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H;¬Œ;Mí∫;Μ Words an English-To-H;¬Œ;Mí∫;Μ and H;¬Œ;Mí∫;Μ-To-English Dictionary

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H;¬Œ;Mí∫;Μ Words an English-To-H;¬Œ;Mí∫;Μ and H;¬Œ;Mí∫;Μ-To-English Dictionary H;¬œ;mí∫;µ Words An English-to-H;¬œ;mí∫;µ and H;¬œ;mí∫;µ-to-English Dictionary Prepared for the Chemainus, Nanaimo, and Nanoose First Nations and Nanaimo School District No. 68 December, 1997 © 1997 Donna B. Gerdts, The Chemainus First Nation, the Nanaimo First Nations, the Nanoose First Nation, and the First Nations Education Services, School District 68 (Nanaimo-Ladysmith) This work can be photocopied for educational or scholastic purposes with permission from the H;¬œ;mí∫;µ Language Project. The Project can be reached through any of the above parties. Cover art by Noel Brown. ii Edited by: Donna B. Gerdts (Simon Fraser University) Leonard Edwards (Nanoose First Nation) Charles H. Ulrich (University of British Columbia) Brian D. Compton (University of British Columbia) Contributing Elders: Wilfred Aleck (Chemainus) Anne Bob (Nanoose) Jim Bob (Nanoose) Leonard Edwards (Nanoose) May Frenchie (Nanaimo) Hazel Good (Nanaimo) Margaret James (Nanaimo) Emily Manson (Nanaimo) Dora Sampson (Chemainus) Steve Sampson, Sr. (Chemainus) Bill Seward (Nanaimo) Chester Thomas (Nanaimo) Eva Thomas (Nanaimo) Theresa Thorne (Cowichan) Anderson Tommy (Nanaimo) Ellen White (Nanaimo) George Wyse (Nanaimo) iii Acknowledgments The production of this book has been sponsored by the Nanoose First Nation through a grant from the First People’s Cultural Foundation. We thank them for their support, which was essential for the completion of this work. We thank Barbara Barltrop, Leonard Edwards, and Andy Klakikat for securing these funds, and Reinouw Abbott, project coordinator, and Barbara Barltrop, project administrator, for supervising our work. The Nanoose Elders made up the core production team on this project. Leonard Edwards vetted a preliminary version. Then Anne Bob, Jim Bob, and Leonard Edwards discussed and corrected the data. Thanks to these Elders for their diligent work and also for keeping the project on track, especially when it all seemed so overwhelmingly tedious. Thanks also to Jenny Bob for assisting with meetings. The research underlying this book came about as a joint project between Nanaimo School District No. 68 and the Chemainus, Nanaimo, and Nanoose First Nations. We thank the First Nations representatives, Barbara Barltrop (Nanoose), Terry Sampson (Chemainus), and Barbara White (Nanaimo), for their help and cooperation. We would also like to thank Judy Fraser, Jim Kellogg, Leslie Lippert, and Donna Ross of School District 68, who facilitated the planning and implementation process, and Adele Klatt, for providing administrative support. Thanks to Mercedes Hinkson, Simon Fraser University, for initiating this project and helping with the first round of research. Thanks to David Bodaly, Geraldine Manson, and Maria Seward for coordinating the Elders’ meetings that took place during 1994-1997. The Chemainus, Nanaimo, and Nanoose First Nations provided space for our meetings and transportation for the Elders. Also thanks to Geraldine Manson and Penny Seward for inviting us to participate in the Nanaimo Elders’ group. Funding for the research came from the Province of British Columbia, Ministry of Education, through two Aboriginal Education Curriculum Development Grants and two Implementation Grants spanning the period of 1994-1997. We also acknowledge support from the Social Sciences and Humanities Research Council of Canada, the Jacobs Fund, and Simon Fraser University through a President’s Research Grant. SFU also provided the iv audio equipment used in this project. Thanks to Dr. Evan Alderson, former Dean of Arts, Simon Fraser University, for allowing my time to be seconded to the language project. Buy-out was jointly accomplished by the Nanoose First Nation, the Nanaimo First Nations Treaty Negotiation Office, and School District 68. We also thank the Nanaimo First Nations Treaty Negotiations Office for their support for research on placenames and on flora and fauna. The identifications and discussions of flora and fauna are based on the remarks of the Elders. Working with ethnobiologist Brian Compton, the Elders examined specimens or photographs and made cultural commentaries about their location and use. In some instances, identifications are only tentative. Further work is under way to expand and improve our understanding of the traditional and contemporary cultural significance of the biological world. We hope to complete a more detailed work on flora and fauna in the near future. Charles Ulrich was responsible for font design, technical assistance, data entry, word processing, and producing and editing the manuscript. We thank him for seeing this project through and also for understanding our commitment to research on the language. Tom Hukari and Wayne Suttles, mentors and colleagues, have been very helpful in verifying data. Dr. Hukari’s Cowichan Dictionary has not only provided a tremendous reference that has greatly assisted this project but has also set a very high standard of scholarship. We hope that we have adequately followed in his footsteps. We thank Dr. Suttles for sharing his knowledge with us. His comments on flora, fauna, placenames, and items of material culture have been very important. We are also indepted to both Dr. Hukari and Dr. Suttles for discussion of loans from English and from Chinook Jargon. Thanks go to the other Elders and also families of the Elders for their interest in this work. We especially thank Charlotte Aleck, Jenny Bob, Donna Edwards, Geraldine Manson, Agnes Padilla, Steve Sampson, Jr., and Penny Seward. Their commitment will build a bridge to the future for the language. We also thank Benedict Alphonse for visiting our project and sharing his knowledge. Saving the most important to last, we express our deepest appreciation and affection to the Elders who so generously shared their knowledge of the H;¬œ;mí∫;µ language. No thanks can ever be sufficient for the effort that v they have put into this project and no book can ever do justice to their knowledge of the language and the culture. Despite illness, accident, and the ever-increasing demands of teaching, working, and serving, they have continued with this project. Sadly, Emily Manson and Wilfred Aleck have been lost to us and we miss them greatly. In their memory and for the sake of generations to come, the work continues. vi Introduction This dictionary represents words from speakers of the Chemainus, Nanaimo, and Nanoose dialects of H;¬œ;mí∫;µ. It is a collective project of research with several elders. Not all words are known or used by all speakers, but each word included here has been recognized by at least one of the Elders in our project. Usually the words are relevant to speakers of all three dialects, since the dialects are very closely related. They all are members of the larger dialect area known as Island H;¬œ;mí∫;µ. Sometimes, though, the Nanaimo dialect may differ in a vocabulary item or in the pronunciation of a word. We have indicated words of this type by giving the dialect name. Where there is a difference, the Nanoose Elders, due to a shared history with Chemainus, usually have the same word as Chemainus. It should be emphasized, though, that most speakers know both words, since the Elders from all three First Nations are in constant contact and have been interrelated for centuries. Sometimes different Elders pronounce the same word in different ways, but the difference could not clearly be ascribed to dialect differences. In this case, the two words are both given, separated with a ~ , the variation sign. If more than one word was known for an item, multiple entries were given. This dictionary is organized into three sections. First, the words are presented by semantic category. We felt that this would be a useful way to present the information for educational purposes. Formatting by semantic category allows teachers and students to concentrate on a topic. Also, it provides an easy way to look up words that are only partially remembered. If you want to find the name of a bird, and you do not know what it is called in either language, you can scan the bird section, reading the descriptions until a match is found. Some of the information in the dictionary, for example the Latin identifications and descriptions of the flora and fauna, are given only in the semantic category section. The second section gives the H;¬œ;mí∫;µ words in H;¬œ;mí∫;µ alphabetical order (see the chart at the bottom of each page in this section) with an English definition. The third section gives a short English look-up word, followed by the H;¬œ;mí∫;µ word and then followed by the elaborated English definition. The look-up words are very vague, but they vii allow you to move quickly through the list. The elaborated definition then helps to key into the exact word that you require. The fuller definition also provides information about the part of speech. Verbs are either given infinitival definitions (for example, to go down to the beach) if they are completive forms (that is, used for talking about past events), or they are translated as continuatives (going down to the beach). Transitive verbs are indicated by having a third person object in the definition (to look at him/her). H;¬œ;mí∫;µ does not distingush number or gender in its third person forms. So such verbs actually could have objects translated as him, her, it, or them, depending upon the context. We have simply used him/her unless the verb makes more sense with an inanimate or plural object, in which case we used it or them respectively. These conventions, though they make some of the glosses seem awkward, allow us to avoid technical terminology such as verb and transitive. We have made every effort to list each H;¬œ;mí∫;µ word under several different English glosses, since the H;¬œ;mí∫;µ word usually has a range of translations in English.Translation is a messy business.
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