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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 ***
+
+***** This file should be named 37829-8.txt or 37829-8.zip *****
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