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diff --git a/37829-h/37829-h.htm b/37829-h/37829-h.htm new file mode 100644 index 0000000..cf80381 --- /dev/null +++ b/37829-h/37829-h.htm @@ -0,0 +1,1316 @@ +<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" + "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> +<!-- $Id: header.txt 236 2009-12-07 18:57:00Z vlsimpson $ --> + +<html xmlns="http://www.w3.org/1999/xhtml" xml:lang="en" lang="en"> + <head> + <meta http-equiv="Content-Type" content="text/html; charset=ISO-8859-1" /> + <meta http-equiv="Content-Style-Type" content="text/css" /> + <title> + The Project Gutenberg eBook of Little Man's family: pre-primer, by J. B. Enochs. + </title> + <style type="text/css"> + +body { + margin-left: 10%; + margin-right: 10%; + max-width: 650px; + font-family: sans-serif; +} + + h1,h2,h3,h5,h6 { + text-align: center; /* all headings centered */ + clear: both; +} + +h4 {text-align: left; + font-size: 115%;} + +p { + margin-top: .75em; + text-align: justify; + margin-bottom: .75em; +} + +hr { + width: 33%; + margin-top: 2em; + margin-bottom: 2em; + margin-left: auto; + margin-right: auto; + clear: both; +} + +table { + margin-left: 5%; + margin-right: auto; +} + +td {padding-right: 3em; + text-align: left;} + +/* large font for main body of book */ +.main {font-size: 150%;} + +/* transcriber's notes */ +ins {text-decoration:none; border-bottom: thin dotted gray;} + +.tnote { + border: dashed 1px; + margin-left: 10%; + margin-right: 10%; + padding-bottom: .5em; + padding-top: .5em; + padding-left: .5em; + padding-right: .5em; +} + +.pagenum { /* uncomment the next line for invisible page numbers */ + visibility: hidden; + position: absolute; + left: 92%; + font-size: smaller; + text-align: right; +} /* page numbers */ + +.center {text-align: center;} + +.right {text-align: right;} + +.left {text-align: left;} + +/* end of book indented headers */ +.head {margin-left: 5em;} + +/* end of book titles */ +.title {margin-top: -.75em; + font-size: 90%; + margin-left: 3.5em;} + +/* Images */ +.figcenter { + margin: auto; + text-align: center; +} + + </style> + </head> +<body> + + +<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—September 1953 +</small></p> + + + +<hr style="width: 65%;" /> +<h1>Little Man's family</h1> + +<h3>diné yázhí ba'áłchíní</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 nishłį́.<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'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">nihitł'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">nihilį́į́'<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">nihitsinaabąąs<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's saddle" title="" /> +</div> + +<p class="center">my mother's saddle</p> + +<p class="center">shimá bilį́į́' 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's saddle" title="" /> +</div> + +<p class="center">my father's saddle</p> + +<p class="center">shizhé'é bilį́į́' 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 łikizh<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">shilééchąąshzhiin<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'iistł'ǫ́<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' hanéiniłcha'.<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' hanéiniłdis.<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 yitł'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"> </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">tsinaabąąs</td><td align="left">(wagon)</td></tr> +<tr><td align="left">jį́</td><td align="left">(day)</td></tr> +<tr><td align="left">kǫ́ǫ́</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">naadą́ą́' (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">ł</td><td align="left">łid (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 ł is produced. Thus athłete.</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">dził (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">tł</td><td align="left">tła (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">tł</td><td align="left">tł'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, yishghoł (I'm running) as yishwoł 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 bił (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. 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