Sioux Cowboy (Primer)
+    The Slim Butte Raccoon
+    The Hen of Wahpeton
+
+
+      PUEBLO SERIES
+
+by Ann Clark (in English and Spanish)
+    Little Boy With Three Names (illustrated by Tonita Lujan) Taos
+    Young Hunter of Picuris (illustrated by Velino Herrera)
+    Sun Journey (illustrated by Percy Sandy) Zuni
+
+by Edward A. Kennard (in English and Hopi)
+    Field Mouse Goes to War (illustrated by Fred Kabotie)
+    Little Hopi (illustrated by Charles Loloma)
+
+
+      ALASKA STORIES
+
+by Edward A. Keithahn, illustrated by George A. Ahgapuk
+    Igloo Tales
+
+
+Also pamphlets on Indian Life and Customs, and Indian Handcrafts
+for catalog and price list write to
+HASKELL INSTITUTE
+
+
+       *       *       *       *       *
+
+
+Transcriber's Notes:
+
+Spelling changes made:
+  Foreword: "Mr. Robert W. Young, assocate [associate] of Dr. Harrington"
+  Pg 034: "ts ocurs [occurs] in the beginning"
+  Pg 034: "final position in Englsh [English]."
+  Pg 034: "This harsh pronounciation [pronunciation]"
+
+Changes not made - multiple spellings of:
+  "pre-primer", "preprimer"
+  "bi-lingual", "bilingual"
+
+
+
+
+
+End of the Project Gutenberg EBook of Little Man's Family, by J. B. Enochs
+
+*** END OF THIS PROJECT GUTENBERG EBOOK LITTLE MAN'S FAMILY ***
+
+***** This file should be named 37829-0.txt or 37829-0.zip *****
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diff --git a/37829-0.zip b/37829-0.zip
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+++ b/37829-8.txt
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+
+The Project Gutenberg EBook of Little Man's Family, by J. B. Enochs
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: Little Man's Family
+       pre-primer
+
+Author: J. B. Enochs
+
+Illustrator: Gerald Nailor
+
+Release Date: October 23, 2011 [EBook #37829]
+
+Language: English
+
+Character set encoding: ISO-8859-1
+
+*** START OF THIS PROJECT GUTENBERG EBOOK LITTLE MAN'S FAMILY ***
+
+
+
+
+Produced by Juliet Sutherland, Fulvia Hughes and the Online
+Distributed Proofreading Team at http://www.pgdp.net
+
+
+
+
+
+Transcriber's Notes:
+
+Bold text is denoted by =equal signs=.
+
+Variations in punctuation (inconsistent full-stops and capitalisation)
+have been retained as they appear in the original publication.
+
+The following letters are not found in Latin-1 and are thus marked:
+  l with stroke is marked as {l-}
+  character with ogonek is marked as {character(}
+
+
+       *       *       *       *       *
+
+
+
+
+DEPARTMENT OF THE INTERIOR
+Douglas McKay, Secretary
+
+BUREAU OF INDIAN AFFAIRS
+Glenn L. Emmons, Commissioner
+
+BRANCH OF EDUCATION
+Hildegard Thompson, Chief
+
+Single Copy Price 20 cents
+
+Phoenix Indian School Print Shop
+Phoenix, Arizona
+Third Edition 5,000 copies--September 1953
+
+
+
+
+Little Man's family
+
+diné yázhí ba'á{l-}chíní
+
+pre-primer
+
+[Illustration]
+
+by
+
+J. B. Enochs
+
+illustrated by
+
+Gerald Nailor
+
+BUREAU OF INDIAN AFFAIRS
+
+
+
+
+FOREWORD
+
+
+This pre-primer is one of three little books based on material prepared
+by J. B. Enochs, who once taught in the sanitarium school at Kayenta. It
+deals entirely with typical life experiences among the Navaho, the
+largest Indian tribe in the United States, numbering approximately
+65,000. Nine out of ten Navahos do not speak English, and the tribe has
+never had a written language.
+
+Missionaries and scientists for many years have had alphabets with which
+to record this difficult language. But these alphabets have usually
+included letters not found in English, and have been peppered with
+diacritical marks to indicate inflection, tonal change and nasalization.
+Thus they proved too complicated for popular use. Space does not permit
+mention of many who have worked with the Navaho language. Finally Dr.
+John Harrington, of the Smithsonian Institution, and Mr. Oliver LaFarge,
+author and linguist, collaborated to produce a simplified alphabet which
+might be written with an ordinary typewriter. Mr. Robert W. Young,
+associate of Dr. Harrington, experimentally recorded a great deal of
+material in this new alphabet. The Navaho portions of later pamphlets in
+this bi-lingual series are the joint work of Harrington and Young.
+=Little Man's Family= has been expressed in Navaho, using the
+Harrington-LaFarge alphabet, by Willetto Antonio, a Navaho teacher on
+the reservation, and Dr. Edward Kennard, formerly a specialist in Indian
+languages for the Indian Service. Both the recordings and the
+interpretation in these books have been checked by Chic Sandoval, Howard
+Gorman, and Adolph Bitanny, Navaho interpreters, and by Robert W. Young.
+Back pages contain an explanation of the sound values represented by the
+alphabet, and the indications of tonal change and nasalization which are
+used.
+
+These bi-lingual texts are an attempt to speed up Indian understanding
+of modern life. Use of native languages to speed up acquisition of
+English in Federal schools is a new departure in Indian policy, which
+has proved very successful.
+
+The type used for these books has been selected because of its
+similarity in design to the alphabet used for manuscript writing. In the
+primers, only proper names and the pronoun I have to be capitalized, so
+as to further minimize the new learnings often encountered by the
+primary child when faced with several different alphabets at once.
+
+                                 Willard W. Beatty
+
+Revised February 1950
+
+
+
+
+[Illustration]
+
+I am a Navaho boy.
+
+diné 'ashkii nish{l-}{í(}.
+
+
+[Illustration]
+
+my mother
+
+shimá
+
+
+[Illustration]
+
+my father
+
+shizhé'é
+
+
+[Illustration]
+
+my baby brother
+
+'awéé' sitsilí
+
+
+[Illustration]
+
+our baby's cradle
+
+nihe'awéé' bits'áál
+
+
+[Illustration]
+
+my big sister
+
+shádí
+
+
+[Illustration]
+
+my little sister
+
+shideezhí
+
+
+[Illustration]
+
+our hogan
+
+nihighan
+
+
+[Illustration]
+
+my father made our hogan
+
+shizhé'é nihighan 'áyiilaa.
+
+
+[Illustration]
+
+our sweathouse
+
+nihitáchééh
+
+
+[Illustration]
+
+the soapweed plant
+
+tsá'ászi'
+
+
+[Illustration]
+
+we wash our hair
+
+nihitsii' tanínádeiigis
+
+
+[Illustration]
+
+our sheep
+
+nihidibé
+
+
+[Illustration]
+
+our goats
+
+nihit{l-}'ízí
+
+
+[Illustration]
+
+our corral
+
+nihidibé bighan
+
+
+[Illustration]
+
+our horses
+
+nihil{í(}{í(}'
+
+
+[Illustration]
+
+our wagon
+
+nihitsinaab{a(}{a(}s
+
+
+[Illustration]
+
+my mother's saddle
+
+shimá bil{í(}{í(}' biyéél
+
+
+[Illustration]
+
+my father's saddle
+
+shizhé'é bil{í(}{í(}' biyéél
+
+
+[Illustration]
+
+my little spotted pony
+
+shilé'éyázhí {l-}ikizh
+
+
+[Illustration]
+
+my black dog
+
+shilééch{a(}{a(}shzhiin
+
+
+[Illustration]
+
+my mother's loom
+
+shimá bidah'iist{l-}'{ó(}
+
+
+[Illustration]
+
+my mother cleans the wool.
+
+shimá 'aghaa' hasht'eilééh
+
+
+[Illustration]
+
+my mother cards the wool.
+
+shimá 'aghaa' hanéini{l-}cha'.
+
+
+[Illustration]
+
+my mother spins the wool
+
+shimá 'aghaa' hanéini{l-}dis.
+
+
+[Illustration]
+
+my mother weaves a rug.
+
+shimá diyogí yit{l-}'ó.
+
+
+[Illustration]
+
+my sisters help my mother.
+
+shádí dóó shideezhí shimá yíká 'anáhi'nilchééh.
+
+
+[Illustration]
+
+we sell the rug.
+
+diyogí ninádahiilnih.
+
+
+
+
+THE NAVAHO ALPHABET
+
+
+The following information with regard to the Navaho alphabet and its use
+should prove helpful to one familiar with the English language.
+
+
+VOWELS
+
+The vowels have continental values. They are as follows, the first
+example being a Navaho word, the second the closest approximation to the
+sound in an English word:
+
+    a  gad (juniper)               father
+
+    e  ké (shoe)                   met
+
+    i  sis (belt) or as in         sit or as in
+       dishááh (I'm starting)      pique
+
+    o  doo (not)                   note
+
+Vowels may be either long or short in duration, the long vowel being
+indicated by a doubling of the letter. This never affects the quality of
+the vowel, except that long i is always pronounced as in pique.
+
+    sis (belt) is short            siziiz (my belt) is long
+
+Vowels with a hook beneath the letter are nasalized. That is, some of
+the breath passes through the nose in their production. After n, all
+vowels are nasalized and are not marked.
+
+    tsinaab{a(}{a(}s (wagon)
+    j{í(} (day)
+    k{ó(}{ó(} (here)
+
+
+DIPHTHONGS
+
+The diphthongs are as follows:
+
+    ai     hai (winter)     aisle
+    ei     séí (sand)       weigh
+    oi     'ayóí (very)     Joey
+
+The diphthongs oi (as in Joey) will frequently be heard as ui (as in
+dewy) in certain sections of the reservation. However, since the related
+word ayóó is always of one value, this spelling has been standardized.
+
+In a similar way, the diphthongs ei and ai are not universally
+distinguished. For example, the word for sand, séí will be pronounced
+sáí by some Navahos.
+
+
+CONSONANTS
+
+The consonants are as follows:
+
+    b      bá (for him)     like p in spot
+    d      díí (this)       like t in stop
+    g      gah (rabbit)     like k in sky
+
+These sounds are not truly voiced as are the sounds represented by these
+letters in English, but are like the wholly unaspirated p, t, and k in
+the English words given as examples.
+
+    t      tó (water)       tea
+    k      ké (shoe)        kit
+
+The t and k in Navaho are much more heavily aspirated than in the
+English words given in the examples, so that the aspiration has a harsh
+fricative quality.
+
+    '      glottal stop     yá'át'ééh (it is good)     unh unh, oh oh
+
+In the American colloquial negative unh unh, and in the exclamatory
+expression oh oh, the glottal stop precedes the u and the o
+respectively. Or, in actual speech, the difference between Johnny earns
+and Johnny yearns, is that the former has a glottal closure between the
+two words.
+
+    t'     yá'át'ééh (it is good)
+
+This letter represents the sound produced by the almost simultaneous
+release of the breath from the closure formed by the tip of the tongue
+and the teeth and the glottal closure described previously.
+
+    k'     k'ad (now)
+
+This sound is produced in the same way as the t', except that the k
+closure is formed by the back of the tongue and the soft palate.
+
+    m      mósí (cat)               man
+    n      naad{á(}{á(}' (corn)     no
+    s      sis (belt)               so
+    sh     shash (bear)             she
+    z      zas (snow)               zebra
+    zh     'ázhi' (name)            azure
+    l      laanaa (would that)      let
+    {l-}   {l-}id (smoke)
+
+This sound is made with the tongue in exactly the same position as in
+the ordinary l, but the voice box or larynx does not function. The
+difference between these two l's is the same as the difference between
+the b and p, d and t, or s and z. If one attempts to pronounce th as in
+thin followed by l without an intervening vowel a {l-} is produced. Thus
+ath{l-}ete.
+
+    h      háadi (where)       hot
+
+In Navaho there are two sounds represented by the letter h. The
+difference is in the intensity or fricativeness. Where h is the first
+letter in a syllable it is by some pronounced like the ch of German.
+This harsh pronunciation is the older, but the younger generation of
+Navahos tends to pronounce the sound much as in English.
+
+    gh     hooghan (hogan)
+
+This is the voiced equivalent of the harshly pronounced variety of h,
+the functioning of the voice being the only difference between the two
+sounds.
+
+    j      jádí (antelope)     jug
+
+This sound is an unaspirated ch, just as d and g represent unaspirated t
+and k.
+
+    ch     chizh (wood)        church
+    ch'    ch'il (plant)
+
+This sound is produced in a fashion similar to the t' and k', but with
+the release of the breath from the ch position and from the glottal
+closure.
+
+    dz     dzi{l-} (mountain)     adze
+    ts     tsa (awl)              hats
+
+ts occurs in the beginning and middle of Navaho words, but only in final
+position in English.
+
+    ts'    ts'in (bone)
+
+This sound is similar to ch', except for the tongue position, and
+involves the release of the breath from the glottal closure in the same
+way as the other glottalized sounds.
+
+    dl     beeldléí (blanket)
+
+The dl is produced as one sound, as gl is in the word glow.
+
+    t{l-}   t{l-}a (grease)
+
+This sound is pronounced as unvoiced dl.
+
+    t{l-}   t{l-}'ízí (goat)
+
+This sound involves the release of the breath from the t position of the
+tongue tip and teeth, from the contact of the sides of the tongue inside
+the back teeth (normal l position), and the glottal closure. It has a
+marked explosive quality. The sound is produced as a unit, as in the gl
+of glow, cited above.
+
+    y      yá (sky)           you
+    w      'awéé' (baby)      work
+
+
+PALATALIZATION AND LABIALIZATION
+
+It is to be noted that the sounds represented by g, t, k, h, gh, and ch,
+ts (when heavily aspirated) are palatalized before e, i, and labialized
+before o. By this it is meant that such a word as ké (shoe) is
+pronounced as though it were written kyé, and tó (water) as though
+written twó.
+
+Due to the nature of the gh sound, it practically resolves itself into a
+w when followed by o. Thus tálághosh (soap) could be written táláwosh,
+yishgho{l-} (I'm running) as yishwo{l-} etc.
+
+k and h can also be pronounced as kw and hw before e, i, in which case
+the combination is a distinct phoneme. In such cases the w must be
+written. Thus kwe'é (here), kwii (here), hwii (satisfaction) etc.
+
+
+TONE
+
+The present system of writing Navaho employs only one diacritical to
+express four tonal variations. This is the acute accent mark (´). If a
+short vowel or n, both elements of a long vowel or a diphthong are
+marked thus the tone indicated is high. If only the first element of a
+long vowel or diphthong is marked the tone is falling from high, and if
+only the last element is marked the tone is rising from low. When a
+vowel, diphthong or n is unmarked the tone is low. The difference
+between low and high tone in Navaho is similar to the difference in tone
+of "are you" and "going" in the English question "are you going?"
+
+    'azee'    (medicine) low tone
+    'azéé'    (mouth) high tone
+    háadish?  (where?) falling tone
+    shínaaí   (my elder brother) rising tone
+
+
+WORD AND SENTENCE STRUCTURE
+
+Teachers will note that the possessive pronouns of Navaho are always
+prefixed to the noun. Thus, we have shimá (my mother), nimá (your
+mother), bimá (his mother), but never má. The stem -má has no
+independent form and never occurs without a prefix.
+
+The structure of the Navaho verb has similar characteristics, but is
+more complex. The subject of the sentence is always incorporated in the
+verb with a pronominal form, and other verbal elements. Ideas of time
+and mode are likewise incorporated in the verb, and auxiliary verbs such
+as will, did, have, might, etc. do not occur in Navaho. The ideas
+conveyed by these independent words in English are expressed by
+different forms of the verb itself in Navaho.
+
+Another point in which Navaho sentence structure differs from English is
+that English prepositions are postpositions in Navaho.
+
+    with my elder sister       shádí bi{l-} (my elder sister, with her)
+    for my mother              shimá bá (my mother for)
+
+whereas normal word order in English is subject, verb, and object,
+Navaho has subject, object, and verb.
+
+
+
+
+PUBLICATIONS OF THE BUREAU OF INDIAN AFFAIRS
+
+INDIAN LIFE READERS
+
+
+      NAVAJO SERIES (bilingual in English and Navajo)
+
+by J. B. Enochs, illustrated by Gerald Nailor
+    Little Man's family. preprimer, primer and reader
+
+by Hildegard Thompson, illustrated by Van Tsihnahjinnie
+    Preprimer, Primer
+    Coyote Tales (reader)
+
+by Ann Clark, illustrated by Hoke Denetsosie
+    Who Wants to be a Prairie Dog? (A Navajo fairy tale)
+
+by Ann Clark, illustrated by Van Tsihnahjinnie
+    Little Herder in Autumn, in Winter (single volume)
+    Little Herder in Spring, in Summer (single volume)
+  In English only:
+    Little Navajo Herder (Autumn, Winter, Spring, Summer)
+
+by Cecil S. King, Navajo New World Readers:
+    1. Away to School. Illustrated by Franklin Kahn
+    2. The Flag of My Country. Illustrated by Henry Bahe
+      (Material of mature concept and simple vocabulary for use by recently
+    non-English-speaking adolescents.)
+
+
+      SIOUX SERIES (in English and Dakota)
+
+by Ann Clark, illustrated by Andrew Standing Soldier
+    Sioux Cowboy (preprimer)
+    The Pine Ridge Porcupine
+    The Grass Mountain Mouse
+    There Still are Buffalo
+    Bringer of the Mystery Dog (illustrated by Oscar Howe)
+    Brave Against the Enemy (photographic illustrations by Helen Post)
+    Singing Sioux Cowboy (Primer)
+    The Slim Butte Raccoon
+    The Hen of Wahpeton
+
+
+      PUEBLO SERIES
+
+by Ann Clark (in English and Spanish)
+    Little Boy With Three Names (illustrated by Tonita Lujan) Taos
+    Young Hunter of Picuris (illustrated by Velino Herrera)
+    Sun Journey (illustrated by Percy Sandy) Zuni
+
+by Edward A. Kennard (in English and Hopi)
+    Field Mouse Goes to War (illustrated by Fred Kabotie)
+    Little Hopi (illustrated by Charles Loloma)
+
+
+      ALASKA STORIES
+
+by Edward A. Keithahn, illustrated by George A. Ahgapuk
+    Igloo Tales
+
+
+Also pamphlets on Indian Life and Customs, and Indian Handcrafts
+for catalog and price list write to
+HASKELL INSTITUTE
+
+
+       *       *       *       *       *
+
+
+Transcriber's Notes:
+
+Spelling changes made:
+  Foreword: "Mr. Robert W. Young, assocate [associate] of Dr. Harrington"
+  Pg 034: "ts ocurs [occurs] in the beginning"
+  Pg 034: "final position in Englsh [English]."
+  Pg 034: "This harsh pronounciation [pronunciation]"
+
+Changes not made - multiple spellings of:
+  "pre-primer", "preprimer"
+  "bi-lingual", "bilingual"
+
+
+
+
+
+End of the Project Gutenberg EBook of Little Man's Family, by J. B. Enochs
+
+*** END OF THIS PROJECT GUTENBERG EBOOK LITTLE MAN'S FAMILY ***
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+    <title>
+      The Project Gutenberg eBook of Little Man's family: pre-primer, by J. B. Enochs.
+    </title>
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+
+<pre>
+
+The Project Gutenberg EBook of Little Man's Family, by J. B. Enochs
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: Little Man's Family
+       pre-primer
+
+Author: J. B. Enochs
+
+Illustrator: Gerald Nailor
+
+Release Date: October 23, 2011 [EBook #37829]
+
+Language: English
+
+Character set encoding: ISO-8859-1
+
+*** START OF THIS PROJECT GUTENBERG EBOOK LITTLE MAN'S FAMILY ***
+
+
+
+
+Produced by Juliet Sutherland, Fulvia Hughes and the Online
+Distributed Proofreading Team at http://www.pgdp.net
+
+
+
+
+
+
+</pre>
+
+
+<div class='tnote'><h3>Transcriber's Note:</h3>
+
+<p>
+Variations in punctuation  have been retained as they appear in the original publication. These include:</p>
+<ul><li>inconsistent full-stops</li>
+<li>beginning of sentence starting with small letter</li></ul>
+</div>
+
+<hr style="width: 65%;" />
+
+<div class="figcenter" style="width: 266px;">
+<img src="images/000.jpg" width="266" height="400" alt="cover" title="" />
+</div>
+
+<hr style="width: 65%;" />
+<p class="center">DEPARTMENT OF THE INTERIOR<br />
+Douglas McKay, Secretary</p>
+
+<p class="center">BUREAU OF INDIAN AFFAIRS<br />
+Glenn L. Emmons, Commissioner</p>
+
+<p class="center">BRANCH OF EDUCATION<br />
+Hildegard Thompson, Chief</p>
+
+<p class="center"><br /><small>Single Copy Price 20 cents</small></p>
+
+<p class="center"><br /><small>Phoenix Indian School Print Shop<br />
+Phoenix, Arizona<br />
+Third Edition 5,000 copies&mdash;September 1953
+</small></p>
+
+
+
+<hr style="width: 65%;" />
+<h1>Little Man's family</h1>
+
+<h3>diné yázhí ba'á&#322;chíní</h3>
+
+<h3>pre-primer</h3>
+
+<div class="figcenter" style="width: 428px;">
+<img src="images/002.png" width="428" height="400" alt="Navaho family" title="" />
+</div>
+
+<h3>by</h3>
+
+<h2>J. B. Enochs</h2>
+
+<h3>illustrated by</h3>
+
+<h2>Gerald Nailor</h2>
+
+<p class="center">BUREAU OF INDIAN AFFAIRS
+</p>
+
+
+<hr style="width: 65%;" />
+<h2>FOREWORD</h2>
+
+
+<p>This pre-primer is one of three little books based on material
+prepared by J. B. Enochs, who once taught in the sanitarium
+school at Kayenta. It deals entirely with typical life experiences
+among the Navaho, the largest Indian tribe in the
+United States, numbering approximately 65,000. Nine out of
+ten Navahos do not speak English, and the tribe has never had
+a written language.</p>
+
+<p>Missionaries and scientists for many years have had alphabets
+with which to record this difficult language. But these
+alphabets have usually included letters not found in English,
+and have been peppered with diacritical marks to indicate
+inflection, tonal change and nasalization. Thus they proved
+too complicated for popular use. Space does not permit mention
+of many who have worked with the Navaho language. Finally
+Dr. John Harrington, of the Smithsonian Institution, and Mr.
+Oliver LaFarge, author and linguist, collaborated to produce
+a simplified alphabet which might be written with an ordinary
+typewriter. Mr. Robert W. Young, <ins title="Transcriber's Note: original reads 'assocate'">associate</ins> of Dr. Harrington,
+experimentally recorded a great deal of material in this new
+alphabet. The Navaho portions of later pamphlets in this bi-lingual
+series are the joint work of Harrington and Young.
+<b>Little Man's Family</b> has been expressed in Navaho, using the
+Harrington-LaFarge alphabet, by Willetto Antonio, a Navaho
+teacher on the reservation, and Dr. Edward Kennard, formerly
+a specialist in Indian languages for the Indian Service. Both
+the recordings and the interpretation in these books have been
+checked by Chic Sandoval, Howard Gorman, and Adolph Bitanny,
+Navaho interpreters, and by Robert W. Young. Back pages contain
+an explanation of the sound values represented by the alphabet,
+and the indications of tonal change and nasalization which
+are used.</p>
+
+<p>These bi-lingual texts are an attempt to speed up Indian understanding
+of modern life. Use of native languages to speed up
+acquisition of English in Federal schools is a new departure in
+Indian policy, which has proved very successful.</p>
+
+<p>The type used for these books has been selected because of
+its similarity in design to the alphabet used for manuscript writing.
+In the primers, only proper names and the pronoun I have
+to be capitalized, so as to further minimize the new learnings
+often encountered by the primary child when faced with several
+different alphabets at once.</p>
+
+<p class="right">
+Willard W. Beatty
+</p>
+
+<p>Revised February 1950<span class="pagenum"><a name="Page_3" id="Page_3">[Pg 3]</a></span></p>
+
+
+
+<hr style="width: 65%;" />
+<div class="figcenter" style="width: 264px;">
+<img src="images/004.png" width="264" height="446" alt="Navaho boy" title="" />
+</div>
+
+<div class = "main">
+<p class="center">I am a Navaho boy.</p>
+
+<p class="center">diné 'ashkii nish&#322;í&#808;.<span class="pagenum"><a name="Page_4" id="Page_4">[Pg 4]</a></span></p>
+
+<hr style="width: 65%;" />
+<div class="figcenter" style="width: 257px;">
+<img src="images/005.png" width="257" height="493" alt="mother" title="" />
+</div>
+
+<p class="center">my mother</p>
+
+<p class="center">shimá<span class="pagenum"><a name="Page_5" id="Page_5">[Pg 5]</a></span></p>
+
+<hr style="width: 65%;" />
+<div class="figcenter" style="width: 295px;">
+<img src="images/006.png" width="295" height="515" alt="father" title="" />
+</div>
+<p class="center">my father</p>
+
+<p class="center">shizhé'é<span class="pagenum"><a name="Page_6" id="Page_6">[Pg 6]</a></span></p>
+
+<hr style="width: 65%;" />
+<div class="figcenter" style="width: 338px;">
+<img src="images/007.png" width="338" height="307" alt="baby brother" title="" />
+</div>
+
+<p class="center">my baby brother</p>
+
+<p class="center">'awéé' sitsilí<span class="pagenum"><a name="Page_7" id="Page_7">[Pg 7]</a></span></p>
+
+<hr style="width: 65%;" />
+<div class="figcenter" style="width: 410px;">
+<img src="images/008.png" width="410" height="232" alt="baby&#39;s cradle" title="" />
+</div>
+
+<p class="center">our baby's cradle</p>
+
+<p class="center">nihe'awéé' bits'áál<span class="pagenum"><a name="Page_8" id="Page_8">[Pg 8]</a></span></p>
+
+<hr style="width: 65%;" />
+<div class="figcenter" style="width: 277px;">
+<img src="images/009.png" width="277" height="432" alt="big sister" title="" />
+</div>
+
+<p class="center">my big sister</p>
+
+<p class="center">shádí<span class="pagenum"><a name="Page_9" id="Page_9">[Pg 9]</a></span></p>
+
+<hr style="width: 65%;" />
+<div class="figcenter" style="width: 260px;">
+<img src="images/010.png" width="260" height="352" alt="little sister" title="" />
+</div>
+
+<p class="center">my little sister</p>
+
+<p class="center">shideezhí<span class="pagenum"><a name="Page_10" id="Page_10">[Pg 10]</a></span></p>
+
+<hr style="width: 65%;" />
+<div class="figcenter" style="width: 499px;">
+<img src="images/011.png" width="499" height="303" alt="hogan" title="" />
+</div>
+
+<p class="center">our hogan</p>
+
+<p class="center">nihighan<span class="pagenum"><a name="Page_11" id="Page_11">[Pg 11]</a></span></p>
+
+<hr style="width: 65%;" />
+<div class="figcenter" style="width: 450px;">
+<img src="images/012.png" width="450" height="399" alt="making hogan" title="" />
+</div>
+
+<p class="center">my father made our hogan</p>
+
+<p class="center">shizhé'é nihighan 'áyiilaa.<span class="pagenum"><a name="Page_12" id="Page_12">[Pg 12]</a></span></p>
+
+<hr style="width: 65%;" />
+<div class="figcenter" style="width: 457px;">
+<img src="images/013.png" width="457" height="279" alt="sweathouse" title="" />
+</div>
+
+<p class="center">our sweathouse</p>
+
+<p class="center">nihitáchééh<span class="pagenum"><a name="Page_13" id="Page_13">[Pg 13]</a></span></p>
+
+<hr style="width: 65%;" />
+<div class="figcenter" style="width: 366px;">
+<img src="images/014.png" width="366" height="347" alt="soapweed plant" title="" />
+</div>
+
+<p class="center">the soapweed plant</p>
+
+<p class="center">tsá'ászi'<span class="pagenum"><a name="Page_14" id="Page_14">[Pg 14]</a></span></p>
+
+<hr style="width: 65%;" />
+<div class="figcenter" style="width: 402px;">
+<img src="images/015.png" width="402" height="337" alt="washing hair" title="" />
+</div>
+
+<p class="center">we wash our hair</p>
+
+<p class="center">nihitsii' tanínádeiigis<span class="pagenum"><a name="Page_15" id="Page_15">[Pg 15]</a></span></p>
+
+<hr style="width: 65%;" />
+<div class="figcenter" style="width: 492px;">
+<img src="images/016.png" width="492" height="194" alt="sheep" title="" />
+</div>
+
+<p class="center">our sheep</p>
+
+<p class="center">nihidibé<span class="pagenum"><a name="Page_16" id="Page_16">[Pg 16]</a></span></p>
+
+<hr style="width: 65%;" />
+<div class="figcenter" style="width: 451px;">
+<img src="images/017.png" width="451" height="253" alt="goats" title="" />
+</div>
+
+<p class="center">our goats</p>
+
+<p class="center">nihit&#322;'ízí<span class="pagenum"><a name="Page_17" id="Page_17">[Pg 17]</a></span></p>
+
+<hr style="width: 65%;" />
+<div class="figcenter" style="width: 523px;">
+<img src="images/018.png" width="523" height="220" alt="corral" title="" />
+</div>
+
+<p class="center">our corral</p>
+
+<p class="center">nihidibé bighan<span class="pagenum"><a name="Page_18" id="Page_18">[Pg 18]</a></span></p>
+
+<hr style="width: 65%;" />
+<div class="figcenter" style="width: 509px;">
+<img src="images/019.png" width="509" height="291" alt="horses" title="" />
+</div>
+
+<p class="center">our horses</p>
+
+<p class="center">nihilí&#808;í&#808;'<span class="pagenum"><a name="Page_19" id="Page_19">[Pg 19]</a></span></p>
+
+<hr style="width: 65%;" />
+<div class="figcenter" style="width: 489px;">
+<img src="images/020.png" width="489" height="243" alt="wagon" title="" />
+</div>
+
+<p class="center">our wagon</p>
+
+<p class="center">nihitsinaab&#261;&#261;s<span class="pagenum"><a name="Page_20" id="Page_20">[Pg 20]</a></span></p>
+
+<hr style="width: 65%;" />
+<div class="figcenter" style="width: 336px;">
+<img src="images/021.png" width="336" height="202" alt="mother&#39;s saddle" title="" />
+</div>
+
+<p class="center">my mother's saddle</p>
+
+<p class="center">shimá bilí&#808;í&#808;' biyéél<span class="pagenum"><a name="Page_21" id="Page_21">[Pg 21]</a></span></p>
+
+<hr style="width: 65%;" />
+<div class="figcenter" style="width: 341px;">
+<img src="images/022.png" width="341" height="206" alt="father&#39;s saddle" title="" />
+</div>
+
+<p class="center">my father's saddle</p>
+
+<p class="center">shizhé'é bilí&#808;í&#808;' biyéél<span class="pagenum"><a name="Page_22" id="Page_22">[Pg 22]</a></span></p>
+
+<hr style="width: 65%;" />
+<div class="figcenter" style="width: 436px;">
+<img src="images/023.png" width="436" height="303" alt="spotted pony" title="" />
+</div>
+
+<p class="center">my little spotted pony</p>
+
+<p class="center">shilé'éyázhí &#322;ikizh<span class="pagenum"><a name="Page_23" id="Page_23">[Pg 23]</a></span></p>
+
+<hr style="width: 65%;" />
+<div class="figcenter" style="width: 417px;">
+<img src="images/024.png" width="417" height="332" alt="black dog" title="" />
+</div>
+
+<p class="center">my black dog</p>
+
+<p class="center">shilééch&#261;&#261;shzhiin<span class="pagenum"><a name="Page_24" id="Page_24">[Pg 24]</a></span></p>
+
+<hr style="width: 65%;" />
+<div class="figcenter" style="width: 400px;">
+<img src="images/025.png" width="400" height="385" alt="loom" title="" />
+</div>
+
+<p class="center">my mother's loom</p>
+
+<p class="center">shimá bidah'iist&#322;'ó&#808;<span class="pagenum"><a name="Page_25" id="Page_25">[Pg 25]</a></span></p>
+
+<hr style="width: 65%;" />
+<div class="figcenter" style="width: 453px;">
+<img src="images/026.png" width="453" height="340" alt="cleaning the wool" title="" />
+</div>
+
+<p class="center">my mother cleans the wool.</p>
+
+<p class="center">shimá 'aghaa' hasht'eilééh<span class="pagenum"><a name="Page_26" id="Page_26">[Pg 26]</a></span></p>
+
+<hr style="width: 65%;" />
+<div class="figcenter" style="width: 405px;">
+<img src="images/027.png" width="405" height="334" alt="carding the wool" title="" />
+</div>
+
+<p class="center">my mother cards the wool.</p>
+
+<p class="center">shimá 'aghaa' hanéini&#322;cha'.<span class="pagenum"><a name="Page_27" id="Page_27">[Pg 27]</a></span></p>
+
+<hr style="width: 65%;" />
+<div class="figcenter" style="width: 446px;">
+<img src="images/028.png" width="446" height="325" alt="spinning the wool" title="" />
+</div>
+
+<p class="center">my mother spins the wool</p>
+
+<p class="center">shimá 'aghaa' hanéini&#322;dis.<span class="pagenum"><a name="Page_28" id="Page_28">[Pg 28]</a></span></p>
+
+<hr style="width: 65%;" />
+<div class="figcenter" style="width: 432px;">
+<img src="images/029.png" width="432" height="430" alt="weaving a rug" title="" />
+</div>
+
+<p class="center">my mother weaves a rug.</p>
+
+<p class="center">shimá diyogí yit&#322;'ó.<span class="pagenum"><a name="Page_29" id="Page_29">[Pg 29]</a></span></p>
+
+<hr style="width: 65%;" />
+<div class="figcenter" style="width: 492px;">
+<img src="images/030.png" width="492" height="367" alt="sisters help mother" title="" />
+</div>
+
+<p class="center">my sisters help my mother.</p>
+
+<p class="center">shádí dóó shideezhí shimá yíká
+'anáhi'nilchééh.<span class="pagenum"><a name="Page_30" id="Page_30">[Pg 30]</a></span>
+</p>
+
+<hr style="width: 65%;" />
+<div class="figcenter" style="width: 532px;">
+<img src="images/031.png" width="532" height="392" alt="selling the rug" title="" />
+</div>
+
+<p class="center">we sell the rug.</p>
+
+<p class="center">diyogí ninádahiilnih.<span class="pagenum"><a name="Page_31" id="Page_31">[Pg 31]</a></span></p>
+</div>
+
+
+<hr style="width: 65%;" />
+<h2><a name="THE_NAVAHO_ALPHABET" id="THE_NAVAHO_ALPHABET"></a>THE NAVAHO ALPHABET</h2>
+
+
+<p>The following information with regard to the Navaho alphabet
+and its use should prove helpful to one familiar with the English
+language.</p>
+
+
+<h4>VOWELS</h4>
+
+<p>The vowels have continental values. They are as follows, the
+first example being a Navaho word, the second the closest
+approximation to the sound in an English word:</p>
+
+
+<div class="center">
+<table border="0" cellpadding="4" cellspacing="0" summary="">
+<tr><td>a</td><td>gad (juniper)</td><td>father</td></tr>
+<tr><td align="left">e</td><td align="left">ké (shoe)</td><td align="left">met</td></tr>
+<tr><td align="left">i</td><td align="left">sis (belt) or as in<br />dishááh (I'm starting)</td><td align="left">sit or as in<br />pique</td></tr>
+<tr><td align="left">o</td><td align="left">doo (not)</td><td align="left">note</td></tr>
+</table></div>
+
+<p>Vowels may be either long or short in duration, the long vowel
+being indicated by a doubling of the letter. This never affects
+the quality of the vowel, except that long i is always pronounced
+as in pique.</p>
+
+
+<div class="table">
+<table border="0" cellpadding="4" cellspacing="0" summary="">
+<tr><td align="left">sis (belt) is short</td><td align="left">&nbsp;&nbsp;</td><td align="left">siziiz (my belt) is long</td></tr>
+</table></div>
+
+<p>Vowels with a hook beneath the letter are nasalized. That
+is, some of the breath passes through the nose in their production.
+After n, all vowels are nasalized and are not marked.</p>
+
+
+<div class="center">
+<table border="0" cellpadding="4" cellspacing="0" summary="">
+<tr><td align="left">tsinaab&#261;&#261;s</td><td align="left">(wagon)</td></tr>
+<tr><td align="left">jí&#808;</td><td align="left">(day)</td></tr>
+<tr><td align="left">kó&#808;ó&#808;</td><td align="left">(here)</td></tr>
+</table></div>
+
+
+<h4>DIPHTHONGS</h4>
+
+<p>The diphthongs are as follows:</p>
+
+
+<div class="center">
+<table border="0" cellpadding="4" cellspacing="0" summary="">
+<tr><td align="left">ai</td><td align="left">hai (winter)</td><td align="left">aisle</td></tr>
+<tr><td align="left">ei</td><td align="left">séí (sand)</td><td align="left">weigh</td></tr>
+<tr><td align="left">oi</td><td align="left">'ayóí (very)</td><td align="left">Joey</td></tr>
+</table></div>
+<p>The diphthongs oi (as in Joey) will frequently be heard as ui
+(as in dewy) in certain sections of the reservation. However,
+since the related word ayóó is always of one value, this spelling
+has been standardized.</p>
+
+<p>In a similar way, the diphthongs ei and ai are not universally
+distinguished. For example, the word for sand, séí will be pronounced
+sáí by some Navahos.<span class="pagenum"><a name="Page_32" id="Page_32">[Pg 32]</a></span></p>
+
+
+<h4>CONSONANTS</h4>
+
+<p>The consonants are as follows:</p>
+
+<div class="center">
+<table border="0" cellpadding="4" cellspacing="0" summary="">
+<tr><td align="left">b</td><td align="left">bá (for him)</td><td align="left">like</td><td align="left">p</td><td align="left">in spot</td></tr>
+<tr><td align="left">d</td><td align="left">díí (this)</td><td align="left">like</td><td align="left">t</td><td align="left">in stop</td></tr>
+<tr><td align="left">g</td><td align="left">gah (rabbit)</td><td align="left">like</td><td align="left">k</td><td align="left">in sky</td></tr>
+</table></div>
+
+<p>These sounds are not truly voiced as are the sounds represented
+by these letters in English, but are like the wholly unaspirated
+p, t, and k in the English words given as examples.</p>
+
+<div class="center">
+<table border="0" cellpadding="4" cellspacing="0" summary="">
+<tr><td align="left">t</td><td align="left">tó (water)</td><td align="left">tea</td></tr>
+<tr><td align="left">k</td><td align="left">ké (shoe)</td><td align="left">kit</td></tr>
+</table></div>
+
+<p>The t and k in Navaho are much more heavily aspirated than
+in the English words given in the examples, so that the aspiration
+has a harsh fricative quality.</p>
+
+
+<div class="center">
+<table border="0" cellpadding="4" cellspacing="0" summary="">
+<tr><td align="left">'</td><td align="left">glottal stop</td><td align="left">yá'át'ééh (it is good)</td><td align="left">unh unh, oh oh</td></tr>
+</table></div>
+
+<p>In the American colloquial negative unh unh, and in the exclamatory
+expression oh oh, the glottal stop precedes the u and
+the o respectively. Or, in actual speech, the difference between
+Johnny earns and Johnny yearns, is that the former has a glottal
+closure between the two words.</p>
+
+
+<div class="center">
+<table border="0" cellpadding="4" cellspacing="0" summary="">
+<tr><td align="left">t'</td><td align="left">yá'át'ééh (it is good)</td></tr>
+</table></div>
+
+<p>This letter represents the sound produced by the almost simultaneous
+release of the breath from the closure formed by the
+tip of the tongue and the teeth and the glottal closure described
+previously.</p>
+
+
+<div class="center">
+<table border="0" cellpadding="4" cellspacing="0" summary="">
+<tr><td align="left">k'</td><td align="left">k'ad (now)</td></tr>
+</table></div>
+
+<p>This sound is produced in the same way as the t', except that
+the k closure is formed by the back of the tongue and the soft
+palate.</p>
+
+
+<div class="center">
+<table border="0" cellpadding="4" cellspacing="0" summary="">
+<tr><td align="left">m</td><td align="left">mósí (cat)</td><td align="left">man</td></tr>
+<tr><td align="left">n</td><td align="left">naadá&#808;á&#808;' (corn)</td><td align="left">no</td></tr>
+<tr><td align="left">s</td><td align="left">sis (belt)</td><td align="left">so</td></tr>
+<tr><td align="left">sh</td><td align="left">shash (bear)</td><td align="left">she</td></tr>
+<tr><td align="left">z</td><td align="left">zas (snow)</td><td align="left">zebra</td></tr>
+<tr><td align="left">zh</td><td align="left">'ázhi' (name)</td><td align="left">azure</td></tr>
+<tr><td align="left">l</td><td align="left">laanaa (would that)</td><td align="left">let</td></tr>
+<tr><td align="left">&#322;</td><td align="left">&#322;id (smoke)</td></tr>
+</table></div>
+<p><span class="pagenum"><a name="Page_33" id="Page_33">[Pg 33]</a></span>
+
+This sound is made with the tongue in exactly the same position
+as in the ordinary l, but the voice box or larynx does not
+function. The difference between these two l's is the same as
+the difference between the b and p, d and t, or s and z. If one
+attempts to pronounce th as in thin followed by l without an
+intervening vowel a &#322; is produced. Thus ath&#322;ete.</p>
+
+
+<div class="center">
+<table border="0" cellpadding="4" cellspacing="0" summary="">
+<tr><td align="left">h</td><td align="left">háadi (where)</td><td align="left">hot</td></tr>
+</table></div>
+
+<p>In Navaho there are two sounds represented by the letter h.
+The difference is in the intensity or fricativeness. Where h is the
+first letter in a syllable it is by some pronounced like the ch of German.
+This harsh <ins title="Transcriber's Note: original reads 'pronounciation'">pronunciation</ins> is the older, but the younger generation
+of Navahos tends to pronounce the sound much as in
+English.</p>
+
+
+<div class="center">
+<table border="0" cellpadding="4" cellspacing="0" summary="">
+<tr><td align="left">gh</td><td align="left">hooghan (hogan)</td></tr>
+</table></div>
+
+<p>This is the voiced equivalent of the harshly pronounced variety
+of h, the functioning of the voice being the only difference
+between the two sounds.</p>
+
+
+<div class="center">
+<table border="0" cellpadding="4" cellspacing="0" summary="">
+<tr><td align="left">j</td><td align="left">jádí (antelope)</td><td align="left">jug</td></tr>
+</table></div>
+
+<p>This sound is an unaspirated ch, just as d and g represent
+unaspirated t and k.</p>
+
+
+<div class="center">
+<table border="0" cellpadding="4" cellspacing="0" summary="">
+<tr><td align="left">ch</td><td align="left">chizh (wood)</td><td align="left">church</td></tr>
+<tr><td align="left">ch'</td><td align="left">ch'il (plant)</td></tr>
+<tr><td align="left"></td></tr>
+</table></div>
+
+<p>This sound is produced in a fashion similar to the t' and k',
+but with the release of the breath from the ch position and
+from the glottal closure.</p>
+
+
+<div class="center">
+<table border="0" cellpadding="4" cellspacing="0" summary="">
+<tr><td align="left">dz</td><td align="left">dzi&#322; (mountain)</td><td align="left">adze</td></tr>
+<tr><td align="left">ts</td><td align="left">tsa (awl)</td><td align="left">hats</td></tr>
+</table></div>
+
+<p>ts <ins title="Transcriber's Note: original reads 'ocurs'">occurs</ins> in the beginning and middle of Navaho words, but
+only in final position in <ins title="Transcriber's Note: original reads 'Englsh'">English</ins>.</p>
+
+
+<div class="center">
+<table border="0" cellpadding="4" cellspacing="0" summary="">
+<tr><td align="left">ts'</td><td align="left">ts'in (bone)</td></tr>
+</table></div>
+
+<p>This sound is similar to ch', except for the tongue position,
+and involves the release of the breath from the glottal closure
+in the same way as the other glottalized sounds.<span class="pagenum"><a name="Page_34" id="Page_34">[Pg 34]</a></span></p>
+
+
+<div class="center">
+<table border="0" cellpadding="4" cellspacing="0" summary="">
+<tr><td align="left">dl</td><td align="left">beeldléí (blanket)</td></tr>
+</table></div>
+
+<p>The dl is produced as one sound, as gl is in the word glow.</p>
+
+
+<div class="center">
+<table border="0" cellpadding="4" cellspacing="0" summary="">
+<tr><td align="left">t&#322;</td><td align="left">t&#322;a (grease)</td></tr>
+</table></div>
+
+<p>This sound is pronounced as unvoiced dl.</p>
+
+
+<div class="center">
+<table border="0" cellpadding="4" cellspacing="0" summary="">
+<tr><td align="left">t&#322;</td><td align="left">t&#322;'ízí (goat)</td></tr>
+</table></div>
+
+<p>This sound involves the release of the breath from the t position
+of the tongue tip and teeth, from the contact of the sides
+of the tongue inside the back teeth (normal l position), and
+the glottal closure. It has a marked explosive quality. The
+sound is produced as a unit, as in the gl of glow, cited above.</p>
+
+
+<div class="center">
+<table border="0" cellpadding="4" cellspacing="0" summary="">
+<tr><td align="left">y</td><td align="left">yá (sky)</td><td align="left">you</td></tr>
+<tr><td align="left">w</td><td align="left">'awéé' (baby)</td><td align="left">work</td></tr>
+</table></div>
+
+
+<h4>PALATALIZATION AND LABIALIZATION</h4>
+
+<p>It is to be noted that the sounds represented by g, t, k, h, gh,
+and ch, ts (when heavily aspirated) are palatalized before e, i,
+and labialized before o. By this it is meant that such a word
+as ké (shoe) is pronounced as though it were written kyé, and
+tó (water) as though written twó.</p>
+
+<p>Due to the nature of the gh sound, it practically resolves itself
+into a w when followed by o. Thus tálághosh (soap) could
+be written táláwosh, yishgho&#322; (I'm running) as yishwo&#322; etc.</p>
+
+<p>k and h can also be pronounced as kw and hw before e, i,
+in which case the combination is a distinct phoneme. In such
+cases the w must be written. Thus kwe'é (here), kwii (here),
+hwii (satisfaction) etc.</p>
+
+
+<h4>TONE</h4>
+
+<p>The present system of writing Navaho employs only one diacritical
+to express four tonal variations. This is the acute accent
+mark (´). If a short vowel or n, both elements of a long vowel or
+a diphthong are marked thus the tone indicated is high. If only
+the first element of a long vowel or diphthong is marked the tone
+is falling from high, and if only the last element is marked the
+tone is rising from low. When a vowel, diphthong or n is unmarked
+the tone is low. The difference between low and high
+tone in Navaho is similar to the difference in tone of "are you"
+and "going" in the English question "are you going?"<span class="pagenum"><a name="Page_35" id="Page_35">[Pg 35]</a></span></p>
+
+
+<div class="center">
+<table border="0" cellpadding="4" cellspacing="0" summary="">
+<tr><td align="left">'azee'</td><td align="left">(medicine) low tone</td></tr>
+<tr><td align="left">'azéé'</td><td align="left">(mouth) high tone</td></tr>
+<tr><td align="left">háadish?</td><td align="left">(where?) falling tone</td></tr>
+<tr><td align="left">shínaaí</td><td align="left">(my elder brother) rising tone</td></tr>
+</table></div>
+
+
+<h4>WORD AND SENTENCE STRUCTURE</h4>
+
+<p>Teachers will note that the possessive pronouns of Navaho
+are always prefixed to the noun. Thus, we have shimá (my
+mother), nimá (your mother), bimá (his mother), but never má.
+The stem -má has no independent form and never occurs without
+a prefix.</p>
+
+<p>The structure of the Navaho verb has similar characteristics,
+but is more complex. The subject of the sentence is always
+incorporated in the verb with a pronominal form, and other verbal
+elements. Ideas of time and mode are likewise incorporated in
+the verb, and auxiliary verbs such as will, did, have, might, etc.
+do not occur in Navaho. The ideas conveyed by these independent
+words in English are expressed by different forms of the
+verb itself in Navaho.</p>
+
+<p>Another point in which Navaho sentence structure differs from
+English is that English prepositions are postpositions in Navaho.</p>
+
+
+<div class="center">
+<table border="0" cellpadding="4" cellspacing="0" summary="">
+<tr><td align="left">with my elder sister</td><td align="left">shádí bi&#322; (my elder sister, with her)</td></tr>
+<tr><td align="left">for my mother</td><td align="left">shimá bá (my mother for)</td></tr>
+</table></div>
+
+<p>whereas normal word order in English is subject, verb, and
+object, Navaho has subject, object, and verb.<span class="pagenum"><a name="Page_37" id="Page_37">[Pg 37]</a></span><span class="pagenum"><a name="Page_36" id="Page_36">[Pg 36]</a></span></p>
+
+
+
+<hr style="width: 65%;" />
+<h3><a name="PUBLICATIONS_OF_THE_BUREAU_OF_INDIAN_AFFAIRS" id="PUBLICATIONS_OF_THE_BUREAU_OF_INDIAN_AFFAIRS"></a>PUBLICATIONS OF THE BUREAU OF INDIAN AFFAIRS</h3>
+
+<h3>INDIAN LIFE READERS</h3>
+
+
+<p class="head">NAVAJO SERIES (bilingual in English and Navajo)</p>
+
+<p>by J. B. Enochs, illustrated by Gerald Nailor</p>
+
+<p class="title">
+Little Man's family. preprimer, primer and reader
+</p>
+
+<p>by Hildegard Thompson, illustrated by Van Tsihnahjinnie</p>
+
+<p class="title">
+Preprimer, Primer<br />
+Coyote Tales (reader)
+</p>
+
+<p>by Ann Clark, illustrated by Hoke Denetsosie</p>
+
+<p class="title">
+Who Wants to be a Prairie Dog? (A Navajo fairy tale)
+</p>
+
+<p>by Ann Clark, illustrated by Van Tsihnahjinnie</p>
+
+<p class="title">
+  Little Herder in Autumn, in Winter (single volume)<br />
+  Little Herder in Spring, in Summer (single volume)<br />
+ <span style="margin-left: -2em;">In English only:</span><br />
+Little Navajo Herder (Autumn, Winter, Spring, Summer)
+</p>
+
+<p>by Cecil S. King, Navajo New World Readers:</p>
+
+<p class="title">
+1. Away to School. Illustrated by Franklin Kahn<br />
+2. The Flag of My Country. Illustrated by Henry Bahe<br />
+<span style="margin-left: 1em;">(Material of mature concept and simple vocabulary for use by recently non-English-speaking</span>
+adolescents.)
+</p>
+
+
+<p class="head">SIOUX SERIES (in English and Dakota)</p>
+
+<p>by Ann Clark, illustrated by Andrew Standing Soldier</p>
+
+<p class="title">
+Sioux Cowboy (preprimer)<br />
+The Pine Ridge Porcupine<br />
+The Grass Mountain Mouse<br />
+There Still are Buffalo<br />
+Bringer of the Mystery Dog (illustrated by Oscar Howe)<br />
+Brave Against the Enemy (photographic illustrations by Helen Post)<br />
+Singing Sioux Cowboy (Primer)<br />
+The Slim Butte Raccoon<br />
+The Hen of Wahpeton
+</p>
+
+
+<p class="head">PUEBLO SERIES</p>
+
+<p>by Ann Clark (in English and Spanish)</p>
+
+<p class="title">
+Little Boy With Three Names (illustrated by Tonita Lujan) Taos<br />
+Young Hunter of Picuris (illustrated by Velino Herrera)<br />
+Sun Journey (illustrated by Percy Sandy) Zuni
+</p>
+
+<p>by Edward A. Kennard (in English and Hopi)</p>
+
+<p class="title">
+Field Mouse Goes to War (illustrated by Fred Kabotie)<br />
+Little Hopi (illustrated by Charles Loloma)<br />
+</p>
+
+
+<p class="head">ALASKA STORIES</p>
+
+<p>by Edward A. Keithahn, illustrated by George A. Ahgapuk</p>
+
+<p class="title">
+Igloo Tales</p>
+
+<p class="center"><br />Also pamphlets on Indian Life and Customs, and Indian Handcrafts<br />
+for catalog and price list write to<br />
+HASKELL INSTITUTE</p>
+
+<hr style="width: 65%;" />
+
+<div class='tnote'><h3>Transcriber's Notes:</h3>
+
+<p>Spelling corrections made are indicated by dotted lines under the corrections.
+Scroll the mouse over the word and the original text will
+<ins title="Transcriber's Note: original reads 'apprear'">appear</ins>.</p>
+
+<p><b>Changes not made - multiple spellings of:</b></p>
+<ul><li>"pre-primer", "preprimer"</li>
+<li>"bi-lingual", "bilingual"</li></ul>
+</div>
+
+
+
+
+
+
+
+
+<pre>
+
+
+
+
+
+End of the Project Gutenberg EBook of Little Man's Family, by J. B. Enochs
+
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+</pre>
+
+</body>
+</html>
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+The Project Gutenberg EBook of Little Man's Family, by J. B. Enochs
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: Little Man's Family
+       pre-primer
+
+Author: J. B. Enochs
+
+Illustrator: Gerald Nailor
+
+Release Date: October 23, 2011 [EBook #37829]
+
+Language: English
+
+Character set encoding: ASCII
+
+*** START OF THIS PROJECT GUTENBERG EBOOK LITTLE MAN'S FAMILY ***
+
+
+
+
+Produced by Juliet Sutherland, Fulvia Hughes and the Online
+Distributed Proofreading Team at http://www.pgdp.net
+
+
+
+
+
+Transcriber's Note:
+
+  Bold text is denoted by =equal signs=.
+
+  Variations in punctuation (inconsistent full-stops and capitalisation)
+  have been retained as they appear in the original publication.
+
+
+       *       *       *       *       *
+
+
+DEPARTMENT OF THE INTERIOR
+Douglas McKay, Secretary
+
+BUREAU OF INDIAN AFFAIRS
+Glenn L. Emmons, Commissioner
+
+BRANCH OF EDUCATION
+Hildegard Thompson, Chief
+
+Single Copy Price 20 cents
+
+Phoenix Indian School Print Shop
+Phoenix, Arizona
+Third Edition 5,000 copies--September 1953
+
+
+
+
+Little Man's family
+
+dinA(C) yAizhA- ba'AiA,chA-nA-
+
+pre-primer
+
+[Illustration]
+
+by
+
+J. B. Enochs
+
+illustrated by
+
+Gerald Nailor
+
+BUREAU OF INDIAN AFFAIRS
+
+
+
+
+FOREWORD
+
+
+This pre-primer is one of three little books based on material prepared
+by J. B. Enochs, who once taught in the sanitarium school at Kayenta. It
+deals entirely with typical life experiences among the Navaho, the
+largest Indian tribe in the United States, numbering approximately
+65,000. Nine out of ten Navahos do not speak English, and the tribe has
+never had a written language.
+
+Missionaries and scientists for many years have had alphabets with which
+to record this difficult language. But these alphabets have usually
+included letters not found in English, and have been peppered with
+diacritical marks to indicate inflection, tonal change and nasalization.
+Thus they proved too complicated for popular use. Space does not permit
+mention of many who have worked with the Navaho language. Finally Dr.
+John Harrington, of the Smithsonian Institution, and Mr. Oliver LaFarge,
+author and linguist, collaborated to produce a simplified alphabet which
+might be written with an ordinary typewriter. Mr. Robert W. Young,
+associate of Dr. Harrington, experimentally recorded a great deal of
+material in this new alphabet. The Navaho portions of later pamphlets in
+this bi-lingual series are the joint work of Harrington and Young.
+=Little Man's Family= has been expressed in Navaho, using the
+Harrington-LaFarge alphabet, by Willetto Antonio, a Navaho teacher on
+the reservation, and Dr. Edward Kennard, formerly a specialist in Indian
+languages for the Indian Service. Both the recordings and the
+interpretation in these books have been checked by Chic Sandoval, Howard
+Gorman, and Adolph Bitanny, Navaho interpreters, and by Robert W. Young.
+Back pages contain an explanation of the sound values represented by the
+alphabet, and the indications of tonal change and nasalization which are
+used.
+
+These bi-lingual texts are an attempt to speed up Indian understanding
+of modern life. Use of native languages to speed up acquisition of
+English in Federal schools is a new departure in Indian policy, which
+has proved very successful.
+
+The type used for these books has been selected because of its
+similarity in design to the alphabet used for manuscript writing. In the
+primers, only proper names and the pronoun I have to be capitalized, so
+as to further minimize the new learnings often encountered by the
+primary child when faced with several different alphabets at once.
+
+                                 Willard W. Beatty
+
+Revised February 1950
+
+
+
+
+[Illustration]
+
+I am a Navaho boy.
+
+dinA(C) 'ashkii nishA,A-I".
+
+
+[Illustration]
+
+my mother
+
+shimAi
+
+
+[Illustration]
+
+my father
+
+shizhA(C)'A(C)
+
+
+[Illustration]
+
+my baby brother
+
+'awA(C)A(C)' sitsilA-
+
+
+[Illustration]
+
+our baby's cradle
+
+nihe'awA(C)A(C)' bits'AiAil
+
+
+[Illustration]
+
+my big sister
+
+shAidA-
+
+
+[Illustration]
+
+my little sister
+
+shideezhA-
+
+
+[Illustration]
+
+our hogan
+
+nihighan
+
+
+[Illustration]
+
+my father made our hogan
+
+shizhA(C)'A(C) nihighan 'Aiyiilaa.
+
+
+[Illustration]
+
+our sweathouse
+
+nihitAichA(C)A(C)h
+
+
+[Illustration]
+
+the soapweed plant
+
+tsAi'Aiszi'
+
+
+[Illustration]
+
+we wash our hair
+
+nihitsii' tanA-nAideiigis
+
+
+[Illustration]
+
+our sheep
+
+nihidibA(C)
+
+
+[Illustration]
+
+our goats
+
+nihitA,'A-zA-
+
+
+[Illustration]
+
+our corral
+
+nihidibA(C) bighan
+
+
+[Illustration]
+
+our horses
+
+nihilA-I"A-I"'
+
+
+[Illustration]
+
+our wagon
+
+nihitsinaabAe...Ae...s
+
+
+[Illustration]
+
+my mother's saddle
+
+shimAi bilA-I"A-I"' biyA(C)A(C)l
+
+
+[Illustration]
+
+my father's saddle
+
+shizhA(C)'A(C) bilA-I"A-I"' biyA(C)A(C)l
+
+
+[Illustration]
+
+my little spotted pony
+
+shilA(C)'A(C)yAizhA- A,ikizh
+
+
+[Illustration]
+
+my black dog
+
+shilA(C)A(C)chAe...Ae...shzhiin
+
+
+[Illustration]
+
+my mother's loom
+
+shimAi bidah'iistA,'A cubedI"
+
+
+[Illustration]
+
+my mother cleans the wool.
+
+shimAi 'aghaa' hasht'eilA(C)A(C)h
+
+
+[Illustration]
+
+my mother cards the wool.
+
+shimAi 'aghaa' hanA(C)iniA,cha'.
+
+
+[Illustration]
+
+my mother spins the wool
+
+shimAi 'aghaa' hanA(C)iniA,dis.
+
+
+[Illustration]
+
+my mother weaves a rug.
+
+shimAi diyogA- yitA,'A cubed.
+
+
+[Illustration]
+
+my sisters help my mother.
+
+shAidA- dA cubedA cubed shideezhA- shimAi yA-kAi 'anAihi'nilchA(C)A(C)h.
+
+
+[Illustration]
+
+we sell the rug.
+
+diyogA- ninAidahiilnih.
+
+
+
+
+THE NAVAHO ALPHABET
+
+
+The following information with regard to the Navaho alphabet and its use
+should prove helpful to one familiar with the English language.
+
+
+VOWELS
+
+The vowels have continental values. They are as follows, the first
+example being a Navaho word, the second the closest approximation to the
+sound in an English word:
+
+    a  gad (juniper)               father
+
+    e  kA(C) (shoe)                   met
+
+    i  sis (belt) or as in         sit or as in
+       dishAiAih (I'm starting)      pique
+
+    o  doo (not)                   note
+
+Vowels may be either long or short in duration, the long vowel being
+indicated by a doubling of the letter. This never affects the quality of
+the vowel, except that long i is always pronounced as in pique.
+
+    sis (belt) is short            siziiz (my belt) is long
+
+Vowels with a hook beneath the letter are nasalized. That is, some of
+the breath passes through the nose in their production. After n, all
+vowels are nasalized and are not marked.
+
+    tsinaabAe...Ae...s (wagon)
+    jA-I" (day)
+    kA cubedI"A cubedI" (here)
+
+
+DIPHTHONGS
+
+The diphthongs are as follows:
+
+    ai  hai (winter)        aisle
+    ei  sA(C)A- (sand)          weigh
+    oi  'ayA cubedA- (very)        Joey
+
+The diphthongs oi (as in Joey) will frequently be heard as ui (as in
+dewy) in certain sections of the reservation. However, since the related
+word ayA cubedA cubed is always of one value, this spelling has been standardized.
+
+In a similar way, the diphthongs ei and ai are not universally
+distinguished. For example, the word for sand, sA(C)A- will be pronounced
+sAiA- by some Navahos.
+
+
+CONSONANTS
+
+The consonants are as follows:
+
+    b  bAi (for him)        like p in spot
+    d  dA-A- (this)          like t in stop
+    g  gah (rabbit)        like k in sky
+
+These sounds are not truly voiced as are the sounds represented by these
+letters in English, but are like the wholly unaspirated p, t, and k in
+the English words given as examples.
+
+    t  tA cubed (water)      tea
+    k  kA(C) (shoe)       kit
+
+The t and k in Navaho are much more heavily aspirated than in the
+English words given in the examples, so that the aspiration has a harsh
+fricative quality.
+
+    '  glottal stop     yAi'Ait'A(C)A(C)h (it is good)     unh unh, oh oh
+
+In the American colloquial negative unh unh, and in the exclamatory
+expression oh oh, the glottal stop precedes the u and the o
+respectively. Or, in actual speech, the difference between Johnny earns
+and Johnny yearns, is that the former has a glottal closure between the
+two words.
+
+    t'  yAi'Ait'A(C)A(C)h (it is good)
+
+This letter represents the sound produced by the almost simultaneous
+release of the breath from the closure formed by the tip of the tongue
+and the teeth and the glottal closure described previously.
+
+    k'  k'ad (now)
+
+This sound is produced in the same way as the t', except that the k
+closure is formed by the back of the tongue and the soft palate.
+
+    m   mA cubedsA- (cat)               man
+    n   naadAiI"AiI"' (corn)           no
+    s   sis (belt)               so
+    sh  shash (bear)             she
+    z   zas (snow)               zebra
+    zh  'Aizhi' (name)            azure
+    l   laanaa (would that)      let
+    A,   A,id (smoke)
+
+This sound is made with the tongue in exactly the same position as in
+the ordinary l, but the voice box or larynx does not function. The
+difference between these two l's is the same as the difference between
+the b and p, d and t, or s and z. If one attempts to pronounce th as in
+thin followed by l without an intervening vowel a A, is produced. Thus
+athA,ete.
+
+    h   hAiadi (where)       hot
+
+In Navaho there are two sounds represented by the letter h. The
+difference is in the intensity or fricativeness. Where h is the first
+letter in a syllable it is by some pronounced like the ch of German.
+This harsh pronunciation is the older, but the younger generation of
+Navahos tends to pronounce the sound much as in English.
+
+    gh  hooghan (hogan)
+
+This is the voiced equivalent of the harshly pronounced variety of h,
+the functioning of the voice being the only difference between the two
+sounds.
+
+    j  jAidA- (antelope)      jug
+
+This sound is an unaspirated ch, just as d and g represent unaspirated t
+and k.
+
+    ch   chizh (wood)       church
+    ch'  ch'il (plant)
+
+This sound is produced in a fashion similar to the t' and k', but with
+the release of the breath from the ch position and from the glottal
+closure.
+
+    dz  dziA, (mountain)      adze
+    ts  tsa (awl)            hats
+
+ts occurs in the beginning and middle of Navaho words, but only in final
+position in English.
+
+    ts'   ts'in (bone)
+
+This sound is similar to ch', except for the tongue position, and
+involves the release of the breath from the glottal closure in the same
+way as the other glottalized sounds.
+
+    dl   beeldlA(C)A- (blanket)
+
+The dl is produced as one sound, as gl is in the word glow.
+
+    tA,   tA,a (grease)
+
+This sound is pronounced as unvoiced dl.
+
+    tA,   tA,'A-zA- (goat)
+
+This sound involves the release of the breath from the t position of the
+tongue tip and teeth, from the contact of the sides of the tongue inside
+the back teeth (normal l position), and the glottal closure. It has a
+marked explosive quality. The sound is produced as a unit, as in the gl
+of glow, cited above.
+
+    y   yAi (sky)           you
+    w   'awA(C)A(C)' (baby)      work
+
+
+PALATALIZATION AND LABIALIZATION
+
+It is to be noted that the sounds represented by g, t, k, h, gh, and ch,
+ts (when heavily aspirated) are palatalized before e, i, and labialized
+before o. By this it is meant that such a word as kA(C) (shoe) is
+pronounced as though it were written kyA(C), and tA cubed (water) as though
+written twA cubed.
+
+Due to the nature of the gh sound, it practically resolves itself into a
+w when followed by o. Thus tAilAighosh (soap) could be written tAilAiwosh,
+yishghoA, (I'm running) as yishwoA, etc.
+
+k and h can also be pronounced as kw and hw before e, i, in which case
+the combination is a distinct phoneme. In such cases the w must be
+written. Thus kwe'A(C) (here), kwii (here), hwii (satisfaction) etc.
+
+
+TONE
+
+The present system of writing Navaho employs only one diacritical to
+express four tonal variations. This is the acute accent mark (A'). If a
+short vowel or n, both elements of a long vowel or a diphthong are
+marked thus the tone indicated is high. If only the first element of a
+long vowel or diphthong is marked the tone is falling from high, and if
+only the last element is marked the tone is rising from low. When a
+vowel, diphthong or n is unmarked the tone is low. The difference
+between low and high tone in Navaho is similar to the difference in tone
+of "are you" and "going" in the English question "are you going?"
+
+    'azee'    (medicine) low tone
+    'azA(C)A(C)'    (mouth) high tone
+    hAiadish?  (where?) falling tone
+    shA-naaA-   (my elder brother) rising tone
+
+
+WORD AND SENTENCE STRUCTURE
+
+Teachers will note that the possessive pronouns of Navaho are always
+prefixed to the noun. Thus, we have shimAi (my mother), nimAi (your
+mother), bimAi (his mother), but never mAi. The stem -mAi has no
+independent form and never occurs without a prefix.
+
+The structure of the Navaho verb has similar characteristics, but is
+more complex. The subject of the sentence is always incorporated in the
+verb with a pronominal form, and other verbal elements. Ideas of time
+and mode are likewise incorporated in the verb, and auxiliary verbs such
+as will, did, have, might, etc. do not occur in Navaho. The ideas
+conveyed by these independent words in English are expressed by
+different forms of the verb itself in Navaho.
+
+Another point in which Navaho sentence structure differs from English is
+that English prepositions are postpositions in Navaho.
+
+    with my elder sister       shAidA- biA, (my elder sister, with her)
+    for my mother              shimAi bAi (my mother for)
+
+whereas normal word order in English is subject, verb, and object,
+Navaho has subject, object, and verb.
+
+
+
+
+PUBLICATIONS OF THE BUREAU OF INDIAN AFFAIRS
+
+INDIAN LIFE READERS
+
+
+      NAVAJO SERIES (bilingual in English and Navajo)
+
+by J. B. Enochs, illustrated by Gerald Nailor
+    Little Man's family. preprimer, primer and reader
+
+by Hildegard Thompson, illustrated by Van Tsihnahjinnie
+    Preprimer, Primer
+    Coyote Tales (reader)
+
+by Ann Clark, illustrated by Hoke Denetsosie
+    Who Wants to be a Prairie Dog? (A Navajo fairy tale)
+
+by Ann Clark, illustrated by Van Tsihnahjinnie
+    Little Herder in Autumn, in Winter (single volume)
+    Little Herder in Spring, in Summer (single volume)
+  In English only:
+    Little Navajo Herder (Autumn, Winter, Spring, Summer)
+
+by Cecil S. King, Navajo New World Readers:
+    1. Away to School. Illustrated by Franklin Kahn
+    2. The Flag of My Country. Illustrated by Henry Bahe
+      (Material of mature concept and simple vocabulary for use by recently
+    non-English-speaking adolescents.)
+
+
+      SIOUX SERIES (in English and Dakota)
+
+by Ann Clark, illustrated by Andrew Standing Soldier
+    Sioux Cowboy (preprimer)
+    The Pine Ridge Porcupine
+    The Grass Mountain Mouse
+    There Still are Buffalo
+    Bringer of the Mystery Dog (illustrated by Oscar Howe)
+    Brave Against the Enemy (photographic illustrations by Helen Post)
+    Singing Sioux Cowboy (Primer)
+    The Slim Butte Raccoon
+    The Hen of Wahpeton
+
+
+      PUEBLO SERIES
+
+by Ann Clark (in English and Spanish)
+    Little Boy With Three Names (illustrated by Tonita Lujan) Taos
+    Young Hunter of Picuris (illustrated by Velino Herrera)
+    Sun Journey (illustrated by Percy Sandy) Zuni
+
+by Edward A. Kennard (in English and Hopi)
+    Field Mouse Goes to War (illustrated by Fred Kabotie)
+    Little Hopi (illustrated by Charles Loloma)
+
+
+      ALASKA STORIES
+
+by Edward A. Keithahn, illustrated by George A. Ahgapuk
+    Igloo Tales
+
+
+Also pamphlets on Indian Life and Customs, and Indian Handcrafts
+for catalog and price list write to
+HASKELL INSTITUTE
+
+
+       *       *       *       *       *
+
+
+Transcriber's Notes:
+
+Spelling changes made:
+  Foreword: "Mr. Robert W. Young, assocate [associate] of Dr. Harrington"
+  Pg 034: "ts ocurs [occurs] in the beginning"
+  Pg 034: "final position in Englsh [English]."
+  Pg 034: "This harsh pronounciation [pronunciation]"
+
+Changes not made - multiple spellings of:
+  "pre-primer", "preprimer"
+  "bi-lingual", "bilingual"
+
+
+
+
+
+End of the Project Gutenberg EBook of Little Man's Family, by J. B. Enochs
+
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