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SMITHSONIAN INSTITUTION BUREAU OF ETHNOLOGY J. W. POWELL DIRECTOR
INTRODUCTION
STUDY OF INDIAN LANGUAGES
WORDS PHRASES AND SENTENCES TO BE COLLECTED
Sd Woe O Were
SECOND EDITION—WITH CHARTS
WASHINGTON GOVERNMENT PRINTING OFFICE 1880
prea HT Apes rete i ee ies As
ery
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PTT a (nie
7
(DO NOT FAIL TO FILL THIS BLANK.) —— Tribe, x Locality, Recorded by Date of Record, : 7 i, IV i] i ; a. é _ r \
PREFACE.
During the past ten years students of Indian languages have rapidly multiplied. When the author of this volume began the exploration of the Colorado River of the West under the auspices of the Smithsonian Institution, Professor Henry, as its secretary, urgently recommended a study of thé Indians of that country, although the work was organized primarily as a geographic and geological survey. The region was practi- cally unknown to white men, and the Indians found therein were less modified by the influences of civilization than any others of the United States. The only inhabitants of the country being Indians, the members of the survey were thrown the more directly into contact with them, as their services were needed in finding trails, fords, passes, and watering places. Under these circumstances favorable opportunities were utilized, and from time to time since then this work has gradually expanded until a Bureau of Ethnology, under the direction of the Smithsonian Institution, has been organized by law.
In the mean time, through the efforts of this organization in its various forms many persons have been enlisted in the study of North American anthropology and the philologic branch has received special attention. To intelligently prosecute linguistic research it was found necessary to make a summary of what had previously been done in this field, and a classification of the linguistic stocks of North America was undertaken. In the progress of this work vocabularies and grammars from various sources have been studied and compared with the large amount of matter pouring in from the assistants and collaborators with the Bureau. Those
engaged in the work needed constant direction and were frequently calling BV;
vi PREFACE.
for explanations. Thus there came to be an urgent demand for an “Introduction to the Study of Indian Languages.” In the year 1877 the first edition was issued. The progress made by various students, and the studies made by the author, alike require that a new edition be prepared to meet the more advanced wants and to embody the results of wider studies. Under these circumstances the present edition is published. It does not purport to be a philosophic treatment of the subject of language; it is not a comparative grammar of Indian tongues; it is simply a series of explanations of certain characteristics almost universally found by students of Indian languages—the explanations being of such a character as expe- rience has shown would best meet the wants of persons practically at work in the field on languages with which they are unfamiliar. The book is a body of directions for collectors.
It is believed that the system of schedules, followed seriatim, will lead the student in a proper way to the collection of linguistic materials; that the explanations given will assist him in overcoming the difficulties which he is sure to encounter; and that the materials when collected will consti- tute valuable contributions to philology. It has been the effort of the author to connect the study of language with the study of other branches of anthropology, for a language is best understood when the habits, customs, institutions, philosophy,—the subject-matter of thought embodied in the language are best known. The student of language should be a student of the people who speak the language; and to this end the book has been prepared, with many hints and suggestions relating to other branches of anthropology.
In preparing the first edition the author appealed to the eminent scholar, Prof. J. D. Whitney, for assistance in devising an alphabet; since then further experience has demonstrated the propriety of some changes and a considerable enlargement of the scheme. For the alphabet as it is now presented, Professor Whitney is not responsible, but the writer is greatly indebted to him for laying the foundation of the chapter as it appeared in the previous edition.
In the second chapter, entitled “Hints and Suggestions,” the fourth section embodies a series of questions prepared by the Hon. Lewis H. Morgan,
PREFACE. vil
and by him presented to the Archeological Institute of America, March 1880, ina “Statement concerning the Objects of an Expedition to New Mexico and Arizona, and of one subsequently to Yucatan and Central America.”. In many other ways the author is indebted to Mr. Morgan as the pioneer investigator into the sociology of the North American Indians. The section on Kinship especially is a summary and condensation of a portion of his great work on “Consanguinity and Affinity,” published by the Smithsonian Institute; but the schedule has been considerably enlarged, and diagrams have been devised with the hope of leading to more exhaustive research and more nearly accurate records.
The writer had prepared a section on the study of materials which was thought might be useful in a more advanced stage of linguistic study than that represented in the collection of the schedules. In this he had discussed, to some extent, methods of analyzing Indian languages; but his own work had been rather that of the pioneer, and in such advanced studies he had taken but little part; and the section as written was unsatisfactory. After it had gone into the printer’s hands it occurred to the writer to consult again a paper written some years ago and read by Mr. J. Hammond ‘Trum- bull before the American Philological Association.* On reading the paper again it was thought best to cut out what had been written on this subject and to insert in lieu thereof a large portion of Mr. Trumbull’s paper.
The method of treatment here employed has one characteristic requir- ing mention. In its preparation, from time to time, illustrations from Indian languages have been more and more eliminated. To the general scholar perhaps this is a fault, but experience has fully demonstrated to the author that illustrations from unknown languages, presented to the working stu- dent in the field, serve rather to obscure than elucidate the subject in hand. Illustrations to be of value in such cases must come from materials familiar to the student. In incorporating Mr. Trumbull’s paper, which was written for scholars rather than for students in the field, the writer did not consider himself authorized to modify in any manner what Mr. Trumbull had said.
Trans. Am. Phil. Asso., 1869-70, Hartford: 1871, 8°. pp. 53-79.
Viil PREFACE.
This method of treatment has another important reason for its justifi- cation. It seemed desirable to make the hints and suggestions as brief as possible, so that the whole volume would form a convenient handbook for the collector in the field. In preparing this chapter, in its earliest stage, illustrations were accumulated from many sources. Had they been used the work would have been more than doubled in size, and as its practical purpose would not be subserved thereby they were chiefly eliminated.
Asthe work of the Bureau has extended from time to time, it has been found necessary to prepare a series of volumes like the present, each to be an introduction to some branch of anthropologic research. The previous edition of the present ‘“‘Introduction” was the first of the series; since that time the following have been published:
Secon, ‘Introduction to the Study of Sign Language among the North American Indians,” by Lt. Col. Garrick Mallery, U.S. A.; and
Tuirp, “Introduction to the Study of the Mortuary Customs of the North American Indians,” by Dr. H. C. Yarrow, U.S. A. Several others are in course of preparation and will soon be issued.
This field of research is vast; the materials are abundant and easily col- lected; reward for scientific labor is prompt and generous. Under these circumstances American students are rapidly entering the field. But the area to be covered is so great that many more persons can advantageously work therein. Hundreds of languages are to be studied; hundreds of gov- ernments exist, the characteristics of which are to be investigated and recorded. All these peoples have, to a great extent, diverse arts, diverse mythologies, as well as diverse languages and governments; and while the people are not becoming extinct but absorbed, languages are changing, governments are being overthrown, institutions are replaced, and arts are becoming obsolete. The time for pursuing these investigations will soon end. The assistance of American scholars is most earnestly invoked.
J. W. Powe tt.
Wasuineton, March, 1880.
TABLE -OFLCON TENTS:
CHAPTER J.—ON THE ALPHABET. -
VOW elses see rate amie ec usee caeqanoeecisen aaciocteenise cic aise Sees acia,coo oerenislcels oaauiee Bae e eee Dip dhOn Sse ceases aoe tore enna femme tacit ainan aa atnian Sale, Gaels oemeiseede marae asst @onson amis seeeteee enemas eee ets oleate Sete eaieesic oe we SaR emis ooo sw cielo pecee eee eee aaa
SPALAM CS ere Pee a taes seeelaten ee isco a= S- Siaaw ee else Mere ree Se .ae ccisnes, we 20 te caps cm neces eeeereceees SIDI AMS eet wie eee Siar eo ate Se Eee SUIS asc Sou « Saisineins SO SSea wae cece eee Wie Vega, 1 CGI E0 Geosea ones SSeS EeasGes GaSe SO501e Ge COSC GEC Ee eee ES ae cieee eC MeREce nao IMPerrUpPredasOUnds wecee estes see ee seis so ene ease te ia aus bale, Shegyse cn seam esis snstece SyNthetiCsOUnGs! seams see ease oe ec cee emeeee aes Hes dese es ewase eeu iseweseck eames Complexscam bin atLONs sate eve ea ce ere eee eee essere ere sare, center eo etnies Sareea eee Alphabete casas ease eeceencse= Poort Sas Hnentnos.. 22s aap -ac SE aonPooerurred onbo cee ederooeenteTes
T=—Person ssn oe eee a oe ee oo eee ae ace eee es Mes Posen Seeink ls See Eee ae ae ce 2 hartsOretheyod ype stom sisis aie tee csi ace eee ME ete eo ese ee meee chon eee bemeaucs 3.—Dressiandiornamentsic.-..----\.--- ---= s-sss¥eneee = acess fay led ween wee cance eee sees mate 4.—Dvwellings .......--..-- Si Implementsandsuvensileys = 2 s.//anc 2 teen eee tenes ce ene a ot Saaeiee cise eee see eee CHO deen ern aioe eye eee cece Saciela he aise Ces e Coe eae ane eens Oe CRTs cetera ete ce te. i OOLOTR a Pen aetate Ma apasedes <t Scias Aas Ss MOTI OU ROIS SPIE See Seen ee ee neers e ene ane 8'—Numerals)-2-s2.------ Rees Seg Rn eC CSO eIsodS SOs Oo nS ERS nana Seon nse ae aer aeons sscess NV OF Me aa tres eet aoe ayer eee eee Sore ee ee eee a ee ecm beac a oa eee NEL Ol Divisionno tevin e w= er erin oe eye me Se cee ei ae ae ita ae ees ce rece ie
Oe On Ot
OT 27 An im ally eta arent ctate a ete s = wat ee eee asi a ee aes acai Se cia ee NB = DRS) CO's Sone os oe Sh SSE DOSE AAS ORE CRESSG 6 acm ece rae ter cee Ae ae oy Ree notes eee Guid —Geonraphicibermsecestcas: sca sco tee eae Cee ce. ee need tacaoie soeecene eee NOt Geoora phic sam eset petty. reer ese eclosion Sees § 16.—The firmament, meteorologic and other physical phenomena and objects ............------ NB. KG Si eerie metres sta stacinare ose See gee eer. Meteo Sas ea ace tee cee aeeeeeipenecahiecs Ops Socialmong ant zation rece cece eicic ee cic sae ria eon eee ae eee mines ainisloee sou esesoncetes Oy tora OM CRNIMON bya eeees on see aae = Sy aes Se cas eee epee oie cei, wis Shee cecclowic cow ecemeens SE 20: Reli oi onmesceee cated sole eis ne secs niacin ste sr awere oad one aoe cee e nee Sues eSeakEewce OF 21 MOnbuaiys CUSGOMA eee fee aoe ea oe core eS oe Oe eae eee ou ae tans eek ee ceaoake ize. MediGinGW-meme ayes eae ae meals cree aie cere sea ime le ae oieeen eee c eakean aaa ae oeamieeet socks
Syd Ne wan OLds aan acento en fale ce men ae aie re eb ea ba wen aied woe enek ecSaedaes SR OMIATICS OT ATl OUUIB ee ate See areas eee ete ee eae re encore noes Ss debien Ubclese
SESESNERRESB
Ee ko FSR eS wnwnree oo
44
x TABLE OF CONTENTS.
§ 25.—Accidents of nouns—demonstrative and adjective pronouns .-.-..-.---------------------- § 26.—Personal and article pronouns—transitive verbs ..---..----.------------------------------ $327, —=Possessi on yoee aoe sok rca eee se ee ar ea tele = ene ae atene arete ete eae eee ettar = ot ee tatatr ee § 28.—Intransitive verbs—adjectives, adverbs, prepositions, and nouns used as verbs... --------- 6729 '—Vioice,smodeanditense\s—-4.)25 se ee eet ee ee ee eee eee eee ce eeee eee eee § 30.—Additional investigations suggested... -.- -----. --- 22-222 10. seen ce wooo enn e ween en wees wane § 31.—On the best method of studying materials collected..-....-..--..---------------.-------- §(32:—Theiwranks of Imdianglan snag ese eater fesse = ale easier ete ieee le eee
CHAPTER III.—SCHEDULES.
Scheduler 1 —Personas 152 e see aera eae ea oe oe ee a etre a 2)=——=Parts:of thesbodiyye-a sae oe ee ean aceasta ee eee nae ania ieee ere 3:— Dress, andorra ment sees. sete to cicie cetera rete slate eae Co toatl et JS Diebler V4 os oR enn Bee oes sre eee Pee oe acc cece Hen eee Cectce Gece ceeder oscese 5.—Implements/and:utensils)=< 5222 e as oe =.= Sela asi en eaeega eee
\WVOXYS EIN NPS Se Gee ie qecc une mecemen anacke Sesbackecceronaceacresce popnéb cate Stonenmploments2e-msacct eel se- == pee eet etiam ark Re eee ter ee Shell Phom bones Ge Ge es aie aan ae ee eae nese eee ete erat iIBaskettwarececonsices see ee ciseeien =a eno eee eee ee eee eee eee PPO bherys elastee eres stain = 22s Sain aha oj se ee ee ape alee eaten rctniaie ta teterate = rer stote rete
(gaa OR USS oat ee Seto ESAs o Sa oom ComeIeSE ES en ROO. BEA CASAS HOS acne ce ead i et OX0) (0 2 ee i eet et ee et eRe rie mis SCR ANCE SCE 8: —Numerals—Gardinal numbers! 2a 22-25. acre cies scene sete dalmcieine niece mete
Ordinalimumberste = see -7- ae ee een ane en atea eae e ease eres INTEL iG OSB (Oi emeaaae cece Sao nanonad baco psec ccuoDadacSocee Sate IM ihn ONCE RN he on55 scko sam ocoass Bsodsccpasde0bos omaAShacaeee sessneTe Distributivies =< less ois 21-5 ssa eee eeee esis eee cee ereereeas
OF Me asUTeB ea aiet= septa a maces ici cies aiecis sletteees a Sofa ereata ciate ialetsin apa tm Re ea
Partsrof the body, dc: vot fish. meses] scieeee eo seine erento see ieee Reptilests4.): sees cc2 scan, se ccn cece ce yee eee cena eens ee eeeiens eee eee JIE 8 Thee sor oces Boo Deon PeeeEnEe asan.ceas nenoaanpobescebbsondoospceaoe: =
IB} HERE) oo GES ooo Soes ona aObSoE SoSU EERO REb OSE cSoneaMaEste S95 DOSeeS HoNoSooNsO0Gs0'= 14.—Geographic terms:..-- = Sm) 2a -te<e1s2 = = aces sees Saent= n= Boones POR RSE BoE oO RoOdDaHS 15.—Geopraphic: Names: 255 2-22.52 22s econ ste ces sees a= ses eeleses rece eeseeee ee 16.—The firmament, meteorologic and other physical phenomena and objects .---- .--- - 17.—Kinship.—Relatives.—Lineal descendants of self, male speaking --.--------------
Lineal ascendants of self, male speaking. -----..-.---.---.-- First collateral line, male speaking. ........---...--------- Second collateral line, male speaking ....--.-----..-------- Third collateral line, male speaking ---...----.------------ Fourth collateral line (male branch), male speaking ...--.- - Fourth collateral line (female branch), male speaking... --- Lineal descendants of self, female speaking.--.-. -------.-- Lineal ascendants of self, female speaking..---..----.----- First collateral line, female speaking...........------.---- Second collateral line, female speaking. --...-.--.--------- Third collateral line, female speaking.........--.---..----
69
96
100 101
> * ,
TABLE OF CONTENTS. xi
Pago Schedule 17.—Kinship.—Relatives.—Fourth collateral line (male branch), female speaking. --.- - 160 Fourth collateral line (female branch), female speaking --.. 161 Affinities through relatives—Descendants of self, male speaking-.- ------ 162 First collateral line, male speaking - .----- 163 Second collateral line, male speaking - ---. 164 Third collateral line, male speaking-~.----- 166 Affinities through the marriage of self, male speaking .-.--------------- 171
Affinities through relatives—Descendants of self, female speaking -- ---- 17 First collateral line, female speaking. - ---- 173 4 Second collateral line, female speaking..-. 174 Third collateral line, female speaking -.... 176 Affinities through the marriage of self, female speaking------.-.------- 181 Ordinalimamesofychildren=, <2 22 )isceec, s0l--e2 oe) 5) seals ee ere = 182 18 Social Or sanizatlOnece aso aer ema e anaes seweiee eiomer eect aainmr ee eeu mace eee 183 LOS — GOV eLNMeN tara sas oe ese feo eee seat ees oie Oa hens ee mSaniie Senta eee 185 20: —Relivion = sesees- sci core oe anc Cepmase Sees Serene aoe Shee oSeeee eae eee ess ee eee 186 21-—Mortuary CustOMish =. «.:25<:sa0 -semeinee csc se pinete oot Sasee weseeeescs ss seiceeees ae 187 22.—Medicine...-..--...---- GRAS CEES PES O26 Sepa eRe aap sbsodd aosc equa bocdoaue soGeess 189 23.—Amusements. ..----.----.----.---- SRODEEO REGED RACE CEOS LESS AC SHd me Con neeaeeas = 191 24—NewawordS)cte netic s2<c csmrcisaa seen seen ecaain ssectdeces) -ce([eciseusiens sees ae sen: 192 25.—Number and gender of nouns—Demonstrative and adjective pronouns .-.-...-.--. 196 26.—Personal and article pronouns—Transitive verbs ....-.-------.---.----------+---- » 200 ie OSSOSSION ancien nea setts aa\ saa ne ee calae eee eee nee eee sieeoe eee 206 28.—Intransitive verbs, adjectives, adverbs, prepositions and nouns used as verbs..---.. 210 29.—-VOlce smode. ands tense ceria saae cme sere ye sciat= eee ee eee oe eee esem eee seee 221) 30.—Additional investigations suggested .... .....-...-20--- 020 0+ cece eens cece ceee-- 228
ie o
INTRODUCTION
TO THE
STUDY OF INDIAN LANGUAGES.
By J. W. POWELL.
CHAPTER I.
ON THE ALPHABET.
The study of an unwritten language should begin with committing it to writing. In this manner only can the student become so acquainted with its elements and characteristics as to be able to discover its grammatic structure and its philologic relations; and the language must be written to place such discoveries on record. A language cannot be written until its sounds are mastered, and this is no easy task. The number of distinct qualitative sounds that can be uttered by the human voice i$ very great, and without long training the ear cannot properly discern and discriminate them all. Inthe English language there are more than forty simple or elemen- tary sounds, and each one is made by a more or less complex adjustment and movement of the vocal organs, so that in fact no one of these so-called elementary sounds is strictly simple.
In the study of the sounds of a savage or barbaric language the sim- plest elements into which each can be resolved are oftentimes even more complex than the elementary sounds of the English language. The com-
Sa ak
2 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
plexity of the sounds of an unwritten language on the one hand, and the want of training to distinguish such sounds on the other, makes the study of its phonology difficult. The magnitude of this difficulty in the study of the Indian languages of North America will be better understood when it is known that there are several hundred languages, and that there are proba- bly sounds in each which do not appear in the English or any other civil- ized tongue; and perhaps sounds in each which do not appear in any of the others; and further, that there are perhaps sounds in each of such a charac- ter, or made with so much uncertainty that the ear primarily trained to distinguish English speech is unable to clearly determine what these sounds are, even after many years of effort. But the student of one Indian tongue has but a small part of these difficulties to master. Usually the most ele- mentary sounds into which any Indian language can be resolved will be of a smaller number than the English, and very many of the sounds will be the same or nearly the same as those with which he is familiar. A few only will be strange to him By frequently and carefully comparing the sounds of an Indian tongue with the known sounds of his own language the student will be able to very nearly reproduce and describe them. In his first attempt the obstacles will seem great, but as the work progresses they will largely disappear and he will soon be able to write the language with all the accuracy that linguistic science requires. In practice the student of the Indian tongue will commence by comparing its sounds with those of his own lan- guage, and thus the alphabet of his language will become the basis of the one to be used in writing the Indian language.
To the English student, then, it becomes necessary to determine how his own alphabet, 7. ¢., the Roman letters, can be used for the new language with which he has to deal. There are other reasons than that of mere con- venience why the Roman alphabet should be used. First, it is the alphabet with which the greater part of the civilized people of the world are acquaint- ed, and if consistently used all such people can more easily. study a tongue recorded with it than if unfamiliar characters are employed Again, the Roman alphabet is used in all printing rooms where the English tongue is spoken, and in very many others; and if a new tongue is written in these characters it can be reproduced without difficulty in almost any printing
ON THE ALPHABET. 3
office of the civilized world. If new characters are used or the Roman characters modified so that types for their printing cannot be found in ordi- nary printing offices, the literature relating to such a language will, to a large extent, be excluded from the scientific and popular publications of the world. For these and similar considerations it is best to use the Roman alphabet, unmodified by additions thereto or by such diacritical marks as are not usually found in printing offices.
Unfortunately in the use of the Roman alphabet for the English lan- guage many inconsistencies and absurdities have been introduced. The same sound is often represented by different letters or combinations of let- ters, and often the same letter has different values in different words; that is, in one word it represents some particular sound and in another word some other particular sound. How these inconsistencies have grown up cannot here be set forth. It is unfortunate that the English language, in many respects the most highly developed of all the tongues spoken by civilized people, is so absurdly burdened with a barbaric orthography. This difficulty of the inconsistent use of the alphabet in the English lan- guage is overcome only by an accurate knowledge of the spelling and pro- nunciation of each individual word of the language, as there are practically no rules for spelling and no rules for pronunciation. But he who first writes an Indian language prepares it for the study of those who are not familiar with it, and he will entirely fail unless he uses his alphabet with rigid con- sistency. In first writing a new language it should be an invariable rule to adopt a specific and distinct character for each sound; that is, let every sound have a character of its own and be invariably written with that character.
These then are the fundamental rules to be observed in writing an Indian tongue:
1. The Roman alphabet must be used without additions, and with only such diacritical marks as are found in ordinary fonts of type
2. Each sound must have a letter of its own.
3. Each character must be used to represent but one sound.
4. The Roman alphabet must be used for sounds in the Indian tongue
4 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
the same or analogous to the sounds for which they are used in English and other civilized languages.
It is necessary then to set forth the best method of using the Roman alphabet.
VOWELS.
The vowel sounds found most widely among human languages are the five occurring in these English words: far, they, pique, note, rule.
Each of these sounds is represented in English by two or more letters or combinations of letters. Often in English, still more often in French, and usually in German and Italian, these sounds are represented by the vowel letters by which they are written in the words above given, namely:
a é t oO u Sar, they, pique, note, rule.
They are generally called the continental signs, as being so used in all Europe except the British Isles.
Any given vowel sound is apt to be found in the same language hav- ing two different quantities, one long and one short. Often there is also a slight difference of quality or tone added to that of quantity. This differ- ence of tone between the long and short values of what is nearly the same sound is greater in English than in almost any other language. The shorter sound corresponding to the long e of they is the sound in then or head; the short sound to pique is that in pick; the short sound to rule is that in pull. But the English has no real short 0, except in the ‘‘ Yankee” pronunciation of a few words like home, whole, none. Nor has it a real short sound corre- sponding to the a of far and father ; the so-called ‘‘short 0” of not and what and their like is our nearest approach to it, and near enough to bear being called a short a.
The usual way to distinguish the short value of the vowel is to write a curved mark (the breve) over it. These five signs, then, should be written
in this manner: é é i ‘ i
U what, then, pick, [whole, | pull. It should be distinctly remembered that the sounds represented by these letters marked with the breve are not exactly the short sounds correspond- ing to the long vowels represented by the unmodified letters. There is in
ON THE ALPHABET, 5
each case a slight difference of tone in addition to the difference in quan- tity.
In English we have a vowel sound heard in awe, aught, all, lord, and many other words. It should be written by @. Then there is the sound of a in cat, man, and other words. This should be represented by d. Finally there is the vowel sound heard in but, son, blood. It is‘often called a neutral vowel, because in its utterance the organs of the mouth are nearly in the indefinite position of simple breathing. It is the obscure sound heard in many unaccented syllables — It is nearly like the German 6 and the French eu, but not exactly the same as either. As it is called by us “‘short wu,” and to one accustomed to English seems most naturally represented by a u, the sign @ has been here adopted for it.
The peculiar sound of the French wu in tu, pure, mir, ete., or of the German i in kihl, kiissen, ete., will, whenever found, be written with the German sign #. It is made by a combination of the tongue-position by which i in pique is uttered with the lip-position by which w in rule is uttered. These four additional vowels are thus provided for:
a a a ii ii all, cat, but, kuhl and mir.
Sometimes a vowel is excessively prolonged, and this characteristic plays an important part in some languages. In such cases the sign for plus + should be written after the vowel thus prolonged; thus—ad-+, a+, d+, 0+, a+.
DIPHTHONGS.
What is called the “long i” of aisle, isle, etc., is really a compound sound, a diphthong, beginning with a (far) and running down and ending with i (pique or pick). It is, therefore, to be written with ai.
The sound in how, out, etc., is in a precisely similar manner a com- pound, beginning with a (far) and running down to w (rule or full). It is accordingly to be represented by aw.
If such a diphthong as ours in boil or boy is met with, it must of course be represented by di, the signs for its two parts.
What we call “long u,” as in use, pure, mew, feud, ete., is clearly a
6 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
double scund, precisely that of you, and can never be written with one character in any phonetic alphabet; its proper representative is yu.
We have then, finally, the diphthongs—
ai au di mine, down, boil.
A little careful practice will give ready command of this scheme of vowel signs. It is proposed as a basis, a model which is to be adhered to as closely as circumstances shall allow, in representing the strange sounds that may be met with in practice. Its use will not take away the necessity for careful description, nor will it answer all purposes. A language may, for example (like French and German), distinguish two e-sounds, a closer (French é) and an opener (French é or é), akin respectively with our e (they) and é (then), but, unlike the latter, not differing in quantity, as long and short. In such a case it will be best to use é for the opener sound, and we may also need an 6 for an opener 0, and even an é for an opener i (akin to our short z of pick). And there may be varieties of the “neutral vowel” for which the German 6 will be a convenient sign.
CONSONANTS.
There can be no question as to the proper method of representing some of the consonant sounds, because widespread usage has fixed certain sounds to certain characters; but in others there has been great variety of usage, and still other of the sounds with which the student will have to deal in Indian languages are unknown to the languages of civilization.
MUTES.
The three letters p, t, and krepresent the sounds heard in the following words: prop, trot, creak.
The last example shows that we use ¢ as well as & with this value; that must be avoided in a systematic alphabet; & only should be used.
The ¢ and & of other languages often do not precisely agree in charac- ter with ours; one should be on the lookout here (as, indeed, everywhere else) for differences, and should note and describe them, if possible.
Of these three, the p is called a ‘‘labial” mute, because made with the lips; the ¢ a “lingual” (or “dental”), because made with the tongue-tip
o
ON THE ALPHABET. fi
(and near the teeth); the & a “palatal” or “ guttural,” because made against the palate, or near the throat, with the back part of the tongue.
Then there are three other mutes, closely related to these, 6, d, and g; their examples are these: blab, dread, grog.
They differ from the three preceding in that there is tone, audible sound, made in the throat during the continuance of the contact by which they are produced. They are, therefore, properly called the “sonant” mutes, while the others are called the ‘‘surd” or ‘‘non-sonant,” or ‘‘ tone- less” mutes—or some term equivalent to this; (the names “hard” and “soft,” and their like, are altogether to be rejected.) Usually a language has both the surd and sonant corresponding mutes—t and d, p and b, k and g—it it has either.
All these sounds are called mutes because the mouth-organs are so closed in making them that no breath escapes until the closure is broken or exploded.
The mutes, then, are—
p t k b d g prop, trot, creak, blab, dread, grog. NASALS.
If, now, with just the same positions of the mouth-organs, the breath is suffered to pass into or through the nose, the result is the so-called “nasal mutes,” or ‘nasal consonants,” or simply “‘nasals.” Generally, a language has a nasal corresponding to each pair of non-nasal mutes (surd and sonant). So, in English we hear the labial nasal m, the lingual nasal », and the palatal nasal in sing, bring, etc. This last is just as simple a sound as either of the others, but we have no simple sign for it, and write it with ng. If this double sign, or ‘‘digraph,” were adopted as its representative, we should have difficulty in distinguishing the simple nasal, as in s¢mger, from the nasal followed by a g-sound, as in finger. The best single substitute is f, because it is always to be found in the printing offices.
The nasals, then, are—
m n n mum, nun, sINngunrg.
The nasal mutes are made, as above defined, with complete closure of the mouth-organs, and get their peculiar nasal quality from the ringing of
8 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
the expelled air in the nose. But if the same nasal ringing is made while the mouth-organs are in a position which produces a vowel (part of the breath being driven through the mouth, as in ordinary vowel utterance, but a part also into or through the nose), the result is a vowel with a nasal twang or tone added to it or a ‘‘nasal vowel.” The French, for example, has four nasal vowels, as in en, vin, on, un. Whenever such are found in an Indian language, they may be written with the proper sign for just that vowel-sound which is given, and with the addition of a “superior” » to indicate the nasality. Thus, the four French sounds would be represented thus:
an an an an en, vin, on, un. SPIRANTS.
But there are other pairs of surd and sonant sounds (without nasal cor- respondents).
Thus, for example, the f of fife and the v of valve stand related in this way, the f being made by an expulsion of pure breath, and the v of intoned or sonant breath, through the same position of the mouth-organs. In English, this position is a pressing of the upper teeth upon the lower lip; but some languages leave out the teeth altogether, and produce very nearly the same sounds between the edges of the two lips alone. In any lan- guage it would be well to look sharply to see whether its for v, or both, are of the one kind or the other.
The th-sound in our words thin and truth, and that in then and with, are related in the same way, one being surd and the other sonant. Although they are simple sounds in English, they are represented by a “digraph,” but this method cannot be used in Indian languages, for the component parts of the ‘‘digraph” are needed for their own proper purposes, as these sounds frequently come together in the same order, and in English the same “digraph” is used for both sounds, which will not do. It is proposed to use for the surd (the th as in thin) the ¢, and for the sonant (the th in then) the character ¢.
The sounds last described may be called “spirants.” The fand v are labial, and the ¢ and ¢ are lingual, although each pair brings in an addi-
ON THE ALPHABET. 9
tional organ, the teeth. In English we have no palatal spirants, but they are found in many languages. The German, for example, has two: one in words like ich and milch, formed farther forward on the tongue; the other, in ach, doch, ete., farther back—more gutturally. They are both surd, and the corresponding sonant is nearly the Arabic ‘“ ghain.” As we have no other use for g and 2, these characters may be used in representing them. If a surd palatal spirant is found, let it be represented by gq, and if a sonant is found, by 2.
The spirants, then, are— af v g t @ qd s jife, valve, thin, then, ich and ach, x= Arab. ghain SIBILANTS.
We come now to the class of “ sibilants,” or hissing sounds. Our common English s and z need no explanation; they, too, are corresponding surd and sonant. But our sh-sound is just as much a simple sound as s, although we use two letters to write it; and it, as a surd, has its corre- sponding sonant in azure and pleasure, in fusion and adhesion, and their like. As we have no other use for ¢ and 7 let the first, the surd, be represented by ¢, and its corresponding sonant by 7.
The ch and j sounds in church and judge are compound, having for their last part the sh and zh sounds, with a ¢ prefixed to the one and ad to the other; the ¢ and d, however, formed in a somewhat different way from our usual ones—namely, farther back in the mouth, and with the flat of the tongue. These compound sounds should be written by ée and dj.
Thus, the sibilants are—
8 z c 4} te dj sauce. zones. shrewish. azure. church. judge.
W, Y, BR, L, AND H.
The sounds of our y and w, as in you and we, should be written with these letters. The same with an h-sound prefixed to them—as in when (=hwen) and hue (=hyu)—should be written as pronounced: that is, hw and hy. Some hold, to be sure, that these sounds are not w and y with an h prefixed, but rather are the corresponding surds to w and y; in either case, however, the hw and hy signs are the best, and unobjectionable.
10 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
In the way in which the w and y are made by the mouth-organs, the sound of w differs but slightly from that of w (rue), and the sound of y but slightly from that of 7 (pique).
The r is a difficult sound for an English speaker to deal with, because the English r is spoken so slightly, or even, in a host of cases (when not immediately followed by a vowel), by some people silenced altogether. Other languages are apt to give it a decidedly stronger, even a trilling or vibrated utterance. How, in any given language, the r (if present) is pro- nounced will be a proper subject for special description.
In some languages a sort of imitation of r is made by vibrating the uvula instead of the tip of the tongue. If met with, this may be repre- sented by an inverted r (marked in manuscript thus, 7), as described below. An r that has an h-sound pronounced before it should, of course, be writ- ten hr.
The y-sound is uttered between the tip of the tongue and the roof of the mouth. In an /-sound the tongue touches the roof of the mouth some- where in the middle, and the breath comes out at the sides of the tongue. The ordinary / has the tongue in the ¢-position. The peculiar / expressed in Italian by gi (as in moglie) is made with the flat of the tongue, instead of its tip, against the roof the mouth, and will be conveniently represented by ly; it is also nearly the French / (mowillé). The n similarly made (rather palatal than lingual), which is the # of the Spanish and gn of the French (as in canon, regner), may be written in like manner with ny.
The h-sound, though by no means found in all languages, is a common one. It is an expulsion of air through the position of the adjoining sonant sound. Thus, for example, the h of ha is a momentary rush of surd breath through the organs put in position for a, before the tone begins which makes the a itself; and it is just so with the h of he and with that of who; they are made respectively with the mouth-organs in the position of 7 (pique) and of wu (rule). To be areal h, a pure aspiration, the sound must have this character. If there is a narrowing of the throat anywhere, so as to give a rasping noise, the sound is of another character, a guttural spirant, and must be specially described and differently represented.
In English we use the aspiration only before a vowel and before the
zt
ON THE ALPHABET. 11
semivowels w and y (as instanced above by whez and hue). In some other languages it may be found also before r and / and the nasal mutes » and m. Again, it may be found following instead of preceding the vowel which gives it its character. There are languages, too, in which strengthened or modified breathings appear which yet are not precisely spirants, and it may be necessary, in order to represent them, to double the h, or use other methods of distinction.
Uses have thus been assigned to all our letters.
In some languages the mutes, especially the surd ones, are sometimes uttered in such a way that there is a perceptible puff of breath—a kind of h-sound, between them and the following sounds. Sometimes there is an initial breathing of the same character; in such cases they are said to be aspirated; these aspirates or rough breathings should be represented by an inverted comma, thus, b‘, d‘.
Much like these are the—
INTERRUPTED SOUNDS.
A peculiar modification of a consonant sound is sometimes found in a short explosion as its pronunciation is terminated. Perhaps it would be better described as a hiatus or interruption between two sounds with a slight explosion of the first, though other students describe it as‘an initial explosion to the following sound. The following illustration, taken from C. Hermann Berendt’s “Analytical Alphabet for the Mexican and Central American Languages,” page 3, will assist in the appreciation of this pecul- larity. ‘Omitting from the sentence ‘break in’ the letters brea and pro- nouncing the remainder kin, gives exactly the sound of xin. The same experiment made with the sentences ‘leap on,’ ‘cut off, ‘reach in,’ and ‘kratzen’ (German) gives the sound of pon, tof, txin, tsan. The distinction between the simple and the cut consonant is important. For instance, ‘kan’ means snake, and ‘kan’ yellow in Maya.”
These exploded sounds are very frequent; perhaps they occur in all the Indian languages. The student should mark the letters representing such sounds by placing immediately after them an apostrophe, thus, 0’, d’.
12 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
The aspirations described in a previous paragraph seem to be inter- mediate between true H’s and the exploded sounds as last described. In most Indian languages these peculiarities require careful study.
SYNTHETIO SOUNDS.
Much difficulty is sometimes occasioned by the indefinite character of some of the sounds of a language.
In the Hidatsa there is a sound of such a character that the English student cannot decide to which of the sounds represented by b, w, or m, it is most nearly allied; and there is another which the student cannot dis- tinguish from /, n, r, or d; such sounds are not differentiated as they are in English. They are synthetic; that is, they are made by the organs of speech in positions and with movements comprehending in part at least the positions and movements used in making the several sounds to which they seem to be allied. Such a synthetic sound will be heard by the student now as one, now as another sound, even from the same speaker. Such sounds are very common in Indian tongues and occasion no little difficulty to collectors, but much trouble can be avoided by a proper understanding of their nature. The student will at first note that the same speaker repeating the word in which such a sound occurs over and over again will be heard in such a manner that he, as hearer, will suppose him to be con- stantly changing the sound from that represented by one, two or more letters to another of the same group, and when he himself attempts to pro- nounce the word the Indian is equally satisfied whichever of the sounds is employed. It is found in studying a group of Indian languages of the same stock that these sounds which are synthetic in one branch are some- times differentiated in another, so that if we have in the first branch a synthetic sound, in the second some words will employ one of the differen- tiated elements, some another, and the same will be true of a third branch where the sounds are found to be differentiated. On comparing the second and third branches of the language it will be found sometimes that in cor- responding words the same differentiated sound will appear; in other corresponding words different sounds will appear; and if the language in which the synthetic sounds are used were lost, the use of differentiated
ON THE ALPHABET. i
sounds in the two languages would illustrate beautifully that change of consonants which has been described as being in conformity with Grimm’s laws.
When the phonology of our Indian tongues is thoroughly understood, much light will be thrown upon the whole science of phonology, and some of the most important facts to be collected in relation to this matter are connected with these synthetic sounds and their differentiation in aberrant languages. The student should carefully determine the group of element- ary letters in any synthetic sound, and constantly employ some one of the corresponding characters to represent it, and in his description of his alphabet the whole matter should be fully explained.
COMPLEX COMBINATIONS.
The student is apt to find combinations of sound with which he is unfamiliar, and which will cause no little difficulty. The consonant sounds will be found to come in an order with which he is unacquainted, and which it will be difficult for him to pronounce. Some of these combinations may be very long—three, four, or five consonants being used in one syllable, i. e., without an intervening vowel. All such complex sounds should be carefully analyzed and their constituents represented by appro- priate letters.
SOUNDS FOR WHICH NO LETTERS HAVE BEEN PROVIDED.
The student will in all probability discover sounds and peculiarities of sound for which no provision is made in the above alphabet, and yet the Roman characters will serve him for their representation by adopting the simple device of inverting them. In so doing he should be guided by the analogies of the system here laid down, All of the letters cannot with safety be inverted.
The following only can be used in this manner: 4, @, @, d, d, ¢, @, @, @, g, h, 2, 1, k, 1, m, 6, 6, 6, 7, t, v, w, Y.
Still the student has another resource. Letters may be doubled, but this should be a last resort.
The preceding characters are tabulated below, and examples given to indicate their use as recommended.
14 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES. ALPHABET.
a as in far, father; German, haben; Sp., ramo.
& nearly as in what, not; German, man, as ot in Fr. loi.
a as in hat, man.
4 as in law, all, lord; Fr., or.
ai as in aisle, as iin pine, find; German, Hain, and as et in mein, Bein; almost like Sp. sayal, ayunar.
di as ot in boil, soil; Sp. oyendo, coyote.
au as ou in out, as ow in how; German, Haus; Sp., auto, autor.
b as in blab; German, beben; Fr, belle; Sp., bajar, bueno.
cas sh in shall, shrew; German, schellen; Fr., charmer.
¢ as th in thin, forth.
¢ as th in then, though.
das in dread; German, das; Fr., de; Sp., de, dedo, dar.
eas ey in they; German, Dehnung, Beet; Fr., dé; Sp., qué, porqué, hallé.
é as in then; German, denn; Fr., sienne; Sp., comen, mueren.
f as in fife; German, Feuer; Fr., few; Sp., firmar.
g as in gig; German, geben; Fr., gout; Sp., gozar.
h as in ha, he, hoot; German, haben.
i as in pique; German, thn; Fr., dle; Sp., hijo, hilo.
tas in pick, thin; German, will.
jas Zin azure; j in French Jacques, juste; Portuguese, Joao
k as in kick; German, Kind; Fr., quart; Sp., querir.
Las in lull; German, lallen; Fr., lourd; Sp, lento, labio.
mas in mum; German, Mutter; Fr., me; Sp., menos.
mas in nun; German, Nonne; Fr., ne; Sp, nada, nunca.
has ng in sing, singer, long; Spanish, luengo, lengua.
0 as in note, most; German, Bogen, Floh; Fr., nos.
6 nearly as in New England home, whole; German, soll; Fr., sotte; It., sotto; Sp., sol.
pas in pipe; German, Puppe; Fr., poupe; Sp., popa, pero.
q as ch in German ich, or ch in ach if the former is not found.
yr as in roaring; German, rithren; Fr, rare; Sp, razgar.
ig
ON THE ALPHABET. 15
§ as in sauce; German, Sack, wissen; Fr., sauce; Sp., sordo.
tas in touch; German, Tag; Fr, tdler; Sp., tomar.
u as in rule, fool; German, du; Fr., doux; Sp., uno, ninguno.
ti as in pull, full; German, und.
é as in German kiihl, kiissen; Fr., tu, mir.
u as in but, run, son, blood; Fr., pleuvoir, pleurisie.
v as in valve; French, veux; Sp., volver; and as w in German wenn.
was in wish, will; nearly as ow in French oui.
x nearly as the Arabic ghain (the sonant of gq.)
y as in you, year; Spanish, ya, yacer; j in German ja.
zas z and s in zones; German, Hase; Fr., zéle, rose; Sp., rosa.
dj as j in judge.
hw as wh in when, why; Sp., huerta.
hy as in hue.
ly as Ili in million; as Ul in Fr. brillant; Sp., ano, cavallo; and as gl in Italian moglie.
ng as in finger, linger.
ny as ni in onion and i in canon, Fr., agneau; Spanish, marana, patrana.
te as ch in church, and ¢ in Italian cielo; Sp., achaque, choza, chupar. Excessive prolongation of a vowel should be marked thus: a4,
Oa. : Nasalized vowels should be written with a superior x, thus: ¢”, 0, a”,
aa" An aspirated sound should be marked by an inverted comma, thus: b‘, d‘. An exploded sound or hiatus should be marked by an apostrophe,
thus: 0’, d’. Synthetic sounds should be written with the letter which represents
the sound which seems to be most commonly emitted. The following letters, inverted, can be used for sounds not provided
for in the above alphabet: Gyan Gy Ce, , €,.9, Jet, 1, hs (ly M, 0,.0, 6, 7,1) 0; WY: DDD MU ON On Byt9 Dn Yr Ot Ye 9, A On 0% 0. hi 9. Rn hs The letters to be inverted in print should be written upright in the
manuscript, and marked thus: d, h, 1.
16 INTRODUCTION TO THH STUDY OF INDIAN LANGUAGES.
Syllables should be separated by hyphens. In connected texts hyphens should be omitted.
The accented syllable of every word should be marked by an acute accent, thus: Ycu-ar'-u-dim-pu-rin-kint.
Norre.—The student should become familiar with the preceding alpha- bet, but its proper use will only be acquired by practice in writing Indian words. At first it will be necessary to refer to the alphabet frequently, and to facilitate this reference the alphabet has been reprinted on a card, which the student should keep before him in the earlier part of his work.
CHAPTER II.
HINTS AND EXPLANATIONS.
This chapter is arranged in sections, and the sections numbered; and the following chapter is composed of a series of numbered schedules. The sections in this chapter refer serially to the schedules in the following chapter, and are prepared for the purpose of explaining severally the materials called for in the schedules, and to explain the difficulties which the student may encounter.
Care should be taken to obtain words from the Indians themselves. Indians speaking English can be found in almost every tribe within the United States. Words cannot be obtained accurately from white men who are supposed to speak the Indian tongue, unless such persons have been long with the Indians and are intelligent and scholarly, and have had some reason for studying Indian languages on account of their being mission- aries, teachers, or linguists. ©
_ The general method of communication between white men and Indians is by a conventional jargon, composed of corrupted Indian and English words, with many words from other European tongues. In this fact is found one of the reasons why words should not be collected from white men unless they have a scholarly knowledge, as indicated above.
To collect words from an Indian requires great patience, as it is diffi- cult to hold his attention for any great length of time, and it requires a constant exercise of ingenuity to devise methods by which he may fully understand what is asked by the collector, and that the collector himself
may fee] that he is working with certainty. 2811 17
18 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
Sometimes an Indian in jest will deceive by giving foolish or vulgar words; for this and other reasons everything collected should be carefully verified.
5 1.—PERSONS.
Most of the words in this list can easily be obtained, but care should be taken to obtain the word for man; not Indian or white man; and in most of the set to get the words called for, and not terms of relationship.
§2.—PARTS OF THE BODY.
In many Indian languages there is no separate word for eye, hand, arm, or other parts and organs of the body, but the word is found with an incorporated or attached pronoun signifying my hand, my eye; your hand, your eye; his hand, his eye, &c., as the case may be. If the Indian, in naming these parts, refers to his own body, he says my ; if he refers to the body of the person to whom he is speaking, he says your, &c. If an Indian should find a detached foot thrown from the amputating-table of an army field hospital, he would say something like this: “I have found somebody his foot.” The pronominal particle should be written with the part imply- ing the name, the whole forming but one word. It is usually very easy, by inspection, to determine what pronoun is used. This linguistic charac- teristic is widely spread though not universal.
It is a general custom among the Indians to pierce the ears for orna- ments; many tribes also pierce the septum of the nose.
The names of internal organs or parts can better be determined after having learned the names of parts of animals as subsequently called for in Schedule 12.
There may be a general term for blood-vessel, and specific terms for the more noticeable ones.
§ 3—DRESS AND ORNAMENTS.
Primitively the Indians used the skins of animals, and, to a limited extent, crude textile fabrics for their clothing. The dress of the man con- sisted—
First, of a head-covering or cap. This was often the skin taken from the head of some animal, as the wolf, bear, deer, fox, &c., and stretched
\ oi Al Mad
HINTS AND EXPLANATIONS. 19
with the ears left on; sometimes the horns of some animals were left on. Sometimes a cap was made of the skin of a bird. A great variety was used
Second, a tunic, usually made of the dressed skin of some animal, especially the elk, deer, antelope, and mountain sheep. In warm weather the tunic was rarely worn.
Third, a breech-cloth and belt.
Fourth, a pair of leggins.
Fifth, a pair of moccasins.
In excessively cold weather the Indian often wore a toga—the skin of a wild animal. Among some tribes this robe was made of a number of skins of small animals cut into strips, rolled or twisted, and woven into a loose
fabric with the warp made of threads spun from some vegetable fiber.
The dress of a woman consisted of a
Small conical basket-work cap, which she used at will as a covering for the head or a basket in which to gather berries or carry small articles.
A short petticoat, extending from the waist to the knees, fastened with a girdle.
High moccasins, fastened with garters.
Where the civilized dress has not been adopted, the short petticoat has usually been superseded by a gown made to extend from the neck to the feet, but without sleeves. This is fastened with a girdle about the waist. In the vocabulary the names of these primitive articles of dress are called for. The names of the articles of civilized dress should be recorded in Schedule 24.
For personal adornment a great variety of ornaments were used, made of stone, bone, shell, wood, feathers, bills and claws of birds, claws of ani- mals, skins of snakes, &c., and were used as chaplets, necklaces, bracelets, waist-bands, and attached to the clothing in various ways. Many peculiar costumes were used in their religious dances and other ceremonies; the most common and important article in those costumes were masks. Finger- rings, ear-rings, nose-rings, and labrets were used; sometimes the septum of the nose was pierced, in which was worn a nose-stick from three to four inches in length and sharpened at either end.
In this schedule only the names of primitive articles are called for.
20 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
§ 4—DWELLINGS.
The priscan, 7. ¢., primitive dwellings of the Indians were of two classes, permanent and temporary, which for convenience we will call wigwams and lodges respectively. Prior to the introduction of the horse upon this con- tinent the Indians were far less nomadic than they have subsequently been known. ‘Their sedentary life led most of the tribes to the construction of somewhat permanent dwellings; yet to a slight extent many of the tribes had habits of roaming; especially they made journeys to favorite hunting grounds or fishing waters. When on these journeys they exhibited consid- erable skill in the erection of temporary dwellings; and they even provided for their wants in advance by preparing lodges made of the skins of animals.
Their wigwams were constructed of various materials—poles interlaced with bark, reeds, tules, grass, &c.; slabs rived from young saplings, and these sometimes covered as the poles; poles and slabs covered with earth; and, finally, some tribes exhibited considerable skill in the erection of stone dwellings.
It may be that wigwams or permanent dwellings were sometimes made of the skins of animals, but it seems more probable that in their priscan condition skin lodges were used chiefly as temporary dwellings. Their wigwams were of multiform construction—conical, square, and oblong; they were made to accommodate two or more households—often an entire gens.
The lodges or temporary dwellings were usually made of the dressed skins of animals supported by lodge-poles, or of brush, bark, grass, &c., supported in like manner.
A description of both classes of dwellings should be given. The method of dividing the wigwams into compartments should be noted, and the names of the compartments given; also the names of the other parts of the house, as doorways, smoke escapes, &e.
In their dwellings the Indians are punctilious in assigning places to the regular occupants and visitors. Their rules for such occupancy are important.
In the slab houses of the northwest coast, Indian architecture with materials of wood was most highly developed. Here the houses are orna-
HINTS AND EXPLANATIONS. Dil
mented on the exterior with carved posts, some of which are composed of successive blocks, one upon another. The carvings were the totems or gentile emblems of the ancestry of the householder.
In the pueblos of the southwest, architecture in materials of stone found its highest development among the Indians of the United States. So far as we know at present, these houses are communal or gentile dwell- ings. Usually a group of dwellings, slightly detached or otherwise sepa- rated in architecture, constituted the tribal village.
In studying these pueblos the gentile divisions and the household divisions into compartments should be carefully described and their names given. At the same time the architectural parts should be described and their names given. In schedule No. 4 many of these items are called for.
The Indians also construct council houses and sudatories, 7. ¢., sweat- houses; sometimes, perhaps, the same structure was used for both pur- poses; but this is not very probable. In the pueblos the council houses are underground chambers.
The women construct menstrual lodges; these are rude shelters apart from the others. They should be described and their names recorded.
The Hon. Lewis H. Morgan, of Rochester, in a statement to the Archeological Institute of America, enumerates the following items as sub- jects of investigation among the pueblos of the United States:
1. To make a careful exploration of the structures in ruins, taking ground plans of them, with elevations and details of the more important structures, and with exact measurements.
2. To procure and bring away specimens of the stones used in these structures; to determine the extent and character of the dressing—~. ¢., to find whether the stones were dressed, or prepared by fracture simply; whether the angle formed upon the stones is a right angle, and whether the upper and lower sides are parallel.
3. To take apart the masonry to find how it was laid up, and the degree of skill displayed in it.
4. To find how far below the ground surface the walls are laid, and how truly they are vertical.
5. To bring away specimens of the mortar for analysis.
22 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
6. To ascertain how the joists in ceilings and the lintels over doorways were cut; how the wooden trap-doorway was framed and held together; and what varieties of wood were used for these purposes.
7. To determine whether fireplaces and chimneys existed in the struct- ures now in ruins.
8. To ascertain the lithological character of the stone used; and whether it was quarried, or picked up from broken masses of rock and carried long distances; also to ascertain by measurements the size of the stone used in the walls—the largest, the smallest, and the average.
9. To determine the plan and uses of the round towers of stone found on the Mancos River, and in some cases incorporated in pueblo houses— as in the case of a stone pueblo at the eastern base of Ute Mountain in Colorado.
10. To examine the so-called cemeteries in Montezuma valley, where single graves are marked by a border of flat stones, set level with the ground in a rectangle.
11. To examine the garden beds and irrigating canals, and ascertain the methods of cultivation now or formerly in use.
12. To make ground plans and elevations with measurements of the present occupied pueblo houses in New Mexico and Arizona, in order to determine whether or not the houses in ruins and the occupied houses are constructed upon a common plan.
13. To ascertain the mode of life in these houses, past and present; whether the people are organized in gentes, and what is their social system ; how the sections of these joint-tenement houses were owned, and how inherited ; and what limitations, if any, were put upon the. power of sale. The same as to gardens and personal property.
14. To find the number of persons who live and eat together, united in a family, and how the members are related; or, in other words, to ascer- tain whether any trace now exists of large groups of related persons prac- ticing communism in living in the household. Also to find, if possible, the size of the group in former times.
HINTS AND EXPLANATIONS. 23
§ 5.—_IMPLEMENTS AND UTENSILS.
All of our Indian tribes had developed rude arts before the advent of the white man, and manufactured various implements and utensils. For war they had bows, arrows, spears, clubs, and slings. Their bows were usually made of wood: the back of the bow being sometimes cov- ered with sinew fastened on with glue; some few tribes, however, made them of the horns of the mountain sheep. For this purpose the horns were soaked in water and split into shavings, and the shavings glued together to form the bow.
Their bow-strings were made of sinew or twisted vegetable fibers. To prevent the wrist from being cut by the bow-string, they used a wrist- euard made of a piece of untanned skin of some animal, hardened by drying.
In the arrow three elements are recognized—the arrow-head, shaft, and shaft feathers. Arrow-heads were made of stone, bone, horn, or very hard wood. Their shafts were made of wood or reeds, and were often feathered. The arrow-head was fastened to the shaft sometimes with vegetable or mineral resins, sometimes by tying with sinew; or both methods were used. The shreds of feather were attached to the shaft with sinew.
The implements used in making their arrows were as follows: For rudely breaking up the flint or other stone material necessary for their arrow-heads stone hammers were used. For finally fashioning the heads little rod-like instruments of bone or horn were used, and the chipping was done by sudden pressure. Stone and copper knives were used in fashioning the shafts, and a piece of perforated horn or bone was used as a shaft straightener. The shafts were polished with a grooved stone.
The arrows were carried in a quiver slung on the back and open at the shoulder.
Their clubs were variously carved and ornamented; sometimes they were weighted at the end farthest from the hand by a knot. Sometimes a larger stick was used, and the handle cut down so that the extreme end was reinforced. Sometimes the war-clnb was composed of a handle fast-
24 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
ened with thongs to a stone. When the stone was fashioned into a battle- axe it composed what we now call the tomahawk. The blade of the tom- ahawk was rarely made of copper.
Spears were also used—sharpened sticks of hardened wood, and wooden shafts tipped with horn, bone, stone, or copper.
Various devices were used as barbs for fishing spears.
The Indians were sometimes armed for close conflict with long-bladed knives of stone, and, rarely, of copper. Sometimes the handle was of one piece with the blade; sometimes the handle was made of wood fastened with cement.
For defensive purposes they used shields made of the untanned skin of some animal, hardened by drying. For further protection they dug pits, in which they concealed themselves for ambuscade and found protec- tion for their bodies. They also built palisades about their villages.
Those who navigated the rivers and shore waters of lakes and seas made canoes by hollowing trees with fire and stone adzes. Small canoes were the property of individuals; large ones usually of gentes.
Some tribes caught fish with hook and line and with nets. Many tribes made large nets of twisted vegetable fibers, as hurdles for catching rabbits and some other animals. Into these nets the animals were driven by methods commonly known in this country as circle hunting.
Pipes were made of reeds, hollow stems of wood, baked clay, and stone. In the more primitive methods the axis of the bowl was a prolonga- tion of the axis of the stem; many Indians still prefer pipes of this fashion for ceremonial use.
In domestic utensils they had wooden ware, stone ware, horn ware,
basketry, and pottery. § 6.—FOOD.
The objects used for food by the priscan Indians were multifarious; depending largely upon the habitat of the several tribes—fruits, nuts, seeds of trees, and fruits of many shrubs and grasses, roots, reeds, fruits, tubers, fleshy leaves and stalks, the inner bark of trees, various fungi, and in one case, certainly, subterranean fungi—the Tuckahoe and diatomaceous earths. They also raised corn, squashes, and beans.
HINTS AND EXPLANATIONS. 25
Hunting and fishing gave the Indians a great variety of animal foods. Turtles, lizards, snakes, and many insects were eaten; in the arid regions of America grasshoppers furnished a staple article of diet.
Vegetable and animal foods were prepared in various ways. Seeds were roasted and ground into meal; insects were usually treated in like manner, and various stews, mushes, and breads were made.
The student will find this an interesting theme for investigation, and he will find names for a variety of food materials and dishes.
§ 7.—COLORS.
Many other distinctions of color than those given in the list may be observed, and many arrangements of color noticed, as in spots, stripes, checks, &e., all of which should be recorded.
Intermediate tints should be asked for, and frequently it will be found that words used for designating such are compounds of names understood by the Indians to indicate distinct colors. Thus, in the Ute language, din-kar is red, té-kar is black, and brown is dn-to-kar.
§ 8 NUMERALS.
Any intelligent Indian can easily count a hundred, and repeat this for as many hundreds as may be desired. When counting abstractly a common termination for the numeral will sometimes be used, signifying i count, im number, or something equivalent. If set to count a series of objects, he may repeat the name of the object each time. No difficulty will be experienced in obtaining the cardinal numbers, but much patience is required to obtain the ordinals and other categories of numbers.
In some Indian languages there is more than one set of cardinal num- bers. Animate objects may be counted with one set, inanimate with another. They may have a particular set for counting fish, or for counting skins; perhaps a set for counting standing objects, and another set for count- ing sitting objects, &c. When these different sets are used the words may simply have different terminations, or other incorporated particles, or the different sets may be composed of very distinct words. Occasionally an extra set of numerals may be found, the name of each number being a long phrase or sentence descriptive of the method of counting by fingers and toes.
26 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
The method of using the fingers and toes in counting should be care- fully studied and minutely explained; also the method of indicating num- bers to others in like manner. The most common method for counting in
“this manner is to turn down the little finger of the left hand for one, the next finger in order for two, the next finger for three, the next for four, and the thumb for five; then the thumb of the right hand for six, &e., until the little finger of the right hand is turned down for ten. This may be varied by turning down the little finger of the right hand for six and the thumb of the right hand for ten.
In indicating numbers to others by the use of the fingers the little finger of the left hand may be extended and the other fingers turned down for one; the other numbers will be expressed by extending the fingers in the same order in which they were turned down for counting. In counting by tens, the Indian may close the fingers of both hands to indicate each ten, or he may extend the fingers of each hand, holding them with the palms turned toward the person spoken to.
In counting, some Indians resort to the fingers only, others to the fingers and toes. The first may result in a decimal system; the second in a vigesimal. All the facts relating to counting should be discovered and recorded it
§ 9—_MEASURES.
It is very desirable to discover primitive methods of measuring—that is, the methods used prior to the advent of the white man. Sometimes a finger’s length is used. In this case describe which finger is used, and how the measure is applied.
A frequent method for measurement of lengths is from the extremity of the long finger to the first wrinkle of the wrist, 7. e., a hand. Another hand unit has been discovered. Having the fingers and thumb extended, the beginning is at the extremity of the thumb, and the string is passed along its outer margin to the first wrinkle of the wrist, then crossing the wrist along this wrinkle to the outer margin of the palm of the hand, along this margin to the extremity of the little finger and along the tips of the fingers to the extremity of the first finger, then along the outer margin of the first finger and inner margin of the thumb to the point of beginning;
HINTS AND EXPLANATIONS. 27
that is, the measure is the length of the outline of the hand. Let this be called “around the hand unit.”
There is a unit of measurement used which may be represented by the distance from the long finger to the elbow, measured on the inside or outside of the arm; or it may be from the tips of the joined thumb and fore-finger to the elbow, measured on the inside, 7. ¢., a half arm’s length.
Another unit used is the distance from the meeting of the tips of the thumb and fore-finger to the armpit—. e., an arm’s length; still another from the meeting of the tips of the thumb and fore-finger of one hand to the meeting of the tips of the thumb and fore-finger of the other hand, along the outstretched arms and across the breast—i. e, a double arm’s length. .
Distances along the ground are often measured in paces. All the tribes probably have measures for circumferences, and also for quantities. Distances between places were measured in days’ journeys and fractions of days’ journeys; the latter were often indicated by pointing out some part of the sun’s daily path along the firmament.
§ 10.—DIVISION OF TIME.
Indians have many ways of dividing the year into parts; they may have two, three, four, or even five seasons; they may divide the year into thirteen moons, and, in addition to one or both of the above methods, they may have many ways of designating particular times—as the strawberry time, the hazel-nut time, the kamas root time, &c. Their methods should be discovered and carefully described, recording the terms.
§ 11.—STANDARDS OF VALUE.
One or more of the most important skins used by the Indians were often employed as standards of value, especially the beaver skin and the buckskin. Shells and other articles worked into beads and made into strings were also used. In some tribes eagle feathers were the standard of value.
The collector should discover, if possible, what standards of value were used, whether one or more, and give a clear account of them, at the same time recording the terms used.
28 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
§ 12. ANIMALS.
Zoodtheism largely prevails among North American Indians—that is, many of their gods are animals; not the present race of animals, but the progenitors or prototypes of the present species. In the study of North American mythology it is very desirable that we know the names used by the Indians for the animals with which they are acquainted. It is manifest that from any one tribe but few of the names in the list can be collected, for the reason that it includes many species restricted to limited geographic areas. The list should be considered simply as suggestive and should be increased—the collector adding the names of all the animals known to the tribe studied.
Sometimes the name for the ancient animal (or animal god) has a different termination or is denoted by some other slight change in the word; where this is the case the animal name used for the name of a per- son is the same as the name of the animal god, rather the name of the existing species.
The method of distinguishing sex should also be noted, which is gen- erally by the use of words signifying male and female; also note the name of the young of each species. It is a mistake to suppose that the Indians have no class-names or generic terms; such terms are very common among them, but their methods of classification do not agree with those used by civilized people—that is, their generic terms embrace categories easily recognized by a savage people, but different from those recognized by a civilized people. Thus a class-name may be found to embrace those ani- mals which live in trees, as raccoons, porcupines, squirrels, &c.; another, those which burrow, as badgers, prairie-dogs, &c.; and still another, those which roam over the plains, as buffaloes, deer, antelope, &e.
All animate and inanimate objects are thrown into classes, among the several tribes, in diverse and curious ways. Not only do the Indians have many class-names, but class distinctions are curiously woven into the gram- matic structure of their languages. An Indian system of classifying natural objects is a very interesting subject for study.
HINTS AND EXPLANATIONS. 29
PARTS OF THE BODY, ETO., OF MAMMALS.
Having obtained the names of mammals, the student should proceed to obtain parts and organs of the body, and the following suggestion is made in the hope it may prove useful. Make a present of a beef or mut- ton to the Indians. This will secure their good will and obtain much assistance in the work, and at the same time make a special occasion for collecting that very interesting class of words relating to the parts and organs of the body. Care should be taken that the animal is dissected slowly, and, as the parts are given out, obtain the words called for and such others as may be convenient. '
The words can afterward be verified by killing a rabbit, squirrel, or other animal.
§ 13.—_PLANTS, &c.
The Indians have names for all the species and important varieties of trees and other plants with which they are acquainted. It does not seem best to give a specific list here, but the collector should obtain the names of as many plants as possible, and insert them in the schedule. The names of different fruits, such as berries, nuts, seeds, &c., should also be obtained.
There will usually be terms signifying pine forest, oak forest, cotton- wood forest, &¢., which should be noted.
The method of classifying plants also should be obtained, and the name of each class recorded. The Indians will have mythic stories of each plant with which they are familiar, explaining how and why certain ones were given for food, why certain plants were given for smoking, others as medicine, &c., and explaining the peculiarities in the habits of many plants, curious forms, curiously formed leaves, why some plants grow in water, &e.
§ 14—GEOGRAPHIO TERMS.
Notes should be made of such geographic terms as are found in the country inhabited by the tribe studied.
Wherever a tribe of Indians yet inhabit their prisean home mythic stories will be found connected with and explaining every geographic
30 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
feature with which the people are familiar, especially the mountains, rocks, trees, rivers, falls, springs, lakes, &e.
§ 15.—GEOGRAPHIC NAMES.
A very interesting field of investigation is found in learning the proper names given by the Indians to the several springs, rivers, lakes, mountains, indentations of the coast, &c., known to them.
§16—THE FIRMAMENT, METEOROLOGIC AND OTHER PHYSICAL PHE- NOMENA AND OBJECTS.
Indians usually have many names for clouds, as they are distinguished by color, form, &c. As full a list as possible, with description, should be obtained.
In Indian mythology the stars are personages translated from the earth to the firmament. The personages were usually ancient animals, sometimes ancient men. Many interesting myths can be found concerning these ancient people, and why they were taken from earth to heaven.
The names of the stars and constellations recognized by the Indians should be given.
Like the stars, the sun and moon are translated personages. In every tribe an interesting myth may be found explaining the phases of the moon and the dim figures seen therein. The return of the sun and moon from west to east always has a mythic explanation.
§ 17.— KINSHIP.
Indian society is based on kinship. For this reason the terms used to designate kinship are of much greater importance in tribal society than in national society. The group of words used to designate persons by their degrees of relationship will constitute a valuable contribution to linguistic science and at the same time will be of great interest to the student of Indian society.
If we take the relationships which may arise from nine generations in lineal descent we find their number to be very great—several thousand in all. A language which would attempt to give a distinct name for each par-
HINTS AND EXPLANATIONS. 31
ticular relationship would thus be impracticable. In overcoming this difti- culty two methods of designating relationships have come into use in the evolution of languages. The older method is that of classification, by which relationships are thrown into groups in various ways in different languages. The later method is the descriptive, in which some of the most fundamental relationships are named, and by the use of these names other relationships are described. This latter method is never the popular one in any language, and is only used when an attempt is made to desig- nate the degree of relationship with exactness. For example, in English there is a group of persons in a large body of kindred who are called - cousins. If one of these cousins should wish to be more exact in defining the relationships which existed between himself and the others, he would yi
father’s sister’s son,” “‘my father’s sister’s daughter”; and so on with the
say ‘my father’s brother's son,” “my father’s brother’s daughter,” “
cousins in his mother’s line. The system of designating these persons as cousins would be classificatory; the system of describing these persons by designating their genetic relations through the use of the fundamental terms
’ constitutes the descriptive
“father,” ‘‘ mother,” ‘son,” and ‘daughter,’ system.
In all languages the classificatory system is the primary one, %. €¢., that in common use. But the methods of classification differ widely, and these differences are found to rest, to some extent, upon the social institu- tions of the people in such a manner that if the system of relationships or method of classifying kindred used by any tribe be known, we have a rev- elation of some of their most important social institutions.
The characteristics upon which kinships are classified are as follows;
1. Lineal generation, giving rise to father and son, grandfather and and grandson, great grandfather and great grandson, &c., father and daughter, &c., mother and son, &e., mother and daughter, &e.
2. Collateral generation, giving rise to brothers and sisters, uncles and aunts, cousins, &c.
3. Sex, by which we distinguish between father and mother, brother and sister, aunt and uncle, &e In some languages sex enters into the sys- tem of classification in a double way—that is, the sex of both parties of a
32 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
relationship is designated by the kinship word. For example, in a case of two brothers and two sisters, the brothers would call each other by one term, the sisters each other by a second term, the brothers would call the sisters by a third term, and the sisters would call the brothers by a fourth term, so that the relationships between the four persons would require the use of four terms instead of two as in the English.
4. Relative age is introduced in many languages as a distinguishing characteristic. For example, there will be a term for elder brother, another for younger brother, one for elder sister, and another for younger sister, and sometimes through all the cousins, of whatever remote degree they may be, the terms will distinguish between the elder and the younger.
5. Assimilation in many languages is an important element in classifi- cation. If all the possible kinships arising from nine generations were thrown into classes upon the four characteristics mentioned above, the number of groups would still be very great, while, in fact, the number of groups recognized in any language is comparatively small. In the more civilized languages spoken by people who are organized as nations, the more remote relationships are ignored in the classification, and are left to be designated by the descriptive method; and there is a reason for this. In national society the remote relationships are of little importance; value may rarely attach to them, as in the case of inheritance, and the antiqua- rian may use them to trace ancestral lineage, but the people have no prac- tical use for them in current society and every day life. But tribal society is organized on kinship, and government is established to maintain the rights and the reciprocal duties of kinship. It thus becomes necessary in every tribal society that all kinships should be not only determinate but well known. For this reason the fifth principle of classification is intro- duced—that is, a few primary groups are established on the first four char- acteristics, and into these groups all other relationships are assimilated.
In discovering these systems of relationship as a linguistic phenome- non, we infer that there is something in the social constitution of the people demanding such an elaborate system with relationship fixed so as to include all of the remotest degree within the group of people constituting the so- ciety. On the other hand, in studying tribal society and discovering that
HINTS AND EXPLANATIONS. 33
kinship is its integrating principle, we infer that the languages must con- tain complete methods of designating these relationships. Among many of the tribes of North America the subject has been investigated in both lines, and the inferences from one line of investigation are the observed phe- nomena in the other line; thus the demonstration is perfected. In tribal society the units are bodies of consanguineal kindred, immediate or remote, real or artificial; no person can become a member of a tribe until he has become a member of one of its gentes by being adopted into some family as a son, brother, or some other relation. The language of tribal society provides a kinship term by which every one of its members may be desig- nated.
There are various methods of assimilation, and in the phenomena which they present many important sociologic facts are discovered. Ina lower status of culture than that discovered among the North American Indians we find that society has for its integrating principle not the ties of kinship but the bond of marriage; and thus we have connubial society as distinguished from kinship society. Though connubial society has not been discovered in North America, it has elsewhere on the globe, and in the study of the North American Indians some of the customs of that stage are discovered as survivals. These surviving customs are represented in kinship terms to varying degrees in different languages; so that in customs and language alike we are able to trace the steps in evolution from connu- bial to kinship society.
To set forth the steps here would require greater space than the pur- poses of this volume will allow, and, in fact, one of the more important reasons for its publication is to accumulate a greater number of facts for the final presentation of the subject.
But an illustration will be given:
There is a system of marriage in the lower status of society where a group of brothers marry a group of sisters in common. In such a system children have a group of men—the brothers—as their fathers, and a group of women—the sisters—as their mothers, and the children of the group of men and women call each other brothers and sisters.
Now in some Indian communities we find that the sisters of a married oS Es
34 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
woman are considered the potential wives of her husband, and the brothers of a married man are considered the potential husbands of his wife. This potential affinity has various meanings among the different tribes where it is found. In some, the right of the man to his potential wives is the right to decide to whom they shall be given in marriage, but from them he may first select whom he will for his own. If these women, having married other persons, become widows, he again has the prior claim. A more common form of potential affinity is this: A man having married a woman can there- after acquire a second or third wife in the practice of polygamy only from the group of potential affinities.
Other customs of a similar nature appear, leading to the inference that these people have emerged from connubial society.
Again, in Indian languages we sometimes discover that wives and wives’ sisters are designated by the same kinship term; and that brothers and male cousins are designated by the same term; and sisters and female cousins are designated by the same term; and many similar facts appear as linguistic phenomena.
Such are the reasons that make this subject so attractive to the stu- dents of Indian society and language and call for its elaborate treatment here.
In the seventeeth schedule of the next chapter there is presented a series of questions the answers to which will give the kinship terms used in any language for which the record is made. The answers will also afford all of the facts necessary to determine the system of kinship classification belonging to the language.
To assist the student in filling out the schedule four charts have been prepared, and accompany this volume.
In charts numbered I, IJ, and III, the kindred are grouped about a central person, designated as ‘ Self,” on Chart No. I.
Chart No. II belongs properly on the left of Chart No. I and is a con- tinuation of it. In like manner Chart No. III is a continuation of Chart No. I to the right.
With “Self” the following classes of kinships may exist:
1. Revatives.—Consanguineal kindred, those which arise from genetic kinship.
HINTS AND EXPLANATIONS. aD
2. Arrinities.—Kindred by marriage. These are of two classes: a. Those which arise from the marriage of the relatives of ‘ Self.” b. Those which arise from the marriage of ‘ Self.” Those classes of kinships will be treated of severally in the order above mentioned. The personal figures used on the charts are as follows:
represents a male relative.
represents a female relative.
represents a male affinity.
represents a female affinity.
represents a female relative of affinity.
Sb db Xb De DO
“ Self” is in the center of Chart No. 1, and must be used, as will here- after be seen, in one set of questions as a male person, in another set of questions as a female person.
Each relative is paired with an affinity, except in certain cases here- after explained. The relatives only are numbered, but the same numbers are to be used for the corresponding affinities.
The relatives on the charts are numbered to correspond with the
relatives in the schedule. RELATIVES.
From the study of many tribes in North America, it has been found necessary to extend the investigation of kinship terms to the group of people that may possibly arise from nine lineal generations, four below “Self” and four above. All the groups are established within five genera- tions, two above “Self” and two below, but the third and fourth below and
36 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
the third and fourth above, with their collateral lines, are necessary for the purpose of discovering the method of assimilation. The kinships are grouped in the schedules and on the charts in the following manner:
1. Lineal descendants of ‘‘Self.”
2. Lineal ascendants of ‘“‘Self.”
3. The first collateral line in two branches—the brother’s branch, and the sister’s branch.
4. The second collateral line in two branches—the father’s branch, including father’s brothers and sisters, with their descendants, and mother’s branch, including mother’s brothers and sisters, with their descendants.
5. Third collateral line in two branches—father’s parents’ branch, which include the brothers and sisters of father’s parents with their de- scendants; and mother’s parents’ branch, which includes the brothers and sisters of mother’s parents with their descendants.
6. Fourth collateral line in two branches. In these fourth collateral lines, from the vast number of relationships that might be placed on the chart, only a very few have been given—just sufficient to exhibit the method of assimilation.
In some languages a part of the lexical elements are duplicated—that is, some terms that are used by males cannot by Indian customs be used by females, and some terms used by females cannot be used by males, thus giving rise to a duplicate series of words—man words and woman words. In some of these languages a brother and sister designate their father by dif- ferent names, their mother by different names, and many or all other kinships | in like manner. A similar duplication of terms is found in many other parts of the language, and should everywhere be carefully noted by the collector.
This state of facts appearing in some languages, it becomes necessary to duplicate the set of questions, the first list being ‘‘Self,” a male, the second list being ‘‘Self,” a female. The student will soon discover whether two sets of words are used. If this characteristic is found, it will be neces- sary to go through with both sets carefully. When but one set of words is discovered the answers to the second set of questions will be exact dupli- cates of the first, and the student may proceed with the second only far enough to fully demonstrate the fact.
HINTS AND EXPLANATIONS. on
AFFINITIES OF RELATIVES.
The affinities of relatives are the wives and husbands of the relatives of “self” In the schedule the questions for this class of affinities are arranged under two sets of numbers, the first with “self,” a male, and the second with “self,” a female, as in the case of relatives. On the chart the affinities with them are placed beside the relatives, wife by husband, husband by wife. The numbers given to the relatives serve also for the affinities. It is not necessary to call for affinities to the extent to which the schedule calls for Relatives. For this reason some numbers are omitted from the schedules and certain personal figures from the charts.
AFFINITIES OF “SELF,” OR THE RELATIVES OF THE HUSBAND OR WIFE OF “SELF.”
In the schedule a fifth series of questions appear under this head, and the corresponding persons appear on Chart No. IV. These are divided again by numbers into two sets, one with “self,” a male, the other with “self,” a female.
A very little examination on the part of the student will lead toa thorough understanding of this subject, and the use of the charts, and he will find the charts of great assistance to him in studying and following the questions. But when he comes to interrogate Indians on the subject he will find them of the greatest value. Any intelligent Indian will quickly understand them, for the plan is in harmony with his own method of expressing ideas by picture-writings.
In some Indian languages there are certain words used for the names of children, given them in the order of their birth, so that the child’s name indicates the order of its birth. There are two sets of these words, one set being given to males, the other to females: thus, if the first born is a boy, he takes his name from the male set ; if a girl, her name from the female set; these words will therefore have the signification of first born, second born, third born, ete., though the numerals may not enter into their composition. There may be variations of this plan.
If such a system is not found, erase ‘“‘is named” from the schedule and obtain the equivalent of the phrase thus changed.
38 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
§18.—SOCIAL ORGANIZATION.
In this paper the term family will be used as synonymous with house- hold; that is, it will designate the group of persons occupying one lodge, or one set of compartments in a pueblo. Among some of the tribes of North America the head of the family is a woman; among other tribes the head of a family is a man, and these distinctions enter largely into tribal society and government. ‘Is fatherhood or motherhood the source of authority ?” is the first question to be asked in the study of the sociology of an Indian tribe.
A group of relatives tracing a common lineage to some remote ances- tor constitutes a gens or clan. In the tribes where mother-right prevails this lineage is traced through the female; where father-right prevails, through the male. In the first case the children belong to the gens of the mother; in the second to the gens of the father. The gens is the grand unit of social organization, and, for many purposes, is the basis of govern- mental organization. The gentile organization is widely spread and may be universal. It has often been overlooked even by those well acquainted with the Indians among tribes where we now know that it prevails. Many rights and duties inhere in the gens.
The following lines of inquiry will generally lead to the discovery of the gens and the words called for.
It is the duty of the gens to avenge the murder of or personal injuries to any of its members. Again, a man may not marry in his own gens. With Indians skilled in picture-writing, the emblem of the gentile name, that is, the totem, is usually painted or carved on their lodges and on valu- able articles of property, and it is often inscribed on documents, such as messages, treaties, &c. The larger tribes of the United States usually camp in gentile groups arranged in some definite order. So far as our knowledge now extends, every gens takes the name of its tutelar god— some ancestor deified, ancient mythical animal, or nature-god. As the prin- cipal gods of most of the Indian tribes are animals, that is, mythical animals, the progenitors or prototypes of the present animals, the gentes are usually given animal names; thus bear-gens, wolf-gens, rabbit-gens, eagle-gens, hawk-gens, &e., are common. The flesh of the animal for which the gens was
HINTS AND EXPLANATIONS. 39
named, or some portion of it, was held sacred by its members and could not be eaten by them. In some tribes it is customary to say that a man isa wolf, a bear, a rabbit, or a hawk, as the case may be, meaning that he belongs to that gens; and the gens as a body of people are spoken of as the descend- ants of the bear, the wolf, the rabbit, or sometimes as relatives of the bear, the wolf, or the hawk.
Sometimes gentes are subdivided, a part of the rights and duties remain- ing with the gens and a part being transferred to the sub-gens. Where the gentes are divided, the sub-gentes should also be given. Sometimes two or more gentes constitute a higher group—the phratry. The phratries as organized societies usually control the great “medicines,” the dances, festi- vals, &c. It seems probable that these phratries were originally gentes, and that the gentes of which they are now composed were first divided as sub-gentes, but the differentiation has extended so far that the bond of union between the ancient gentes has been lost except in its mythologic and religious elements. If gentes are grouped as phratries, the system of grouping should be given in detail.
The tribal organization is universal. Itis usually composed of a number of gentes. Primitively, each tribe claimed a district of country as its home, and usually took the name of that country as its tribal name, so that its name was its title deed to its land. But many sobriquets or nicknames were used; as we call an Illinoisan a Sucker, an Ohioan a Buckeye. So- briquets were given to indicate customs or peculiarities of the people, as dog-eaters, acorn-eaters, fish-eaters, &c., white-knives, reed-knives, long- knives, &c. Usually tribes were known by different sobriquets among dif- ferent people. In many instances the names by which tribes are known to white men are corrupted sobriquets. Much difficulty will usually be found in obtaining the true or land name of a tribe, from the fear that it may be used to the disadvantage of the people through methods of sorcery. And again, where Indians have been removed from their ancient homes, these names rapidly become obsolete, but they should be obtained when possible. The sobriquets which they recognize should also be obtained, and the names by which they designate surrounding tribes should be recorded.
Tribes, especially those speaking the same language, or kindred dia-
40 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
lects, are sometimes united into confederacies, and tribes or confederacies are sometimes united into leagues for temporary purposes. The boundary line between confederacy and league cannot be definitely drawn. The common noun for tribe and confederacy, or league, is not always discovered with ease. On the other hand, the proper noun for the tribe, confederacy, or league, is not always easily discovered. Perhaps the proper noun and common noun for confederacy and league are always the same.
Indian people usually have a word signifying ‘one of us,” or “a per- son of our tribe, or confederacy ;” one signifying “Indian,” another signify- ing ‘white man.” Among southwestern tribes two such terms are used, one denoting those who came from the south—chiefly Spaniards—and another denoting those who came from the east.
The institution of fellowhood is widely spread. This custom may be briefly described as follows: Two young men agree to be life friends, ‘‘more than brothers” to each other, like David and Jonathan, and Damon and Pythias. They reveal to each other all their secrets, perform religious rites together, and eachis sworn to defend the other from all harm.
§ 19.—GOV ERNMENT.
In Indian government civil and military affairs are differentiated. The organization for civil government will first be explained.
Among those tribes whose numbers are large, the gentile organization is at the basis of civil government. A council is the legislature and court of the gens, of the tribe, and the confederacy, respectively. It might be better to say that the council is the court whose decisions are law. The council of the gens is composed of the heads of its families, and selects the gentile chief. If mother-right prevails the gentile council may be composed of women, and the elected chief, who is a man. This chief will not be the husband of any of the heads of households, but must be a brother or son. If father-right prevails the council will be composed exclusively of men. ‘The council of the tribe seems to be constituted in various ways, sometimes of the gentile counselors united, sometimes of the gentile chiefs united, or in other ways. There may also be a grand council of the tribe composed of all of the heads of households. The presiding officer of the
HINTS AND EXPLANATIONS. 41
tribal council is also chief of the tribe. The organization of the tribal council should be carefully studied and recorded.
Among the very small tribes the gentile organization seems to be of minor importance. In fact, the social organization and government of these tribes is but poorly understood.
For military affairs there is an especial military council, composed of the warriors of the tribe. The war chief may be elected, but usually this chieftaincy is hereditary in some one of the gentes. Rarely the civil chief is war chief, but never by virtue of his civil rank.
The principal crimes recognized among the Indians are murder, maim- ing of various kinds, assault, theft, adultery, witchcraft, and treason, both against gens and the tribe. The names of crimes, together with methods of procedure and proof in prosecution, should be discovered and recorded
§ 20.—RELIGION.
Some of the Indians have nature-gods, 7. e., a god of the east, a god of the west, a god of the north, and a god of the south; a god of rain, a god of thunder, the sun, moon, stars, &c. As stated elsewhere, the greater number of their gods are animals—the progenitors or prototypes of the present species. They also have daimon gods, 7. e., the gods or presiding spirits of rivers, lakes, springs, mountains, corn, beans, &c. Many hero gods are worshiped—wonderful people of the long ago. The names of ail such gods should be discovered and recorded when possible.
On inquiring of the Indians about their gods, the term ‘‘god” should not be used, for by this they understand the God of the white man. Their generic or class-name for god is often a term signifying ‘‘the ancients” —those who lived long ago—or some equivalent expression. Inquire, then, for won- derful ancient people, wonderful ancient animals; the first people, the first animals. The student of Indian languages can do royal service to eth- nology by stopping now and then in his linguistic work to record the inter- esting stories which the more intelligent Indians may be induced to relate concerning the wonderful personages of their mythology. Nor should these stories be neglected because of their simplicity, inconsistency, or vulgarity.
42 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
Indian dances are generally of a religious character, and, with their names, a brief description should be given. A blank is left in the schedule for the names of gods, dances, songs, &e.
§ 21—MORTUARY CUSTOMS, Sc.
The mortuary customs of the Indians are of great significance to the ethnologist. The student who is pursuing his researches in this field should carefully note all of the customs, superstitions, and opinions of the Indians relating to— :
1. The care of the lifeless body prior to burial, much of which he will find elaborated into ceremonies.
2. He should observe the method of burial, including the site, the attitude in which the body is placed, and the manner in which it is invest- ured. Here, also, he will find interesting and curious ceremonial observ- ances. ‘The superstitions and opinions of the people relating to these sub- jects are of importance.
3. He should carefully observe the gifts offered to the dead; not only those placed with the body at the time of burial, but those offered at a subsequent time for the benefaction of the departed on his way to the other world, and for his use on arrival. Here, too, it is as important for us to know the ceremonies with which the gifts are made as to know the char- acter of the gifts themselves.
4. An interesting branch of this research relates to the customs of mourning, embracing the time of mourning, the habiliments, the self- mutilations, and other penances, and the ceremonies with which these are accompanied. In all of these cases the reason assigned by the Indians for their doings and their superstitions are of prime importance.
5. It is desirable to obtain from the Indians their explanation of human life, their theory of spirits, and of the life to come.
The following methods of burying the dead have been discovered :
1. By inhumation in pits, graves, holes in the ground, mounds, cists, and caves.
2. By cremation, generally on the surface of the earth, occasionally
HINTS AND EXPLANATIONS. 43
beneath, the resulting bones or ashes being placed in pits in the ground, in boxes placed on scaffolds or trees, in urns, sometimes scattered.
3. By embalmment or a process of mummifying, the remains being afterwards placed in the earth, caves, mounds, or charnel-houses.
4. By erial sepulture, the bodies being deposited on scaffolds or trees, in boxes or canoes, the two latter receptacles supported on scaffolds or posts, or on the ground. Occasionally baskets have been used to contain the remains of children, these being hung to trees.
5. By aquatic burial, beneath the water or in canoes which were turned adrift.
Some tribes periodically collect the bones of the dead and bury them in common ossuaries.
§ 22.—_MEDICINE.
Among Indians the practice of medicine is usually the practice of sor- cery. Diseases are not understood to be the result of the improper work- ing of the bodily functions, but are believed to be entities—the evil spirits that take possession of the body. Often these evil spirits have definite forms assigned them, as spiders, crickets, frogs, grasshoppers, &c. The practice of medicine is largely the practice of the driving away of evil spirits. There may, to a limited extent, be an objective understanding of diseases, and, perhaps, objective remedies employed.
Diseases are also attributed to malign influences due to the failure to perform religious duties, or to the non-observance of curious prohibitions. To a very large extent diseases are attributed to the practice of witchcraft.
The study of this subject, therefore, involves the study of the theory of life, both that of man and that of animals; of the theory of diseases as spiritism and as arising from malign influences due to the neglect of ceremo- nies, the failure to comply with prohibitions, &c., and to the study of witchcraft.
The medicine-man is both priest and physician. To some extent there may be special medicines for special diseases, but to a very large extent each medicine man has some great medicine, which cures all diseases and other evils, and has the further virtue of bringing ‘“ luck.”
44 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
Often the virtue of medicine lies in the ceremonies with which it is made, and, still further, the ceremonies with which it is administered.
Some of the great medicines are compounded of many ingredients. The composition and preparation of medicines are often held as profound secrets.
Medicines are prepared not only to drive away diseases, but to bring success in enterprise, as in war, hunting, &e.
With many tribes the phratries are secret medical societies, each one of which is charged with the preparation and custody of some important medi- cine, the preparation of which is concluded with a great festival, to which the entire tribe is invited.
§ 23.— AMUSEMENTS.
Indian children play with stilts, bows and arrows, and slings; they make dolls, play-houses, and in clay, baked or unbaked, make imitations of various domestic utensils, and forms of prepared food. They have many sports in mimicry of the habits of animals.
Among the adults gambling is largely practiced. The simple game of “‘kill-the-bone” is the most widely spread. It consists essentially in guess- ing in which hand one of two little bones is held, the one being marked, but it is attended with much ceremony, singing, mimicry, and gesticulation. But many other gambling games are practiced. There are a variety of games of skill and athletic sports that are practiced, especially at their festivals, and often gens contend with gens, or phratry with phratry.
Many periodically recurring festivals are observed. These consist of feasts, with dancing accompanied by music, vocal and instrumental. All of these festivals are of a religious character, and the ceremonies performed are very elaborate and curious. The ceremony at a festival is often a crude theatrical performance, where individuals act as characters, especially as the mythic animals of their religion. The personification is assisted by the use of masks and various devices of costume.
The names of games, the implements used, and the plan of the play should all be recorded.
One of the most important points to be observed is the relation of these games to medicine and religious festivals.
HINTS AND EXPLANATIONS. 45
The names and import of festivals should be recorded. Plays, with their plans and characters, should be given.
The chief musical instruments of the Indians are rattles, bells, drums, and whistles. The most common form of a rattle is a gourd shell, which is often highly ornamented. Bells are made of strings of deer claws, strings of bones, strings of shells, &c. A drum is sometimes a log beaten with a stick. Sometimes a section of a log is somewhat hollowed so as to form a ponderous bowl. Basket bowls covered within and without with pitch are also used. Sometimes this basket bowl is inverted over a hole dug in the ground. There is sometimes an addition to this last musical instrument. The player uses a stick two or three feet long, deeply notched, and places one end upon the inverted bowl and the other against his stomach, and with his hands plays another stick up and down over the notches. A variety of crude tambourines and drums are uséd. Whistles are made of reeds and hollow stems of wood.
Every tribe has a great number of simple songs. Very little of value is known of the vocal music of the Indians, as their musical scale or scales are not yet determined.
Every tribe has a number of dances. The time and movement of these dances should be studied.
Dancing with music, instrumental and vocal, is the principal amuse- ment at the frequent festivals or feasts held by every tribe. As each phratry is charged with the maintenance of certain great medicine festivals, so each phratry is the custodian of certain songs and dances, which are usu- ally held sacred.
Musical instruments should be described and their names recorded.
Songs should be collected in the native tongue. Dances should be described, and the names of dances given.
§ 24._NEW WORDS.
The schedules corresponding with the preceding sections call for words which the Indian possessed prior to his association with the whiteman. But since the first settlement of this continent from Europe the mental life of the Indian has rapidly changed. His original home on shores, in valleys,
46 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
on mountains, has been changed, and he has been placed under new phys- ical environments. The force of acculturation under the overwhelming presence of millions of civilized people has wrought great changes. Primi- tive Indian society has either been modified or supplanted, primitive relig- ions have been changed, primitive arts lost, and, in like manner, primitive languages have not remained unmodified. The period of European asso- ciation has been one of rapid growth and development, especially in the accumulation of new words.
The Indian method of coining new words and adapting old words to new uses is an interesting branch of philologic study. Hence, a long list of such names are called for in Schedule 24.
REMARKS ON NOUNS.
Twenty-four schedules are given to the collection of nouns.
There are some characteristics of Indian nouns that may well receive some explanation here.
“Little” is a surname often found among English-speaking people. By its use the persons to whom it is applied are named, but not described. Should we meet with a similar appellation in an Indian tongue, the person named would also be described. Personal names and all other names are, to a large extent, descriptive in Indian tongues. In denoting the person or thing, they connote characteristics, qualities, &c. That is, in the Indian tongues, as compared with the civilized tongues, names are excessively con- notive, and this appears in their morphology, as many names are found to be phrases, clauses, or even sentences. The name of the bear may be ‘he who seizes” or “the one with the brown nose”; the name of the wolf may be “the prowler,” “the roamer,” “ or the “howler.” Like illustrations are found on every hand.
Again, names are often compounded of other names, with adjectives, verbs, and prepositions. § 25—NUMBER AND GENDER OF NOUNS—DEMONSTRATIVE AND AD-
JECTIVE PRONOUNS.
In Indian languages gender is usually something more than a distinc-
tion of sex. The primary classification of objects is usually into animate
HINTS AND EXPLANATIONS. 47
and inanimate. In some few languages the animate gender is again divided into male and female, but sometimes the genders of Indian tongues are very elaborate and curious. As these distinctions belong chiefly to the personal and article pronouns, they will be hereafter more fully explained in treating of those subjects.
There are usually three numbers—singular, dual, and plural—though often the dual number pertains only to the pronoun. In nouns sometimes the names of animate objects only are changed to express number. Nouns are rarely varied to denote case. This subject belongs to the pronouns. Schedule 25 will draw out the principal facts necessary to a proper under- standing of these matters. At the same time the student will have discoy- ered some of the demonstrative and adjective pronouns.
§ 26—PERSONAL AND ARTICLE PRONOUNS—TRANSITIVE VERBS.
In the pronouns we often have the most difficult part*of an Indian language. Pronouns are only to a limited extent independent words.
Among the free pronouns the student must early learn to distinguish between the personal and the demonstrative. 'The demonstrative pronouns are more commonly used. The Indian is more accustomed to say this per- son or thing, that person or thing, than he, she, or it. In the preceding schedule the student has obtained the demonstrative pronouns. Among the free personal pronouns the student may find an equivalent of the pronoun “J.” another signifying “I and you;” perhaps another signifying ‘I and he,” and one signifying ‘“ we,” those present; and another including the speaker and persons absent. He
more than two, including the speaker and
will also find personal pronouns in the second and third person, perhaps with singular, dual, and plural forms.
To a large extent the pronouns are incorporated in the verbs as pre- fixes, infixes, or suffixes. In such cases we will call them article pronouns. These article pronouns point out with great particularity the person, num- ber, and gender both of subject and object, and sometimes of the indirect object. When the article pronouns are used the personal pronouns may or may not be used; but it is believed that the personal pronouns will always be found. Article pronouns may not always be found. In those languages which are characterized by them they will be used alike when
48 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
the subject and object nouns are expressed and when they are not. The student may at first find some difficulty with these article pronouns. Sin- gular, dual, and plural forms will be found. Sometimes distinct incorporated particles will be used for subject and object, but often this will not be the case. If the subject only is expressed, one particle may be used; if the object only is expressed, another particle; but if subject and object are expressed, an entirely different particle may stand for both.
But it is in the genders of these article pronouns that the greatest diffi- culty may be found. The student must entirely free his mind of the idea that gender is simply a distinction of sex. In Indian tongues, genders usually are methods of classification primarily into animate and inanimate. The animate may be again divided into male and female, but this is rarely the case. Often by these genders all objects are classified on characteristics found in their atti- tudes or supposed constitution. Thus we may have the animate and inani- mate, one or both, divided into the standing, the sitting, and the lying; or they may be divided into the watery, the mushy, the earthy, the stony, the woody, and the fleshy. The gender of these article pronouns has rarely been worked out in any language. The extent to which these classifications enter into the article pronouns is not well known. The subject requires more thor- ough study. These incorporated particles are here called article pronouns. In the conjugation of the verb they take an important part, and have by some writers been called transitions. Besides pointing out with particu- larity the person, number, and gender of the subject and object, they per- form the same offices that are usually performed by those inflections of the verb that occur to make them agree in gender, number, and person with the subject. In those Indian languages where the article pronouns are not found, and the personal pronouns only are used, the verb is usually in- flected to agree with the subject or object, or both, in the same particulars.
The article pronouns, as they point out person, number, gender, and case of the subject and object, are not simple particles, but to a greater or lesser extent compound; their component elements may be broken apart and placed in different parts of the verb. Again, the article pronoun in some languages may have its elements combined into a distinct word in such a manner that it will not be incorporated in the verb, but will be
co
HINTS AND EXPLANATIONS. 49
placed immediately before it. For this reason the term “article pronoun” has been chosen rather than ‘‘attached pronoun.” The older term, transi- tion, was given to them because of their analogy in function to verbal inflections.
The personal and article pronouns can best be studied in connection with the transitive verbs with which they are used.
§ 27.—POSSESSION.
Possession is usually indicated by the use of possessive pronouns, personal or article. Usually the possessive pronouns differ but little from the personal pronouns. Nouns rarely or never have possessive forms, the method being to say “John his horse,” rather than ‘John’s horse.” Two characters of possession are recognized in Indian tongues, natural and arti- ficial. Natural possession is inherent possession; that which is possessed
” “my father,” “my mother.”
cannot be transferred, as ‘‘my hand,” “‘my eye, Artificial possession is accidental; the thing possessed may be transferred, as ‘‘my hat,” ‘‘my horse.”
These classes of possession will appear in the use of two distinct forms of possessive pronouns.
Possession is usually affirmed by the use of a verb signifying to have or to possess, and natural possession may be predicated with one verb, and artificial possession with another.
There is still another way of affirming possession. The noun which is the name of the article possessed will have attached to it a particle pred- icating possession, and this particle may be changed or modified to denote mode, tense, &c.: and, finally, we may have the noun, which is the name of the thing possessed, varied to denote person, number, and gender of the possessor, the noun itself varied to denote person, number, and gender of the thing possessed, and the attached predicating particle varied to denote mode and tense, all constituting one word.
§ 28.-INTRANSITIVE VERBS—ADJECTIVES, ADVERBS, PREPOSITIONS, AND NOUNS USED AS VERBS. The verb is relatively of much greater importance in an Indian tongue
than in a civilized language. To a large extent the pronoun is incorpo- 4S1L
50 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
rated in the: verb as explained above, and thus constitutes a part of its conjugation.
Again, adjectives are used as intransitive verbs, as in most Indian languages there is no verb ‘to be” used as a predicant or copula. Where in English we would say “the man is good,” the Indian would say ‘“‘that man good,” using the adjective as an intransitive verb, é. e, as a predicant. If he desired to affirm it in the past tense, the intransitive verb ‘‘ good” would be inflected, or otherwise modified, to indicate the tense; and so, in like manner, all adjectives when used to predicate can be modified to indicate mode, tense, number, person, &c., as other intransitive verbs.
Comparison of adjectives may be effected by inflections, by the use of incorporated particles, by the use of independent words, or by para- phrastic expressions.
Adverbs are used as intransitive verbs. In English we may say ‘he is there”; the Indian would say ‘that person there,” usually preferring the demonstrative to the personal pronoun. The adverb “there” would, there- fore, be used as a predicant or intransitive verb, and might be conjugated to denote different modes, tenses, numbers, persons, &c. Verbs will often receive adverbial qualifications by the use of incorporated particles, and, still further, verbs may contain within themselves adverbial limitations without our being able to trace such meanings to any definite particles or parts of the verb.
The comparison of adverbs may be effected by inflections, by incor- porated particles, by the use of distinct words, or by paraphrastic expres- sions.
Prepositions are transitive verbs. In English we may say “the hat is on the table”; the Indian would say “that hat on table”; or he might change the order and say “that hat table on”; but the preposition “on” would be used as an intransitive verb to predicate and may be conjugated. Prepositions may often be found as particles incorporated in verbs, and, still further, verbs may contain within themselves prepositional meanings without our being able to trace such meanings to any definite particles within the verb. But the verb connotes such ideas that something is needed to complete its meaning, that something being a limiting or qualifying
HINTS AND EXPLANATIONS. 51
word, phrase, or clause. Prepositions may be prefixed, infixed, or suffixed to nouns; i. @., they may be particles incorporated in nouns.
Nouns may be used as intransitive verbs under the circumstances when in English we would use a noun as the complement of a sentence after the verb ‘‘to be.”
The verb, therefore, often includes within itself subject, direct object, indirect object, qualifier, and relation-idea. Thus it is that the study of an Indian language is, to a large extent, the study of its verbs.
From the remarks above, it will be seen that Indian verbs often include within themselves meanings which in English are expressed by adverbs and adverbial phrases and clauses. Thus the verb may express within itself direction, manner, instrument, and purpose, one or all, as the verb ‘to go” may be represented by a word signifying ‘go home”; another, “go away from home”; another, ‘go to a place other than home”; another, “ go from a place other than home; one, “go from this place,” without reference to home; one, ‘‘to go up”; another, “to go down”; one, ‘‘ go around”; and, perhaps, there will be a verb ‘‘go up hill”; another, “go up a valley”; another, “go up ariver,” &c. Then we may have “to go on foot,” ‘to go on horseback,” ‘to go in a canoe”; still another, “to go for water”; another, “for wood,” &c. Distinct words may be used for all these, or a fewer number used, and these varied by incorporated particles. In like manner, the English verb “to break” may be represented by several words, each of which will indicate the manner of performing the act or the instrument with which it is done. Distinct words may be used, or a common word varied with incorporated particles.
The verb ‘to strike,” which appears so often in the schedule, may be represented by several words, as signifying severally “to strike with the fist,” “to strike with a club,” “to strike with the open hand,” ‘‘to strike with a whip,” “to strike with a switch”, to strike with a flat instrument,” &e. A common word may be used with incorporated particles or entirely different words used.
§ 29—VOICE, MODE, AND TENSE.
The student will find the passive voice an interesting subject of study, as in most languages there is no verb “‘to be” with which it can be formed;
52 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
and in those languages where a verb ‘to be” has been partially developed it is probably never used to form the passive voice. The most common method of forming the passive voice is to use an indefinite subject signify- ing ‘some one” or “something,” and to place what in English would be the subject of the verb immediately before the verb in the objective case. Other indirect methods are used.
The student will probably find a middle or reflexive voice, i. e., a form of the verb which is used when the subject is represented as acting upon itself; as, I strike myself; he cuts himself.
A reciprocal voice may also be found, @. e., a form of the verb which is used to denote that the persons or things of a plural subject act upon each other; as, they kick each other; they cut each other. This form of the verb will often be used in speaking of games and sports, for the purpose of showing that parties strive with each other.
Mode in an Indian tongue is a rather difficult subject. Modes anala- gous to those of civilized tongues are found, and many conditions and qualifications appear in the verb which in English and other civilized lan- guages appear as adverbs, and adverbial phrases and clauses. No plane of separation can be drawn between such adverbial qualifications and true modes. Thus there may be a form of the verb which shows that the speaker makes a declaration as certain, 7. ¢., an indicative mode; another which shows that the speaker makes a declaration with doubt; 7. ¢., a dubi- tative mode; another that he makes a declaration on hearsay, 7. e., a quotative mode; another form will be used in making a command, giving an imperative mode; another in imploration, 7. e., an implorative mode; another form to denote permission, 7. @., a permissive mode; another in negation, 7. e, a nega- tive mode; another form will be used to indicate that the action is simulta- neous with some other action, 7. ¢., a simultative mode; another to denote
desire or wish that something be done, i. ¢., a desiderative mode; another : that the action ought to be done, 7%. ¢., an obligative mode; another that action is repeated from time to time, @. ¢., a frequentative mode; another that action is caused, 7. e., a causative mode; ete. These forms of the verb, which we are compelled to call modes, are of great number. Usually with each of them a particular modal particle or
HINTS AND EXPLANATIONS. 53
incorporated adverb will be used; but the particular particle which gives the qualified meaning may not always be discovered; and in one language a different word will be introduced where in another the same word will be used with an incorporated particle.
It is stated in section 28 that incorporated particles may be used to indicate direction, manner, instrument, and purpose ; in fact, any adverbial qualification whatever may be made by an incorporated particle instead of an adverb as a distinct word. No line of demarkation can be drawn between these adverbial particles and those mentioned above as modal particles. Indeed, it seems best to treat all these forms of the verb arising from incorporated particles as distinct modes. In this sense, then, an Indian language has a multiplicity of modes. It should be further remarked that in many cases these modal or adverbial particles are excessively worn, so that they may appear as additions or changes of simple vowel or consonant sounds. When incorporated particles are thus used, distinct adverbial words, phrases, or clauses may also be employed, and the idea expressed twice.
It will usually be found difficult to elaborate a system of tenses in paradigmatic form. The student will find a great many tenses or time par- ticles incorporated in verbs. Some of these time particles will be excess- ively worn, and may appear rather as inflections than as incorporated particles. Usually rather distinct present, past, and future tenses will be discovered ; often a remote or ancient past, and less often an immediate future. But great specification of time in relation to the present and in relation to other times will usually be found. All these time particles should be worked out and their meaning and use recorded.
It was seen above that adverbial particles cannot be separated from modal particles. In like manner tense particles cannot be separated from adverbial and modal particles.
In an Indian language adverbs are differentiated only to a limited extent. Adverbial qualifications are found in the verb, and thus there are a multiplicity of modes and tenses, and no plane of demarkation can be drawn between mode and tense. From preceding statements it will appear
54 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
that a verb in an Indian tongue may have incorporated with it a great variety of particles, which can be arranged in three general classes, 7 e., pronominal, adverbial, and prepositional.
The pronominal particles we have called article pronouns; they serve to point out a variety of characteristics in the subject, object, and indirect object of the verb. They thus subserve purposes which in English are subserved by differentiated adjectives as distinct parts of speech. They might, therefore, with some propriety have been called adjective particles; but these elements perform another function; they serve the purpose which is usually called ‘agreement in language”; that is, they make the verb agree with the subject and object, and thus indicate the syntactic relation between subject, object, and verb. In this sense they might with propriety have been called relation particles, and doubtless this function was in mind when some of the older grammarians called them transitions.
The adverbial particles perform the functions of voice, mode, and tense, together with many other functions that are performed in languages spoken by more highly civilized people by differentiated adverbs, adverbial phrases and clauses.
The prepositional particles perform the function of indicating a great variety of subordinate relations, like the prepositions used as distinct parts of speech in English.
By the demonstrative function of some of the pronominal particles they are closely related to adverbial particles, and adverbial particles are closely related to prepositional particles, so that it will be sometimes difficult to say of a particular particle whether it be pronominal or adverbial, and of another particular particle whether it be adverbial or prepositional.
Thus the three classes of particles are not separated by absolute planes of demarkation.
The use of these particles as parts of the verb; the use of nouns, adjectives, adverbs, and prepositions as intransitive verbs; and the direct use of verbs as nouns, adjectives, and adverbs, make the study of an Indian tongue to a large extent the study of its verbs.
HINTS AND EXPLANATIONS. 55
§ 30.—ADDITIONAL INVESTIGATIONS SUGGESTED.
Should the student pursue his investigation beyond the limits indi- cated by the schedules, it is very desirable that he should be on the lookout for certain linguistic phenomena that have received no mention in the fore- going sections.
To set forth what is meant in a manner that may be understood some explanation seems necessary.
Possible ideas and thoughts are vast in number. A distinct word for every distinct idea and thought would require a vast vocabulary. The problem in language is to express many ideas and thoughts with compara- tively few words.
Again, in the evolution of any language progress is from a condition where few ideas are expressed by a few words to a higher, where many ideas are expressed by the use of many words ; but the number of all pos- sible ideas or thoughts expressed is increased greatly out of proportion with the increase of the number of words.
And still again, in all of those languages which have been most thoroughly studied, and by inference in all languages, it appears that the few original words used in any language remain as the elements for the greater number finally used. In the evolution of a language the introduc- tion of absolutely new material is a comparatively rare phenomenon. The old material is combined and modified in many ways to form the new.
How has the small stock of words found as the basis of a language been thus combined and modified?
The way in which the old materials have been used gives rise to what will here be denominated THE GRaMMATIC PROCESSES. They are as follows:
I. The process by comprnation. ‘Two or more words may be united to form a new one, or to perform the office of a new one, and four methods or stages of combination may be noted.
a. By juxtaposition, where the two words are placed together and yet remain as distinct words. This method is illustrated in Chinese where the words in the combination when taken alone seldom give a clew to their meaning when placed together.
56 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
b. By compounding, where two words are made into one, in which case the original elements of the new word remain in an unmodified condition, as in “house-top,” ‘‘rain-bow,” ‘‘tell-tale.”
c. By agglutination, in which case one or more of the elements entering into combination to form the new word is somewhat changed—the ele- ments are fused together. Yet this modification is not so great as to essen- tially obscure the primitive words, as in ‘‘truthful,” where we easily recog- nize the original words “truth” and “full”; and “holiday,” in which “holy” and “day” are recognized.
d. By inflection. Here one or more of the elements entering into the compound has been so changed that it can scarcely be recognized. There is a constant tendency to economy in speech by which words are gradually shortened as they are spoken by generation after generation. In those words which are combinations of others there are certain elements that wear out more rapidly than others. Where some particular word is combined with many other different words the tendency to modify by wear this oft- used elementis great. This is more especially the case where the combined word is used in certain categories of combinations, as where particular words are used to denote tense in the verb; thus “did” may be used in com- bination with a verb to denote past time until it is worn down to the sound of “d.”. The same wear occurs where particular words are used to form cases in nouns and a variety of illustrations might be given. These cate- gories constitute conjugations and declensions, and for convenience such combinations may be called paradigmatic. Then the oft-repeated elements of paradigmatic combinations are apt to become excessively worn and modified, so that the primitive words or themes to which they are attached seem to be but sligntly changed by the addition. Under these circum- stances combination is called inflection.
Asa morphologic process, no well-defined plane of demarkation between these four methods of combination can be drawn, as one runs into another; but, in general, words may be said to be juxtaposed, when two words being placed together the combination performs the function of a new word, while in form the two words remain separate. 4
Words may be said to be compound when two or more words are com-
HINTS AND EXPLANATIONS. 57
bined to form one, no change being made in either. Words may be said to be agglutinated when the elementary words are changed but slightly, i. e., only to the extent that their original forms are not greatly obscured; and words may be said to be inflected when in thec ombination the oft- repeated element or formative part has been so changed that its origin is obscured. These inflections are used chiefly in the paradigmatic combina- tions.
In the preceding statement it has been assumed that there can be recognized, in these combinations of inflection, a theme or root, as it is sometimes called, and a formative element. The formative element is used with a great many different words to define or qualify them, that is to indicate mode, tense, number, person, gender, etc., of verbs, nouns, and other parts of speech.
When in a language juxtaposition is the chief method of combination, there may also be distinguished two kinds of elements, in some sense cor- responding to themes and formative parts. The theme is a word the mean- ing of which is determined by the formative word placed by it; that is, the theme is a word having many radically different meanings; with which meaning it is to be understood is determined only by the formative word, which thus serves as its label. The ways in which the theme words are thus labeled by the formative word are very curious, but the subject can- not be entered into here.
When words are combined by compounding, the formative elements cannot so readily be distinguished from the theme; nor for the purposes under immediate consideration can compounding be well separated from agglutination.
When words are combined by agglutination, theme and formative part usually appear. The formative parts are affixes; and affixes may be divided into three classes, prefixes, suffixes, and infixes. These affixes are often called incorporated particles.
In those Indian languages where combination is chiefly by agglutina- tion, that is, by the use of affixes, 7. ¢., incorporated particles, certain parts of the conjugation of the verb, especially those which denote gender, num- ber, and person, are affected by the use of article pronouns; but in those
58 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
languages where article pronouns are not found the verbs are inflected to accomplish the same part of their conjugation. Perhaps, when we come more fully to study the formative elements in these more highly inflected languages, we may discover in such elements greatly modified, é. e., worn out, incorporated pronouns.
The above explanation is given that the student who may desire to make a somewhat exhaustive study of a language may be on the lookout for different ways of combination, especially to discover if the Chinese method by juxtaposition is used even to a limited extent.
II. The process by vocaLic Muration. Here, in order to form a new word, one or more of the vowels of the old word are changed, as in “‘man”— “men,” where an ‘‘e” is substituted for ‘‘a”; ‘ran”—‘“‘run,” where ‘‘u” is substituted for “a”; “lead”—‘‘led,” where ‘“e,’ substituted for ‘‘ea” with its proper sound. This method is used to a very limited extent in English. When the history of the words in which it occurs is studied it is discovered to be but an instance of the wearing out of the different elements of combined words; but in the Hebrew this method pre- vails to a very large extent, and scholars have not yet been able to discover its origin in combination as they have in English. It may or may not have been an original grammatic process, but because of its importance in cer-
’
with its proper sound, is
tain languages it has been found necessary to deal with it as a distinct and original process.
III. The process by inronation. In English new words are not formed by this method, yet words are intoned for certain purposes, chiefly rhetor- ical. We use the rising intonation (or inflection, as it is usually called) to indicate that a question is asked, and various effects are given to speech by the various intonations of rhetoric. But this process is used in other lan- guages to form new words with which to express new ideas. In Chinese eight distinct intonations are found, by the use of which one word may be made to express eight different ideas, or perhaps it is better to say that eight words may be made of one.
IV. The process by ptacemENT. The place or position of a word may affect its significant use. Thus in English we say ‘John struck James.” By the position of those words to each other we know that John is the actor, and that James receives the action.
HINTS AND EXPLANATIONS. 59
It has thus been explained what is meant by the four grammatic pro- cesses, and this has been necessary in order to call the attention of the student to three methods with which he may not be so familiar, viz: the second, third, and fourth.
In the study of an Indian language the student should take pains to discover for what purposes and to what extent either or all of these methods are used; and, especially, is attention directed to the use of intonation, from the fact that several Indian tribes are known to greatly intone their words. This characteristic has been frequently mentioned by those familiar with certain tribes, and the writer has himself noticed it, especially with the people of Oraibi and Zuni, who inhabit pueblos but speak different lan- guages.
Placement is known to be used for important purposes in some of the Indian tongues which have been studied; that is, the order of words in a sentence is of great significance. This subject should receive careful study.
In the thirtieth schedule a list of verbs is given which it would be well for the student to write out in all of their forms, and especially should he look for irregular and defective verbs, and for different methods of conju- gation.
A particular form of irregularity exists in the Ute language which may be discovered elsewhere. In that language there are many verbs where the singular and dual are formed on one theme and the plural on another.
§ 31. ON THE BEST METHOD OF STUDYING MATERIALS COLLECTED.
The schedules and the preceding sections have been given for the pur- pose of directing students into the best methods of collecting Indian ma- terial for study.
The study of the materials collected is the second stage in linguistic research. On this branch of the subject Mr. J. Hammond Trumbull has written somewhat at length, in the Transactions of the American Philolog- ical Association, 1869—70, from which the following extract is taken:
In the English language the analytical tendency has attained its highest results. By employing independent words to express grammatical relations, it has reduced a great part of its vocabulary to monosyllables. The very essence of the Indian lan- guages on the contrary is synthesis, and their capacity for synthetical development is
60 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
apparently unlimited. Their highest aim is to express in a single word “not only all that modifies or relates to the same object, or action, but both the action and the object ; thus concentrating in a single expression a complex idea, or several ideas among which there is a natural connection.”* There is hardly any modification of which the action of a verb is susceptible which may not be effected by means of inseparable particles having the character of adverbs: “thus the action may be intended, or be about to be done; it may be done well, better, ill, in a different manner, quickly, attentively, jointly, probably, rarely, repeatedly, habitually”: it may be affirmed, doubted, ques- tioned, denied, prohibited. A single example will illustrate this, and I select one which Mr. Bancroft (History of the United States, vol. iii, p. 259) has used for a simi- lar purpose, in his observations on “ the synthetic character of the American languages.”
“The Indian never kneels; so, when Eliot translated Ineeling [Mark, i, 40] the word which he was compelled to form fills a line, and numbers eleven syllables.”
As an instance of extreme synthesis this word — wut-ap-pe'sit-tuk-qus!-sun-noo-weht- unk’-quohi—is well taken, but its significance is by no means limited, as Mr. Bancroft supposed it to be, by that of the English participle “kneeling.” In the verse cited it stands as the translation of the words “kneeling down to him” of the English text, or, more exactly, for “he kneeled down to him”—EHliot having substituted the indicative mood for the participle, as Indian syntax requires. We have thus five English words represented by the Indian synthesis. But the denotation of the latter is not yet ex- hausted. Hliot might have found, in the Massachusetts or any other Algonkin dialect, an equivalent for the verb “to kneel”, in its literal and primary signification—“ to rest on the bended knees” or (active-intransitive) “to assume the position of kneeling.” In 2 Chron., vi, 13: Daniel, vi, 10: Acts, xx, 36, he translated “ he kneeled down” by ap-pel-sit- tuk-qus'-sin; but in the verse first cited, something more than the mere act of bending the knees or resting on them is implied. The verb here connotes supplication, submission, and worship, and all this is expressed in the eighth and ninth syllables (-noo-weht-) of the Indian synthesis, the whole of which may be translated, literally: “ He, falling down upon his knees, worshiped [or made supplication to] him.” Thus the one Indian word of eleven syllables requires for its accurate interpretation eight or ten English words and at least eleven syllables.
This tendency to synthesis is not manifested only in the grammatical structure. It may be traced far back to the roots of the language, and characterizes the primary verbs as truly as it does the many-syllabled cluster-words of later growth. Father Le Jeune, a Jesuit missionary in Canada in 1634, mentions as a peculiarity of the lan- guage of the Montagnars “the infinite number of words which signify many things together,” and which yet had no etymological affinity with any of the words which signify those things severally; and he gave as an example the Montagnais verb piouan, meaning “the wind drives the snow,” but in which no trace appears of the words for
*Gallatin, in Trans. Am. Antiquarian Society, vol. ii, p. 165.
tGallatin, in Trans. Am. Ethnological Society, vol. ii, p. exlii.
#Duponcean pointed out this word as the longest he had met with in any Indian language except the Chippeway (of Schoolcraft), in which “‘there were some verbal forms of thirteen and fourteen syllables. (Mémoire sur le Systeme Grammatical etc., p. 143.) A more remarkable illustration of “the Indian way of compounding words” was given by the Rey. Experience Mayhew, preacher to the Indians on Martha’s Vineyard, in a synthesis of twenty-two syllables, signifying ‘‘our well-skilled looking-glass makers”—Nup-pahk-nuh-t6-pe-pe-nau-wut-chut-chuh-qu6-ka-neh-cha-e-nin-nu-mun-n6-nok. (MS. Letter, 1722.)
=
HINTS AND EXPLANATIONS. Gl
“wind,” “snow,” or “to drive.”* This synthesis which precedes grammar and concen- trates complex ideas—thought-clusters—in a single word or syllable, is found in all the American languages of which we have any knowledge. The primary verb affirms con- ditioned or modified existence, specific and restricted action. There is—I speak now only of that group of languages to which my studies have been chiefly directed, the Algonkin—there is no independent substantive verb; but there are verbs of being under * every conceivable condition of time, place, and circumstance. “He is” cannot be exactly translated by any Algonkin verb, but every dialect has verbs signifying ‘ he is well—or ill,” “he lives,” “he was (and is not),” “he was (and continues to be),” “he has himself,’ “he abides,” ‘he remains,” “he is the same as,” “he is of the kind of,” “il y a,” ete.
Every standard vocabulary includes the verb ‘to eat,” yet this verb has not, so far as I can discover, its equivalent in any American language. The Algonkin has four or five primary and a great many composite verbs of eating, but none of these expresses the simple act of taking food, without reference to the manner, mode, sub- ject, or object. One verb, for example, signifies “to eat animal food” (or that which has or has had life); another, “to eat vegetable food ;” another, “ to eat soft food” (that which may be dipped up, spoon-victuals, such as samp, succotash, and the like); others, “to eat ravenously, to devour like beasts of prey,” “to graze,” or take food from the ground as cattle do, and so on. Others, again, by the insertion of a particle, or by receiving a characteristic affix, are made to express the act of eating in company with others, of eating enough or satisfying one’s self with food, of eating all that is provided, of feasting, ete.
No Indian language, probably, has any verb which exactly corresponds to the English verb “to go,” yet the Indian verbs of motion are almost numberless. There are verbs of going by land, by water, by paddle, by sail; of going From the speaker, from the place of the action narrated, and from a place other than that of the speaker or the action; of going to a, person, place, inanimate object; of going by running, jumping, flying, swimming, etc. (and these are not to be confounded with the verbs which express the acts of running, jumping, flying, and swimming); of going fast, slow, before, after, aslant, in a straight course, by a devious path; and scores of others. A special vocabulary of the verbs of motion in any Indian language, giving an analysis of each and its precise signification, would be of some real value to philologists; but what is to be gained by entering against the English infinitive “‘to go,” in a standard vocabulary, some one or another of these Indian verbs of going, the entry carrying its own evidence of inaccuracy ?
The defects of the vocabulary method are still more obvious when we consider the nature of Indian names. A peculiar strength of the English language lies in its concrete general names, and in the facility with which these names are made to pass from the concrete to the abstract. The peculiar excellence of the Indian languages is in the nice machinery by which definitions or descriptions of individual objects are made to stand for names, and by means of which names which in English are general or abstract become individual or concrete. The English abounds with predicates of a class or genus; but the Indian noun—verbum nominale—itself predicates a differentia or an accidens, occasionally a genus or a species. I say the Indian noun predicates, for
*Relation de la Nouvelle France en année 1634 (repr. Quebec, 1658, p. 50).
62 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
J ean find no less objectionable form of expression, though this conveys only half the truth. Strictly regarded, the Indian noun is not separable, as a part of speech, from the verb. Every name is not merely descriptive but predicative—not as in Indo-European languages by implication or suggestion, or by reason of remote derivation from a predicative root, but it retains the verb form unchanged; is varied by conjugation, not by declension; has tenses, not cases; may become active, passive, reciprocal, frequenta- tive, like other verbs. In short, every Indian name is in fact a verb—is formed as a participial immediately from a verb, or contains within itself a verb.
Without pursuing this branch of the subject further at present or multiplying examples, I repeat that, in view of the fundamental differences in grammatical struct- ure and in plan of thought between the American and the Indo-European languages, it is nearly impossible to find an Indian name or verb which admits of exact translation by an English name or verb. But the standard vocabularies which have been most largely used in the collection and exhibition of materials are framed on the hypothesis that such translation is generally possible. They assume that equivalents of English generic names may be found among Indian specific and individual names; that English analysis may be adequately represented, word for word, by Indian synthesis. Such vocabularies, as has been remarked, have their uses, but to linguistic science or to comparative philology they contribute nothing which is worth the cost of obtaining. When a collector or an editor has acquired a thorough knowledge of the grammatical structure of a language and has learned how to resolve synthesis by analysis, he may undertake the arrangement of his materials in the form of a vocabulary with some probability of imparting to the result real and permanent value. Without such prep- aration for his work—no matter how cautiously or with what ability he prosecutes it— he must not hope for great success.
It is easier to discover the defects in the old method than to point out a new and a better one. The details of such a method could not be discussed without exceeding the limits of this paper, nor is such discussion called for. The way to a more thor- ough and exact knowledge of the Indian languages is not nnknown or untried. There are laborers already in the field who have not only proved that higher results than the compilation of brief vocabularies are attainable, but have shown how to attain them; and for the study of a considerable number of languages and dialects of the North, the South, the valleys of the Mississippi and Missouri, and the far West, scholars are no longer restricted in materials to quasi translations of lists of untranslatable English words.
The suggestions I shall offer have to some extent been anticipated by the drift of the foregoing remarks. The first is—
That a constant aim of the student of any of the American languages should be the resolution of synthesis by analysis. What the Indian has so skillfully put together— “agolutinated” or “incorporated”—must be carefully taken to pieces, and the materials ot the structure be examined separately. Every Indian cluster-word is a sentence—a description, definition, or affirmation. Mere translation will not exhibit its construction or afford a trustworthy basis of comparison with word-groups in other languages. Something is gained, it is true, by exact translation; but this cannot be had if the trans- lation must be shaped to the requirements of an English vocabulary. A single chap- ter of the Bible or a dozen sentences of familiar conversation accurately translated into
HINTS AND EXPLANATIONS. 63
any Indian language, or a few selected words and phrases translated from it to English, will give a better insight to its structure and do more to determine its relationship to other American languages than long lists of concrete names or verb-forms compiled on the usual plan. But something more than translation, however accurate, is wanted. These languages must be studied in their roots, for these are the elements of synthesis. The possible forms of synthesis are infinite, but the radicals or primaries are, in any language, few. The forms, both inflectional and syntactic, are subject to change from year to year and in passing from tribe to tribe; and these changes, it is said, have in some instances been surprisingly rapid and extensive. We are told of a vocabulary compiled by missionaries to a Central American tribe in 1823 which had become use- less in 1833, so greatly had the language changed in the ten years which intervened.* With better knowledge of the structure of these languages such changes would prob- ably have been found to be for the most part only superficial—the synthesis being differently constructed, while its elements, the predicative and demonstrative roots, remained the same. Of such changes some further notice will be taken in another part of this paper.
To single out and fix the primary meanings of the verbal roots should be the ulti- mate aim in the study of every Indian language. What excessive synthesis has done, searching analysis must undo. The task is not so difficult as at first sight it may seem to be. As I have before remarked, the roots or primaries are few and constant, or nearly so, in all dialects and languages of the same family, allowance being made for recognized differences of pronunciation and accent. They preserve their independent signification, however combined. They enter into composition without undergoing change of form, while their affixes and formatives obey laws of harmonious sequence of vowels as nicely adjusted as in Turkish. The five, ten, or more syllables of a ver- bal-synthesis do not grow out of or coalesce with one another, but each is built on ; so
*S. F. Waldeck, Lettre @ M. Jomard des environs de Palenqué—cited by Max Miiller, Lectures on the Science of Language, Ist series, p. 62 (Am. ed.). I confess that, without other explanation than appears, I find this statement hardly credible, and suspect that the worthlessness of the vocabulary should not have been attributed solely to the inconstancy of the language. Professor Miiller (J. c.) refers also to Sagard’s Grand Voyage du Pays des Hurons (Paris, 1632), for the statement ‘‘that among these North American tribes hardly one village speaks the same language as another; nay, that two families of the same village do not speak exactly the same language.” And he adds, what is important, that ‘their language is changing every day, and is already so much changed that the ancient Huron language is almost entirely different from the present.” But Sagard’s statement must not be received without the qualification he himself gave it. He did not intimate that the differences of dialect were greater or the tendency to change more apparent in the Huron language than in the French. What he says—in the introduction to the Dictionnaire de la langue Huronne, printed with his Grand Voyage—is in substance this: that there was the same diversity of accent, pronunciation, and in the use of words, in provinces, towns, and villages in the Huron country as in France; that the same words might be differ- ently pronounced or the same object called by different names even by inmates of the same cabin; one person would say ‘‘etseignon,” and another ‘‘ etcheignon”; one ‘‘ochahenna,” another ‘‘ochahenda,” etc. ; and that, as in France (comme par degad) new words were invented or brought in fashion and the pronun- ciation of the court had almost superseded (presque ensevely) the ancient Gallic, so ‘‘our Hurons, and generally all other nations, have the same instability of language, and change their words so that in pro- cess of time the old Huron becomes almost entirely different from the modern.” The change, as he conjectured, was still going on; and yet Sagard’s very imperfect dictionary of this unstable language, two hundred years or more after it was compiled, enabled Duponcean to make himself understood without apparent difficulty by the Wyandots, a remnant of the lost nation of the Hurons. (Dupon- ceau’s Mémoire, p. 110.)
64 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
that when the key is once found the word-puzzle may be taken in pieces as easily as it was put together. Indeed, it is a requirement of the Indian languages that every word shall be so framed as to admit of immediate resolution to its significant elements by the hearer. It must be thoroughly self-defining, for (as Max Miiller has expressed it) ‘it requires tradition, society, and literature to maintain words which can no longer be analyzed at once.” . . . In the ever-shifting state of a nomadic society no debased coin can be tolerated in language, no obscure legend accepted on trust. The metal must be pure and the legend distinct.* The more cumbrous and unwieldy the structure, the greater is the necessity for exact adjustment of its parts; and the laws of verbal composition are well-established, admitting no exceptions.
How far such an analysis as I have suggested can be successfully carried need not now be inquired. Every step taken in that direction will be something gained, will lead to more exact knowledge and to positive results. To determine and classify the primary verbs in any one language would be to bring a larger contribution to lin- guistic science than has often been made by students of the American tongues. Back of these verbs and of the primary demonstratives are the ultimate roots. These may not now be, possibly they never will be, attainable; yet I do not hesitate to express my belief that through the study of the American languages scholars may as nearly arrive at a solution of the great problem of the genesis of speech, in determining the character and office of its germs, as by any other avenue of approach. All attempts to establish relationship between the several great linguistic families by the identifica- tion of roots, may indeed be regarded as hopeless; for few will be disposed to question Professor Whitney’s conclusion (Language and the Study of Language, p. 392) that “the difficulties in the way of a fruitful comparison of roots are altogether overwhelm- ing”; and probably no one is yet “so sanguine as to expect to discover, amid the blind confusion of the American languages, where there are scores of groups which seem to be totally diverse in constituent material, the radical elements which have lain at the basis of their common development.” But if order is ever to be brought out of this blind confusion—if any satisfactory classification of the hundreds of languages and dialects now so loosely grouped is to be established—if the genetic relation of one of these to another is to be demonstrated even in those cases where, on grounds independ- ent of language, the probability of such relation is greatest—analysis must first do its work, until, at least, it shall have determined and classified the earliest traceable con- stituents of speech, though compelled to stop short of the discovery of ultimate roots.
If the method I have indicated is the true one, the collection of materials for the critical study of an American language should begin, not with the translation into it of a given number of English names, but by looking out its simplest, 7. e., least compos- ite words, and fixing their meanings,—by detaching from the constant roots or themes terminations and formatives which are merely grammatical,—and by translating from the Indian to the English, provisionally and subject to correction by more rigid analysis, the syntheses which discharge the office of concrete names, by conveying concise defi- nitions or specific descriptions of the objects to which they are severally appropriated.
Among the words and elements of words which claim earliest attention, may be mentioned—
1. The Pronouns, separable and inseparable, and pronominal suffixes: with which may be included the demonstratives.
* Lectures on the Science of Language, 1st series, pp. 292, 293,
HINTS AND EXPLANATIONS. 65
2. Particles which serve as prepositions and post-positions, conjunctions and, occa- sionally, adverbs. Nearly all of these appear to be remnants of verbs and for the most part are susceptible of conjugation as verbs. Their verbal origin may be matter of subsequent investigation, but a careful study of them in their present forms is essen- tial, at the very outset, to thorough knowledge of a language; for they have much to do with the construction of syntheses and exert great influence in the modification of verbal roots.
3. The Numerals, cardinal, ordinal, and distributive. For the collection and analysis of these, some suggestions are given in “Instructions for research relative to the Ethnology and Philology of America,” prepared for the Smithsonian Institution by Col. George Gibbs.* As the numerals are always significant, it should be a special aim of the collector to ascertain the precise meaning of each. Does the word used for one signify “‘a small thing,” “a beginning,” “the little one” (7. e. finger), “undivided,” or “that which is left behind or passed by”? Does three mean “the middle finger”? Is fiwe “the hand,” “the closed fist,” or ‘‘all” the fingers? Is six ‘“five-one,” “one more,” or “one held up” (i. e. one of the fingers which had been doubled down)? Is nine ‘one left,” or ‘one less than,” or “one wanting”? Is eleven ‘‘one again” or “ten more one”? Is twenty, as in the Hskimo, “ one man” (i. e. all the fingers and toes)? Every such question that is answered throws some light on the structure and method of synthe- sis and may help establish the relationship of the language.
4, Primary Verbs. Of these and of the tendency to the concentration of complex ideas in a single word, which is characteristic of the American languages, I have already spoken. Recollect that the Indian verb is almost always holophrastic. It affirms—not action or existence generally, but—some special and limited act or con- ditioned existence; consequently, it can seldom, if ever, be adequately translated by an English verb without adverbial qualification.
5. Concrete Nouns. We have seen that these are not, as in the inflectional lan- guages so many names have come to be, mere unmeaning marks. They are descrip- tive and definitive; specific, not general; and each retains the verb form or embodies a verb. Every synthesis is so framed as to differentiate the object it serves to name from every other object known to the speaker, and this so explicitly as to be intelligible to every hearer. The English word horse tells us nothing about the animal it names. Etymologists who can establish its connection with the Sanskrit hrésh may find a rea- son for its appropriation to “the neigher,” but we use it without having a conscious- ness of any such intrinsic significance, recognizing it, only because we have been taught to do so, as the distinguishing mark which has been set upon a species, just as—regard- less of etymological suggestions—we recognize ‘‘ Charles” or ‘‘ William” as the distin- guishing mark of an individual. The American languages permit the use of no such names without meaning. The native of Massachusetts who saw a horse for the first time distinguished it from all animals he had previously known, as “the beast that carries on his back a living burden,” and this name once heard enabled every Indian of the tribe, or who understood the language, to identify the animal whenever it came in his way. So the Chippeway could recognize by its name alone the creature ‘“ whose hoofs are all solid,” and so the Dakota knew at sight the “‘ wonderful domestic animal” introduced by the white man.
* Smithsonian Miscellaneous Collections, 160 (vol. vii, art. xi). 581L
66 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
With this understanding of the nature of Indian names, we see how tribes speak- ing dialects of the same language and not widely separated may come to have different names for the same object—as many names, possibly, as there can be framed defini- tions or descriptions sufficiently exact for its differentiation. One Algonkin tribe calls the beaver a ‘feller of trees”; another describes him as “putting his head out of the water,” i. ¢., air-breathing water-animal. The Chippeways and some other tribes of the same family name the humming-bird by the cumbrous synthesis no no no*k/aus eé; the Shyennes, a western offshoot of the same Algonkin stock, call it ma kd 7 tat wi kis. The two names have no apparent affinity. Standing side by side in a comparative vocabulary, their testimony would go to show the unlikeness of the languages to which they respectively belong. Yet both names would, probably, be alike intelligible to a Chippeway and a Sheyenne. When we have learned that the one means ‘an exceed- ingly slight (or delicate) little creature,” and the other, “the iron bird,’ we shall be less likely to draw a wrong inference from their external non-resemblance.
Where such latitude is allowed in name-giving, and where a name is necessarily discarded when the description it gives of an object is no longer sufficient to distin- guish it from every other, we must not expect to find the same constancy in the vocab- ulary as in languages like our own, in which names hold their places not by virtue of their inherent significance but by prescription. And here we have the reason of some of the changes which have been remarked in the languages of certain tribes, of which something was said in another place (p. 65). Such changes are likely to be most con- siderable and most rapid soon after the opening of intercourse with a civilized race. The significance of old names is lost in the changed condition of the tribe. One syn- thesis displaces another which has no longer any distinguishing force ; one object after another is divested of the characteristic quality which had given it a name. When Europeans first came to New England, the Algonkin name of a pot or kettle (aukuk) described it as “made of earth”; but this name—still in use among the western Algon- kins—could not long maintain its place in the language of Indians of the Atlantic coast after vessels of copper and iron were generally substituted for pots of clay or steatite. The introduction of fire-arms, of dogs and horses, of trading cloth and blankets, not only called for the invention of a dozen new names but made nearly as many old ones useless.
6. Characteristic particles found in composition with verbs, designating specific modifications of the action or special relations of the action to the subject or object of the verb. These are prefixed, added as terminations, or inserted between the root and the inflection proper.
7. Generic formatives whick, in grammatical synthesis, discharge the office of appellatives or general names. .
These two classes—characteristic particles and generic formatives—present the most formidable obstacles which are to be encountered in acquiring thorough knowl- edge of any American language. One or the other or both have place in nearly every synthesis. Both must be eliminated by analysis before the primary signification of the verbs with which they are associated can be ascertained. Biliteral or uniliteral—sylla- bles or mere fragments of syllables—they probably all represent, as many of them are known to do, independent words, some of which still maintain their places in the vocab- ulary, while others have yielded to phonetic decay. The critical investigation of these
HINTS AND EXPLANATIONS. 67
particles will compensate the student for all the pains it may cost him, for in it he will be brought very near the ultimate roots of the language.
To the former class—characteristic particles—belong all the grammatical ma- chinery for energizing and individualizing the activity of the verb, making it intensive, frequentative, causative, possessive, reciprocal, dubitative, simulative, representative, etc.—for designating the manner of acting or of being, and sometimes the instrument or agency by which the act is performed.
The nature and office of these characteristics may be shown by a few examples from the Massachusetts-Algonkin, the Sioux-Dakota, and the Choctaw ;* but of their number and variety in any language no adequate conception can be had without study of the language itself.
In the Massachusetts (as written by Eliot) -whk or mhk interposed between the root and the formative denotes continued and progressive action—“to go on” doing: pet-aii, “he puts (or is put) into” petuHK-aii, “he goes into”; assa-maii, ‘he gives food to,” assaUHK-amaii (contracted to so6HKamaii, El.), “he keeps on giving food to,” con- tinues to feed (e. g., a domestic animal); amd-eu, “he absents himself, departs”; amavHKk-au, “he drives away” (goes-after him-going) ; wek-eau, ‘* he houses himself, pro- vides a dwelling place”; wekuHK-au, “he builds or constructs a dwelling place,” goes on housing himself.
When the action is performed with the hand the characteristic is -nn before the formative: kenwNNum, ‘he carries it in his hand”; tohqunnum, “he holds it fast with his hand” [comp. Cree tékwdnum, “he holds it with his hand,” tdkwdarum “he holds it in his mouth”|. If the action is performed by cutting or with a knife, -ss takes the place of -mn: sohqu-i, “it is in small pieces,” “ broken fine” ; sohqunnum, “he breaks or pulls it to pieces with his hand”; sohqussum, “he cuts it in small pieces.” The act of tying or making fast by a cord or thong is denoted by -pi or -pin after the root: kishpINNum, “he ties it firmly with his hand” (the characteristic is double here); assepINNum, “he ties them together”; togkupinNau, “he holds him fast by bonds,” ete. Sudden, violent, or disastrous action is denoted by the insertion of -sh; petaii, “he puts (or goes) into,” becomes petsHaii, “he falls into,” (e. g., a pit or a snare); pohqui, “it parts asunder”; poksHeau, “it breaks, by violence or suddenly”; togkun, ‘“‘it strikes”; togkusHin, ‘it strikes with violence, ete.
In the Dakota group, the instrumentive or modal characteristic is prefixed to the verb: ba- shows that the action is done by cutting or sawing : bo-, that it is done by shoot- ing (lit. by blowing) or by some missile; ya-, that it is performed with the mouth; pa-, that itisdoneby pushing, drawing, pressing, or rubbing with the hand, e. g.: BAksa, “to cut oft” ; BAmda, ‘to cut in slices”; BApta, “‘ to cut off a piece”; BApako, “ to cut or saw crooked ” (from pako, ‘ crooked”); bohdho, “ to loosen by shooting” (from hohd, “ loose”); Boi!- yowaza, ‘to make an echo by shooting” (from yat/wowaza, ‘‘to make an echo”); YAcho- cho, “to chew fine” (from chocho “ soft”) ; YAhého, ‘to make loose, with the mouth (from hoho, “ loose”) ; PAdopa, “to push into the mud” (from dépa, ‘to mire”); PAbu, “to make a noise with drumming with the fingers” (from bu, “to make a noise”) ; PAhmtyan,. ‘to make round like a ball, with the hands” (from hmi-yan’, round”), ete.
* The Massachusetts forms are taken from Eliot’s version of the Bible, the Dakota from the Rev.
S. R. Riggs’s excellent grammar and dictionary of that language (Washington, 1852), and the Choc- taw from the Rey. C. Byington’s Choctaw Grammar (edited by Dr. D. G. Brinton, Philadelphia, 1870).
68 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
In the Choctaw, Mr. Byington (Grammar, p. 36) gives some of these forms for the verb takchi, “to tie”: ta*kchi, “to be tying”; tatyAkchi, “to tie firmly”; taHa"kchi, ‘to keep tying”; taHkchi, “ to tie instantly ” or suddenly ; takcutchi” to cause to tie,” ete.
In oni of the Algonkin languages there is a special form of the verb for denoting a pretense of doing or being, “feigning to do.” In the Cree, this form has the char- acteristic -kds; from nipp/ow, “he sleeps,” comes nippaka’soo, ‘he pretends to sleep”; muskowissu, “he is strong,” muskowisseK A‘Soo, ‘ he pretends to be strong,” &c. (Howse’s Cree Grammar, pp. 20, 84.)
What I have called generic formatives have been regarded by some writers on the American languages, especially by Mr. Schoolcraft, as “ primitive nouns never disjunc- tively used.” All, however, which are found in the Algonkin languages may be shown to belong to one of two classes: verbals and participials regularly formed from primary verbs—some of which still retain their independent places in the language—and inflec- tions, with a characteristic particle prefixed to each. They may be described, generally, as terminations which denote the class or kind to which the object designated by the synthesis belongs. Examples of these formatives may be observed in many geograph- ical and local names. In the parts of the country where Algonkin dialects were spoken, -paug or -pag final (or followed by the locative sign, -wt, -it, -ing) denotes “ water at rest,” “standing water,” and is the substantival component of many names of lakes and ponds; -hanne or -han, “flowing,” distinguishes a “rapid stream” or “current”; -tuk (Abnaki, -tegmé ; Delaware, -ittuk), “driven in waves,” from a root signifying ‘to strike,” is found in names of tidal rivers and estuaries and of broad, deep streams; -ompsk, con- tracted to -psk or -msk (Abnaki, -peskoo; Cree, -pisk ; Chippeway, -bik), denotes ‘“‘ hard or flint-like rock.” *
-Minne, or its contraction -min, is the generic affix of names of berries, nuts, and other fruits which may be eaten. It is never used independently, though a nearly- related word, meen, pl. meenun, is found in the Chippeway and some other dialects specially appropriated to a single species (the blueberry), and in the Cree the diminu- tives menis and menissis are used for “berry” generally. The cranberry was called by the Narragansetts, sasé-min, “very sour berry”; by the Chippeways, muskegé-min, ‘‘swamp-berry”; the strawberry is (Chip.) odéi-min, “heart-berry”; Indian corn, in Massachusetts, ewdchi-min or weatchi-min, but among the western Algonkins, monda- min, “manito” (#. e., supernatural or wonderful) “ fruit.”
-Pin denotes an esculent tuber or tuberous root; as in (Chip.) o-pin, “potato”; witi-pin, “wild potato”; muskode-pin, “prairie-root”; warwbeze-pin, “‘ swan-root” (a species of Sagittaria), ete.
-Asq in the Massachusetts and Narragansett dialects was the generic formative of the names of fruits which might be eaten “raw” or when “ green,” particularly melons and edible gourds. In the plural, -asqg makes -asquash—whence our name “squash” for several varieties of Cucurbitace.t
*Since the above was written a more extended notice of this class of generic formatives has been given in a paper, ‘‘On the composition of Indian geographical names,” printed in the second volume of the Collections of the Connecticut Historical Society.
+ The primary meaning of asq or ask seems to have been ‘‘ before-time,” “immature,” ‘ unfinished,” or the like. As an adverbial prefix to verbs it denotes that the action is not yet performed. Hence, aski- and ask-un, ‘‘it is raw,” i. ¢., not yet prepared to be eaten; or “‘it is green,” 7. ¢.,not yet matured. Eskimo is the Algonkin name of one who “eats fish or flesh raw”; Abnaki, ’ski-moo-hoo ; Mass., aski-
HINTS AND EXPLANATIONS. 69
In the Chippeway language, -gan and -jigan (-gun and -jeegun, Schoolcraft; Cree, -gun, -chéggun, Howse ; Delaware, -can, -schican, Zeisberger) are the formations of many names of instruments. Mr. Schoolcraft regarded these names as “based upon the word jeegun, one of the primitive nouns, which, although never disjunctively used, denotes, in its modified forms, the various senses implied by our words ‘instrument,’ ‘ contriv- ance,’ ‘machine,’ &c.” Sometimes, he says, it is shortened to -gun.* These generics, however, are not primitive words, but the formatives of participles, and jigan is never shortened to -gan, but is formed by the insertion of the characteristic of energetic action, ji, between -gan and the verbal root. Participials in -gan (or -gun) serve as names of what may be distinguished as passive instruments—things ‘used for” some purpose by an animate agent; e. g., niba-gan, “a bed” (‘used for sleeping”); opwd-gan, “a pipe,” (“used for smoking”); wassditshie-gan, ‘a window” (“used for lighting”), ete. Parti- cipials in jigan (-jeegun) or -chéggun denote inanimate agents, instruments “ for doing” something and which are regarded as exerting a degree of energy of their own. Of this class are all labor-saving machines and contrivances for helping the Indian do what he cannot do without them: e. g., Chippeway kishkibo-jigan, “a hand-saw,” 7. e, used for cutting crosswise; téshkibo-jigan, ‘a saw-mill or pit saw”, used for cutting lengthwise; bissibojigan, “a corn-mill or coffee mill”, used for making fine, reducing to powder. Delaware, kinhan-schican (Zeisb.) “a grindstone,” used for sharpening. t
The preceding examples have been taken from the languages of the Algonkin family, in which the generic annex follows the qualificative. In other groups the order of synthesis is reversed and the generic is prefixed. The Dakota cha” (ch as in chin) meaning “tree” or ‘ wood,” corresponds to the Algonkin -tukh, for the designation of articles ‘made of wood” or “ belonging to a tree,” e. g., cha”-ha, “tree skin,” bark ; cha*ha’pi, “tree sap,” sugar; cha”opiye, “wood to put into,” a box or wooden vessel; cha'sii", “tree fat”, gum or resin; cha"shu'shka, “good for nothing wood,” the box- elder, &c. Ta is a generic prefix of names of ruminating animals, but when used inde- pendently denotes the moose, par excellence. Wa limits certain names to the “bear” species. Ho refers others to the class “fish,” as in ho-a’ pe, “a fin” (from a/pe “ leaf”); ho-wa! sa pa, “all-black fish”, the catfish ; ho-ta"ka, “‘ great fish,” the sturgeon, &c.
§ 32.—THE RANK OF INDIAN LANGUAGES.
Students of Indian languages have sometimes fallen into error about their rank or value as instruments for the expression of thought, as shown
moowhau. The Dakota sak corresponds to the Algonkin asq; sa’ka, “raw”; dimin., sa/ka-da”, ‘‘ green,” “immature”; sa/ka-yutapi, ‘* something eaten raw,” melons, cucumbers, &c.
*Lectures on the Odjibwa Substantive. Gallatin in Trans. Am. Antiq. Soc., vol. ii, p. 228, adopts from Schoolcraft the statement that ‘‘a numerous class of compounds is derived from jeegun or gun, mean- ing ‘instrument,’ words never used alone.”
tThis characteristic -j? is itself a compound or derivative, as we find by going back to simpler forms of the verb. In the Cree and Chippeway, ¢ or d (Massachusetts, tt or dt) is the characteristic of verbs of action performed on inanimate objects; but if the object is not expressed, the verb takes a dif- ferent inflection and its characteristic becomes che or ji (i. e., t-she, d-zhe). From this form of the verb comes the participial in -jigan or chéggun, which by its formative, -an or -wn ascribes action to an inanimate subject employed to do an act, generally, or of which the object is not specified; it cuts (some- thing or anything) crosswise,” ‘‘ it makes something sharp,” etc.
70 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
in many of the dissertations on Indian languages found in the literature of the subject.
The assumed superiority of the Greek and Latin languages to the Eng- lish and other modern civilized tongues, has in part been the cause of the many erroneous conceptions of the rank of Indian tongues. When the student discovers that many of the characteristics of the classic languages appear in the Indian which are to a greater or less extent lost in the mod- ern civilized languages, he has at once assumed the superiority of the Indian tongue ; and when he has further discovered that some of these character- istics are even more highly developed than in the classic ones he has been led to still further exalt them. This exaggeration has still another cause. The many curious linguistic devices by which great specification of expres- sion is attained has led some scholars into undue admiration, as they have failed to appreciate the loss in the economy and power which these pecul- iar methods entail.
It is proposed to set forth the rank of Indian languages by briefly com- paring them with the English and incidentally with some other languages. In the comparison we have but fragmentary materials for use. Any extended discussion, therefore, would be out of place, but it is believed that a brief statement of the matter will result in clearing away the errors into which some persons have fallen.
This leads us to speak of language as organized.
By the grammatie processes mentioned in the last section, language is organized. Organization postulates the differentiation of organs and their combination into integers. The integers of language are sentences, and their organs are the parts of speech. Linguistic organization, then, consists in the differentiation of the parts of speech and the integration of the sentence. For example, let us take the words, John, father, and love. John is the name of an individual; love is the name of a mental action, and father the name of a person. We put them together, John loves father, and they express a thought; John becomes a noun, and is the subject of the sentence; love becomes a verb, and is the predicant; father a noun, and is the object; and we now have an organized sentence. A sentence requires
az
HINTS AND EXPLANATIONS. 71
parts of speech, and parts of speech are such because they are used as the organic elements of a sentence.
The criteria of rank in languages are, first, grade of organization, 7. e., the degree to which the grammatic processes and methods are specialized, and the parts of speech differentiated ; second, sematologic content, that is, the body of thought which the language is competent to convey.
The grammatic processes may be used for three purposes:
First, for derivation, where a new word to express a new idea is made by combining two or more old words, or by changing the vowel of one word, or by changing the intonation of one word.
Second, for modification, a word may be qualified or defined by the processes of combination, vocalic mutation or intonation.
It should here be noted that the plane between derivation and qualifi- cation is not absolute.
Third, for relation. When words as signs of ideas are used together to express thought the relation of the words must be expressed by some means. In English the relation of words is expressed both by placement and combination, 7. e., inflection for agreement
It should here be noted that paradigmatic inflections are used for two distinct purposes, qualification and relation. A word is qualified by inflec- tion when the idea expressed by the inflection pertains to the idea expressed by the word inflected; thus a noun is qualified by inflection when its number and gender are expressed. A word is related by inflection when the office of the word in the sentence is pointed out thereby; thus, nouns are related by case inflections; verbs are related by inflections for gender, number, and person. All inflection for agreement is inflection for relation.
In English, the three grammatic processes are highly specialized.
Combination is used chiefly for derivation, but to some slight extent for qualification and relation in the paradigmatic categories. But its use in this manner as compared with many other languages has almost disappeared.
Vocalic mutation is used to a very limited extent and only by accident, and can scarcely be said to belong to the English language.
Intonation is used as a grammatic process only to a limited extent—
72 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
simply to assist in forming the interrogative and imperative modes. Its use here is almost rhetorical; in all other cases it is purely rhetorical.
Placement is largely used in the language, and is highly specialized, performing the office of exhibiting the relations of words to each other in the sentence, 7. ¢., it is used chiefly for syntactic relation.
Thus, one of the four processes does not belong to the English language; the others are highly specialized.
The purposes for which the processes are used are derivation, modifica- tion, and syntactic relation.
Derivation is accomplished by combination.
Modification is accomplished by the differentiation of adjectives and adverbs, as words, phrases, and clauses.
Syntactic relation is accomplished by placement. Syntactic relation must not be confounded with the relation expressed by prepositions. Syntactic relation is the relation of the parts of speech to each other as integral parts of a sentence. Prepositions express relations of thought of another order. They relate words to each other as words.
Placement relates words to each other as parts of speech.
In the Indian tongues combination is used for all three purposes, per- forming the three different functions of derivation, modification, and relation. Placement also is used for relation, and for both kinds of relation, syntactic and prepositional.
With regard, then, to the processes and purposes for which they are used we find in the Indian languages a low degree of specialization; pro- cesses are used for diverse purposes; and purposes are accomplished by diverse processes.
It is next in order to consider to what degree the parts of speech are differentiated in Indian languages, as compared with English.
In a previous section it was explained that Indian nouns are extremely connotive, that is, the name does more than simply denote the thing to which it belongs; in denoting the object it also assigns to it some quality or char- acteristic. very object has many qualities and characteristics, and by describing but a part of these the true office of the noun is but imperfectly
HINTS AND EXPLANATIONS. (ie
performed. A strictly denotive name expresses no one quality or character, but embraces all qualities and characters.
In Ute the name for bear is “he seizes,” or “the hugger.” In this case the verb is used forthe noun, and in so doing the Indian names the bear by predicating one of his characteristics. Thus noun and verb are undifferentiated. In Seneca the north is “the sun never goes there,” and this sentence may be used as adjective or noun; in such cases noun, - adjective, verb, and adverb are found as one vocable or word, and the four parts of speech are undifferentiated. In the Pavint language a school- house is called Pé-kint-in-ifi-yi-kin. The first part of the word, pé-ktnt, signifies ‘sorcery is practiced,” and is the name given by the Indians to any writing from the fact that when they first learned of writing they sup- posed it to be a method of practicing sorcery; in-if-yi is the verb signi- fying “to count,” and the meaning of the word has been extended so as to signify “to read”; “kuin” signifies wigwam, and is derived from the verb “kari,” to stay.” Thus the name of the school-house literally signifies “a staying place where sorcery is counted,” or where papers are read. The Payiint in naming a school-house describes the purpose for which it is used. These examples illustrate the general characteristics of Indian nouns; they are excessively connotive; a simply denotive name is rarely found. In general their name-words predicate some attribute of the object named, and thus noun, adjective, and predicant are undifferentiated.
In Indian languages nouns are highly connotive; in English, nouns are highly denotive. This connotive character of Indian nouns is well exemplified by the explanation given in section 2, where it is set forth that an Indian in speaking of the parts of the body says “‘my eye,” ‘‘my hand,” ‘my foot,” ‘your eye,” ‘your hand,” ‘“‘your foot,” &c., and has no command of. a fully differentiated noun expressive of eye, hand, or foot. Similar facts are exemplified in section 17, where it is explained that kinship terms are usually found with attached possessive pronouns.
As explained in section 26, there is found in many Indian languages a series of pronouns incorporated in verbs; that is, the verb contains within itself incorporated article pronouns which point out with great particularity the gender, number, and person of the subject and the object. In this
74 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
manner verb, pronoun, and adjective are combined, and to this extent these parts of speech are undifferentiated.
In section 27 it was shown that nouns sometimes contain particles within themselves to predicate possession, and to this extent nouns and verbs are undifferentiated. In some languages the article pronoun consti- tutes a distinct word, but whether free or incorporated it is a complex tissue of adjectives.
In section 28 it was shown that adjectives, adverbs, prepositions, and nouns are used as intransitive verbs, and to such extent adjectives and verbs, adverbs and verbs, prepositions and verbs, are undifferentiated.
To the extent that voice, mode, and tense are accomplished by the use of agglutinated particles or inflections, to that extent adverbs and verbs are undifferentiated.
To the extent that adverbs are found as incorporated particles in verbs, the two parts of speech are undifferentiated.
To the extent that prepositions are particles incorporated in the verb, prepositions and verbs are undifferentiated.
To the extent that prepositions are affixed to nouns, prepositions and nouns are undifferentiated.
In all these particulars it is seen that the Indian tongues belong to a very low type of organization. Various scholars have called attention to this feature by describing Indian languages as being holophrastic, polysyn- thetic, or synthetic. The term synthetic is perhaps the best, and may be used as synonymous with undifferentiated.
Indian tongues, therefore, may be said to be highly synthetic in that their parts of speech are imperfectly differentiated.
In these same particulars the English language is highly organized, as the parts of speech are highly differentiated. Yet the difference is one of degree, not of kind.
To the extent in the English language that inflection is used for quali- fication, as for person, number, and gender of the noun and pronoun, and for mode and tense in the verb, to that extent the parts of speech are un- differentiated. But we have seen that inflection is used for this purpose to a very slight extent.
HINTS AND EXPLANATIONS. T4a
There is yet in the English language one important differentiation which has been but partially accomplished. Verbs as usually considered are undifferentiated parts of speech; they are nouns and adjectives, one or both, and predicants. The predicant simply is a distinct part of speech. The English language has but one, the verb ¢o be, and this is not always a pure predicant, for it sometimes contains within itself an adverbial element when it is conjugated for mode and tense, and a connective element when it is conjugated for agreement. With adjectives and nouns this verb is used as a predicant. In the passive voice also it is thus used, and the participles are nouns or adjectives. In what is sometimes called the progressive form of the active voice nouns and adjectives are differentiated in the participles, and the verb “to be” is used as a predicant. But in what is usually de- nominated the active voice of the verb, the English language has undiffer- entiated parts of speech. An examination of the history of the verb ‘‘to be” in the English language exhibits the fact that it is coming more and more to be used as the predicant, and what is usually called the common form of the active voice is coming more and more to be limited in its use to special significations.
The real active voice, indicative mode, present tense, first person, sin- gular number, of the verb “to eat,” is ““am eating.” The expression “I eat” signifies ‘“‘I am accustomed to eat.” So, if we consider the common form of the active voice throughout its entire conjugation, we discover that many of its forms are limited to special uses.
Throughout the conjugation of the verb the auxiliaries are predicants, but these auxiliaries, to the extent that they are modified for mode, tense, number, and person, contain adverbial and connective elements.
In like manner many of the lexical elements of the English language contain more than one part of speech: “to ascend” is to go up; “to de- scend” is to go down; and ‘‘to depart” is to go from.
Thus it is seen that the English language is also synthetic in that its parts of speech are not completely differentiated. The English, then, differs, in this respect from an Indian language only in degree.
In most Indian tongues no pure predicant has been differentiated, but
746 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES.
in some the verb to be, or predicant, has been slightly developed, chiefly to affirm existence in a place.
It will thus be seen that by the criterion of organization Indian tongues are of very low grade.
It need but to be affirmed that by the criterion of sematologic content Indian languages are of a very low grade. Therefore, the frequently- expressed opinion that the languages of barbaric peoples have a more highly organized grammatic structure than the languages of civilized peoples has its complete refutation.
It is worthy of remark that all paradigmatic inflection in a civilized tongue is a relic of its barbaric condition. When the parts of speech are fully differentiated and the process of placement fully specialized, so that the order of words in sentences has its full significance, no useful purpose is subserved by inflection.
Economy in speech is the force by which its development has been accomplished, and it divides itself properly into economy of utterance and economy of thought. Economy of utterance has had to do with the phonic constitution of words; economy of thought has developed the sentence.
All paradigmatic inflection requires unnecessary thought. In the clause ‘Gf he was here,” “if” fully expresses the subjunctive condition, and it is quite unnecessary to express it a second time by using another form of the verb ‘‘to be,” and so the people who are using the English language are deciding, for the subjunctive form is rapidly becoming obsolete with the long list of paradigmatic forms which have disappeared.
Every time the pronoun he, she, or it is used it is necessary to think of the sex of its antecedent, though in their use there is no reason why sex should be expressed say one time in ten thousand. If one pronoun non- expressive of gender were used instead of the three, with three gender adjectives, then in nine thousand nine hundred and ninety-nine cases the speaker would be relieved of the necessity of an unnecessary thought, and in the one case an adjective would fully express it. But where these inflec- tions are greatly multiplied, as they are in the Indian languages, alike with the Greek and Latin, the speaker is compelled in the choice of a word to
HINTS AND EXPLANATIONS. 74¢
express his idea to think of a multiplicity of things which have no connec- tion with that which he wishes to express. A Ponea Indian, in saying that a man killed a rabbit, would have to
say the man, he, one, animate, standing, in the nominative case, purposely
g; killed, by shooting an arrow, the rabbit, he, the one, animate, sitting, in the objective case; for the form of a verb to kill would have to be selected, and the verb changes its form by inflection and incorporated particles to denote person, number, and gender as animate or inanimate, and gender a stand- ing, sitting, or lying, and case; and the form of the verb would also express whether the killing was done accidentally or purposely, and whether it was by shooting or by some other process, and, if by shooting, whether by bow and arrow, or with a gun; and the form of the verb would in like manner have to express all of these things relating to the object; that is, the person, number, gender, and case of the object; and from the multiplicity of para- digmatic forms of the verb to kill this particular one would have to be selected. Perhaps one time in a million it would be the purpose to express all of these particulars, and in that case the Indian would have the whole expression in one compact word, but in the nine hundred and ninety-nine thousand nine hundred and ninety-nine cases all of these particulars would have to be thought of in the selection of the form of the verb, when no valuable purpose would be accomplished thereby.
In the development of the English, as well as the French and Ger- man, linguistic evolution has not been in vain.
Judged by these criteria, the English stands alone in the highest rank; but as a written language, in the way in which its alphabet is used, the Eng- lish has but emerged from a barbaric condition.
CHAT IER ITT.
Sal lB) Um ishiey
SCHEDULE 1.—PERSONS. (Carefully read ¢ 1, Chapter IT.)
ENGLISH.
5 Young man
6 Young woman TENA a Oe a ee eee
18 Bachelor (old)
19 Maid (old)
20 The old people
21 The young people
22 A great talker
23 A silent person
24 Thief.
LAL
78 SCHEDULE 2.—PARTS OF THE BODY. ~ (Carefully read 2? 2, Chapter IT.)
ENGLISH.
DET a a nn ae = 2 Hair ———————___--—__ -——_-—__———________——_} ——— nn SiGrown of. L16 ec. 0 eea
4 Scalp __-___— nnn an nn Py
6 Forehead —---_---------_-_-__-_-___-___--__---_-_-___-_| ----_-------------------------------------------~--~-] ------------------~-—---------------- === === = 7 Eye —------__--____-----_--_-___-------—-__--- —___-| —--—__-_____----—--—--- ——---- ~~~} 3 nn nnn nn nnn nn --—— 8-Pupil. of the Eye _—______ eee sD. Ae ee —-——~.J ----~----__--------- ----===------------- == --- 9 Eyelash_--_-------____-__------ $n nn a nnn | nn nn nn nn nnn nnn nnn ----— TUNES ES Se ee ee ee —
ll Upper eyelid CRT es eS se eee [Oe a os se
12 Lower eyelid. ate FS SS S==55= 13 Ear-lobe_________________________-____--___________| --------------------- ------------------- = ——-—=- === +} ---- == == === ---- === = = === === === ate
1 Ne
UE rete avers Cerys PWN a eS
2 Se
20 Benton Of 110ne ee a ey ee em —
21 Perforation. of Septum of1056 eS ee
2. 6h eee
SS OR a a ee 2 Mouth SS SS SS SS EE eee 26, Upper Up a = 26 Lower i p —= 97 Tooth a ee SS Se ee — 26) DOD PUG eee 2273 ee
30 Palate a
OB IN Co 5 a ee ee ee ee ee aes A eee
SCHEDULE 2.—PARTS OF THE BODY—Continued. 79
Exot | | REMARKS |
_ $4 Adam’s apple -__-
- 85 Body
Shoulder aa a EE ee eee ere en a
88 Back - a a a nore
39 Breast of a eer) Sen yee eee eee a a een See eee
) Breast of a woman, (mamma)_-_-_-----------__--_' ---------------------------------- --- ~~~ ---------- ===] --- 22-2 n= 22+ == 2 = nnn nnn nnn nnn nnn nnn
<4]
~o 1 ‘Nipples ———— sent nn nn nn nnn nnn nn nn nn nnn nn nnn ee ee += ==: ae ean nnn nn nnn - = - + + - = - = +--+ + +e ee bi
80
SCHEDULE 2.—PARTS OF THE BODY—Continued.
ENGLISH.
REMARKS,
67 Second finger
68 Third finger
69 Small finger
70 Finger-nail
FL) RUC Ce ee
82 Instep
83 Foot
87 Large toe
88 Second toe
89 Third toe
90 Fourth toe
91 Toe-nail
92 Blood
93 Vein or artery
94 Brain
SCHEDULE 2.—PARTS OF THE BODY—Continued.
81
ENGLISH.
REMARKS.
=
82
(Carefully read 2 3, Chapter IT.)
SCHEDULE 3.—DRESS AND ORNAMENTS.
ENGLISH.
4 Breech-cloth belt
5 Pair of leggins
6 Pair of moccasins
9 Short petticoat
10 Long petticoat
11 Girdle
12 Woman’s moccasins
13 Garters
14 Blanket.
15 Robe of bear skin
16 Robe of buffalo skin
17 Robe of deer skin
18 Robe of rabbit skins.
19 Robe of wild-cat skins
20 Buckskin
21 Antelope skin
22 Sheep skin
23 Elk skin
24 Rabbit skin
25 Beaver skin
26 Otter skin
27 Fringe of skin -__--- pa ceatenweieie soa catasaeeeseean|
28 Sinew
29 Thread (of sinew)
30 Thread (of skin),
31 Head-dress of feathers.
32 Necklace of bone
REMARKS.
SCHEDULE 3.--DRESS AND ORNAMENTS—Continued.
83
ENGLISH.
84
SCHEDULE 4.—DWELLINGS. (Carefully read ? 4, Chapter IT.)
aL
ENGLISH.
1 Village
2 Wigwam (permanent dwelling)
3 Doorway
TSM ONS 0-10) ere eee ee AN i eh tee ee eee LO Mbiving coals" <2 ha == oe Le ead coals] =s2_ = 2 ea sess ee
4) SOOt ssa ee a =|
15 Poker
LG PATS 02) (lana eee a ee oe ee
17 The place where seats are
18 A post
19 My home
20 Describe wigwams and give names for architec- tural parts and divisions into compartments.
REMARKS.
SCHEDULE 4.—DWELLINGS—Continued.
85
+ 85 Doorway--------------------------------------------
if 36 Smoke-hole
{PID EI TID in ope toe a eeepc ee, ee esl A division ofa pueblo (one set of compartments constituting a communal house.)
‘amily compartments (set of rooms for family)_ a } Give name of each room
86
SCHEDULE 4.—DWELLINGS—Continued.
ENGLISH.
67 Stairway
68pliad ders S Ss.) See ee GOAN S LOM Cae are 70 Mortar.
71 Court
72 Street
73 Garden
74 Irrigating canal
75 Spring
TARY NDE a a a el
REMARKS.
SCHEDULE 4.—DWELLINGS—Continued. 87
Describe dwellings: State how they are arranged, &c.
88 SCHEDULE 5.—IMPLEMENTS AND UTENSILS. (Carefully read ? 5, Chapter IT.)
ENGLISH. REMARKS.
1 OBOWOlaWOOC saree Ae ee a ee
ESO WeO fe DOLD we ee ee ee
S SBOW-StllD &. ==2=- sso ee Sn | ee eee eee
4 Sinew on back of bow
6 Notch in end of arrow for bow-string___-----_-_ a ESS ee ee en oe ee ee a
7 Notch‘in end'of arrow for arrow-head:=--=-<.-=-| <<ss-.csssen esa a as sen en sae ee en eee eee ean, et eee ee ee ee ee 8) Arrow-head of stone =. --=-=- == ee ae | sehvbesks oo ceee ase es Se ee es ee Se ee eee weasecoece 9:Arrow-head chipper (madevof: horn)! 2-=-=-=-==2s-|coosc+ bss 5o5 + 22 occ Re ee Se essa e| eae a ee
10°Point:of arrow-head = .-==--<=s2 2 222.-22=- 2223-2) 3- se cae sasse ses sos ssn sass = Sass Sase as sass a ese we ae S| See Sse eae ae Sesh ae see eo ae
11 Arrow-shaft of reed
12' Arrow-shaft of wood) ——=-— ===
13"Groove imarrow-Shatt..— == 5 = -<a-ss ee eeneneee
14 Arrow-shaft straightener (made of horn)__------
15 Arrow-shaft polisher (made of stone)_------_____
16 Cement used in fastening arrow-heads —_-_______
i7Arrow feathers: =. = ee
TUES CR yo pe ee
19) Quiver-straip = -- =e = ee
2ORWirister Ward! so-oaseneece b= kee ee aa ee ee
21 Wiar-Club 22-22-3525] ssc eea nas eS
22s Wial-Sp Carat. Se ee ee ee
283 Wish-Spear —=-= 25233 535s 5- asso seas nee See asecen ase
24 Knife of stone
29! Canteen made of a bladder —-—_-—_---- ===
\ SO SECIS SL © oo ee ree ee
SCHEDULE
ENGLISH.
ELIE UE) (Obs Si) 2 feipe-stenoOfmeed: sss nk
(eee ote
- . oo ee
z
89
REMARKS.
or
, - 4 n Y cab we 4 A ~S £ EC —- rae 90 SCHEDULE 5.—IMPLEMENTS, ETC.—Wooden-ware. ENGLISH, REMARKS. TOK OLER SYCO 226 BI, CY BY 5 ep A SS oe SS a Re Se SSE See oes aoe SSeS Se Seo Sess se DED S EEG OY i a a | EEE ee |peoenote teat 5 ltd ne. ee ee PY SAN EA Be | eS oe EE Ee PSE Ee eee Sees SS see Sone sieasersoseseccsssssesccee + "AES Oyen ee VO Gea ee a a a a ee es GRRCS Ee a ee a ee Tr(a) VS neo eh YL | a Sr ay See SSeS Ses Sree Sees be sreercscrsessscn ce if SS re SS fn a | a |
wenn nnn nas == - n= 2 = 582-5 =~ === === === === == | a 2-----------~-- ---- - --- - == + - 2 5 - $n i ) - { ----------------------------~----~--------- ----~--~-~---
‘ c cated
SCHEDULE 5.--IMPLEMENTS, ETC.—Stone implements. 91
ENGLISH.
Bnekorifebandle sccm a eee
oe
6 Knife-point ~---------------------------------------
7 TE ee
as SOND T Or aR eee ee 6) TOG? cee eee eee mileMealing-stone, large 2 ---
"11 Mealing-stone, small __..---=:=-------------------- a @ ' : Aiky el ee eee eee
REMARKS.
an ‘ “> = - _ ¥ : ; ae , 7 i 92 SCHEDULE 5.—IMPLEMENTS, ETC.—Utensils of shell, horn, bone, &c. ENGLISH. REMARKS. h RTS 0) oh) 9 9 0 ea a Re OS SO Se ee a Ue oat Re ek Se ee ee = SEM OOTY NL VA ce a ee OP LUTbLe-DACK: GSN aos Sena ce a le oS Se |e es 4eHleshineg. implement; of notched: bone = 3-2 22-24) so a= a 6 Se ae Sc yt ee Op Dressing-knife, Of bOnG 2222s 2ss 22s | |S Se ee cc aan = ee ee Se ee |
SCHEDULE 5.—IMPLEMENTS, ETC.—Basket-ware.
93
ENGLISH.
1 Large conical seed-basket (carried on back) —---
2 Hand seed-basket,
8 Seed-fan (for beating seed into a basket)
_4 Winnowing basket
aac
5 Flour-tray (basket-ware)
6 Bread-tray (basket-ware)
7 Berry-basket
Beabhrtaicel-Dask et. ---. 2-8 oa
9 Bish-basket
‘10 Fishing-basket (dip-net of basket-ware) ttl Large water-jug (for holding water in lodge) ---- 12 Large water-jug (of basket-ware covered with pitch). 13 Large water-bottle (for holding water in lodge)__ 4 Large water-bottle (of basket-ware covered with pitch)
lgrim bottle (of basket-ware covered piteh).
715 Small i gee with
ta
SS Sr a a fe eee,
94.
——
SCHEDULE 5.—IMPLEMENTS, ETC.—Pottery.
ENGLISH.
1 Large water-jug (for holding water in lodge) -___ 2 Large water-bottle (for carrying water on back)_ Subierim bottles sean a er eee ees | 4 Grease-jar
5 Meal-jar (round)
6 Meal-jar (square) 7 Large bowl
8 Small bowl
a - "y 4 bp an REMARKS. ee ene Bee een ee sees see oe
ENGLISH,
BeeeciMcals(Of/corn) = an
_ 4 Meal (of grasshoppers) -------.-------------------- ONT i
TROTTER] UR core Rede pe oa a ee 1 OVD em SE he pn
3 TSS SEE SSS See See SS se et
SCHEDULE 6.—FOOD. 95 (Carefully read ? 6, Chapter IT.) REMARKS.
‘ = M4 aoe br ian 2 ey Baa wo i 96 SCHEDULE 7.—COLORS. (Carefully read % 7, Chapter IT.) REMARKS.
ENGLISH.
FEIT SOY | FSCO US a | sob oooos ae ap eee seta aoeerensees ee (i ee ee ee tO! Sorr eo] ae a ee ae ee BETTIS Yer A ae em S12 WEEN LO) a So ec ee |e a ae re re rete | DBS CVO pe a |e er Hew ae Se EE SS Sl He SS nee eee ste ee
a a re Se aS Se Saks el ere oe ee ;
hi
ea ee | a Sp ee eS eee ee nent .
i i hone Es ec fl
4
| a | eae y
;
aha
ee
SCHEDULE 8.—NUMERALS.—Cardinal Numbers.
(Carefully read % 8, Chapter IT.)
97
ENGLISH, REMARKS. nn ow ne 7 JOT Qs coozszsestesese wie Sosa ie sees stesso see |e pe ES SR SE a
: i MTB a a aN a a am ee SO i 4 UR QVE See ee er | SS : Be TER) a a ee a ee eee
(1S see oe a oy om I ct Ee ee ee ee Soe oo ee SESE SRS eae ee ene oe
00 SS Eleanor ees ee os So ce nee Sino | Sees eee Sea eS a ee eer
SR FY fp ra OS Sw Eons ne a Se Sheena oe ada rence anne cgauce nthe og sete eee
) SARS a tr a Ra a
10 Ten ___--_----___-_--------------------=------------~ _---+----~----------~+-~--+---+--~~----------------~) ----------------+++------=+--------=-----~----------- un SBT a a a a (eo eee
Peal Oa 2 So 2s Sa e
98
SCHEDULE 8.—NUMERALS.—Cardinal Numbers—Continued.
ENGLISH.
REMARKS.
34 Seventy
35 Eighty
36 Ninety
37 One hundred
38 One hundred one
39 One hundred two
40 One hundred three
41 One hundred four
42 One hundred five
43 One hundred six
44 One hundred seven
45 One hundred eight
46 One hundred nine
47 One hundred ten
48 One hundred eleven
49 One hundred twelve
50 Two hundred
51 Three hundred
52 Four hundred
53 Five hundred
54 Six hundred
55 Seven hundred
56 Eight hundred
57 Nine hundred
BSaONe st ROUSH I Clea ee ee
60LOne-hal hiGin ene th) a ee
611One-halii(imiquantivy) == =a eee G2PAC art: (el MP iin) ame ee een eee O3eAs part (iniquantity) --—-=-=-=--2- == ee
a oe
”
SCHEDULE 8.—NUMERALS.—Ordinal Numbers.
99
ENGLISH.
100
SCHEDULE 8.—NUMERALS.—Numeral adverbs denoting repetition of action.
Peas
ENGLISH.
REMARKS.
5 Five times
6 Six times
7 Seven times
8 Fight times
9 Nine times
10 Ten times
11 Eleven times
12 Twelve times
13 Thirteen times
14 Fourteen times
15 Fifteen times
16 Sixteen times
17 Seventeen times
18 Highteen times 19 Nineteen times oe eS ee ee
DO wen by DINGS = a== a= ee a eee ee
21 Thirty times P2BHONGY SUNN CR ye ee ee ee
DS PANT ty tT CR eee eee eee eee
101 REMARKS. 8 Four-fold owe eee eee etal eee Ss ee a a a ee ee ee See ere (FN esa St Gn .
102
a ee re ae ae
SCHEDULE 8--NUMERALS.—Distributives.
Sa ee sik A
ENGLISH.
1 One to each
2 Two to each
3 Three to each
4 Four toeach
5 Five to each
6 Six to each
7 Seven to each
8 Eight to each
9 Nine toeach
10 Ten to each
11 Eleven to each
12 Twelve to each
18 Thirteen to each
14 Fourteen to each
15 Fifteen to each
16 Sixteen to each
17 Seventeen to each
18 Eighteen to each
19 Nineteen to each
20 Twenty to each
21 Thirty to each
22 Forty to each
Os uWittyitoleac ns ==~ 42s asa anna Seren eee
REMARKS
SCHEDULE 9.—MEASURES. (Carefully read 2 9, Chapter IT.)
104 SCHEDULE 9.—MEASURES—Continued.
SCHEDULE 10.—DIVISION OF TIME.
(Carefully read 2 10, Chapter IT.)
105
ENGLISH.
1A year Aap Se eee
% 3 First Vopr) (a) 00 0X) 0 renee a _ 4 Second half of moon = P -
- ‘ 5 First quarter of moon
: ™ 6 Second quarter of moon ___-------_-------------- a 7 Third Quartenommoon =e o-oo se eek
PMU forenoon =. st ane
SCHEDULE 11.—STANDARDS OF VALUE. 107 (Carefully read ? 11, Chapter IT.)
SCHEDULE 12.—ANIMALS.—Mammals.
(Carefully read 2 12, Chapter IT.)
109
ENGLISH.
> *
i 7S
e
LAS SN
2 Antelope
RS tee ee re Le ees
.
tes Buffalors ss Se
‘i 6 Cat, civet
a
permynite-talled,= so. es A
eer, black-tailed (Sierra Nevada)_____-__________
ox (gray) = sog2ee sess see es cee
110
ENGLISH.
BASRUSD Glee ee ee ee BD RGLOD DC hase ee evens See ee eee ee ee eee BORGODN CLs DOCKC hanna ean eee
vn GOS bs OUND taln se = sana ee
Bie} (Eager b Rae oVoye) Se ee
COIR WC ee Re ea ae :
aD agp xye se Se es ee a ere
CUT SV ean el fp eee Sete anes
42 Lion, mountain, or Panther___-------_----------- 43 Manatee, or sea-cow, (Florida) -------------------- 440 MOuses( StI) faa ee ee ere s5e Mouse (buit-tailed) ase a se eee AG=MoOuUse (JU DINE) eee ATAMLOUSE)(HOUSC) tensa eee ee a ee rn eeenemnnne 482 MOnse(wWOOU) tae sasaa et nea e ie ee eee 49) Mouse (white-footed)=—=—---—==="-- HOPMOUSEe) (HCl Cl) ee ae eee
DLeMouse; (mead OW) hanna = ee ee
BMS ora bea SS ee ee ee ees
BORO LLG bien == aes cee ee ee ne eee S59: Otter): sea) 2220-2 <= 2 ene ae a G0k Opossum) ==. 22. === = ee UU Ob. Ait cays =) eee Sea ee eee 62 Prairie-dog 2225-32 = 25 ao Seca Son ene GYD Royce) oy h ese Se ee ee ee [OA SX) 4 9X0) (= ees eee = ee eee
65 Peccary
66 Rat, common house
SCHEDULE 12.—ANIMALS.—Mammals—Continued.
REMARKS.
ileal
SCHEDULE 12.—ANIMALS.—Mammals—Continued.
bit (small, cotton-tail)
ibbit (little chief or cony)
eS 111 REMARKS.
112
ENGLISH. 4
Mey ep a a m »
SCHEDULE 12.—ANIMALS.—Parts of the body, &c., of mamm: «. 113
REMARKS.
114
SCHEDULE 12.—ANIMALS.—Parts of the body, &c., of mammals—Continued.
ENGLISH.
REMARKS.
34 Tendon, or leader
35 Teeth
36 Tongue 37 Testicles
38 Wind-pipe
BOs WON ID aa ra aa we eee eee
115
ENGLISH.
Bobolink
~ South,
Bobwhite, (Quail of New England, Partridge the South.)
, (of the North; Reedbird of the ; ,
anting (towhee) | an
white or whooping) -----------------------
yrown or roundbill)
REMARKS.
116 SCHEDULE 12.—ANIMALS.—Birds—Continued. = = ee ENGLISH. | REMARKS. SAT UCI 00 ee ee a a [it 2) ae eee ee SbEDipperor Wabter-ouzelesssess== nessa eee | hie Be oh OS 8 a) Be ee ee (eau Sel a ee eee BG) DOG asa as Se ee Ss ep ea ea ae er ee ee ee ST ADOW ©) Rant] Ose a a ES a a } | Se Dove (Small ground), === ae ee a a
30D wc ken See en a ae eee aoeee 40 Duck (mallard)
41 Duck (pin-tail)
42 Duck (red-head)
43 Duck (golden eye or whistler)
44 Duck (black-head)
45 Duck (canvyas-back)
46 Duck (wood or summer) 47 Duck (buffle-head) 48 Duck (shoveler) 49 Duck (surf or scoter) 50 Duck (merganser or saw-bill) 51 Duck (ruddy) 52 Eagle
53 Eagle (golden)
54 Eagle (white-headed)
55 Finch
56 Finch (grass) .
87 Why-cateh ers 2-2-2 a ene
59 Goldfinch, or Thistle-bird 60 Goose (white-fronted) 61 Goose (blue) 62:Goosei(white) jaa ee a nee
63 Goose, Canada
64 Grackle
ne
oa oie as =— . Hi = 7 \- it 2 a a ‘ eh SCHEDULE 12.—ANIMALS.—Birds—Continued. 117 ENGLISH REMARKS. ‘ : 7 Sawer SPAREN TREN cep es Ba gs a ee
ie ) Grouse (ruffed), Partridge of New England— Pheasant of the South.
Teron (great blue) on inileblite) == 5 =e oe ee
a Te 7
118
SCHEDULE 12.—ANIMALS.—Birds—Continued.
ENGLISH.
100 Kingfisher
101 Loon
102 Magpie (yellow-billed)
103 Magpie (com mon)
104 Martin (purple)
105 Martin (bee)
106 Meadow or Field Lark
107 Mocking-bird
108 Mother Cary’s chicken, or Petrel
109 Muteh-hotch
110: Oriole; Bullock’s/(western)=---—"--- = === 1Oriole (Baltimore) == eee
112 Owl (great-horned)
113 Owl (sereech)
114 Owl (eared)
115 Owl (white snowy)
116 Owl (burrowing), Western U.S8., Florida
117 Oyster-catcher (common), Atlantic coast.
118 Oyster-catcher (black), Pacific coast
119 Paroquet (Florida)
120 Peewee
121 Pelican (white)
122 Pelican (brown), Pacific and Atlantic coasts —__
123 Pigeon (wild), Eastern U.S.
124 Pigeon (band-tailed), Western U.S.
125 Pigeon (sea)
126 Plover (black-bellied)
127 Plover (golden) [
128 Plover (killdee)
129) Plover (ring-necked)/== =
130 Plover (mountain)
131 Rail
REMARKS.
SCHEDULE 12.—ANIMALS.—Birds—Continued.
119
ENGLISH.
REMARKS.
138 Raven (white-necked)
134 Redbird
~
125 Redbird (crested)
136 Redbird (black-winged), or Scarlet Tanager, (Eastern U.S.)
(BP TESST Be a Ee
138 Boer gnne®, or Chaparral Cock (Western 2D SNC eee a 140 Sandpiper
141 Sandpiper (spotted, or tipup)--------------------
al (green-winged)
eal (blue-winged)
120
SCHEDULE 12.—- ANIMALS.—Birds—Continued.
ENGLISH.
REMARKS.
AACS BND Eo 9 EE pet LCP A DERBY 0) 6 Ue mn 168 Vulture (great Californian) -------______________ 269) Vulture (black) 225 == a eee L7Oevaulture (red-head eds. eee 7 NWiarblerie sso ene ae ene eee 172 Warbler (yellow), or Yellow-bird —__-------_-__-
173 Whip-poor-willl === =~ oe see eceeee
74 W000 DOCK Chae ea soe eae eae eee 175 Woodpecker (yellow-shafted, or Yellow-ham- mer). 176 Woodpecker (spotted) a2 ess ae ee 177 Woodpecker (yellow-bellied) ~----_--------_-____ 178-Woodpecker (large) black)-—-------_-_— = 179 Woodpecker (ivory-billed), Southern States __- 180° Woodpecker!(red-head)) === === ase
181 Woodpecker (white-headed) --__------__-________
I1825Wrood pecker (Ue wis) ea ee ene
183 Woodpecker (black-breasted)----_-_--_-_-_______
184 Woodpecker (red-shafted), of the Western U.S.
BRIS Ns FEO 0 186 Woodcock
TS TMWiren (NOUS) (= aces nee ae a ee ea eee ee Sa ee ee eee
LOS! Woren) (marsh) cs Sse ssa ee ne EE Se ee ee
189 Yellow-shanks
we ay owe, pee vf .
SCHEDULE 12.-ANIMALS.—Parts of the body, &c., of birds. 121
. ENGLISH. REMARKS.
te jee Eee eee ee eee | ee rt Sir ae Seats NSLS
Fe a ee Sd I ee a a | aE EOE ee See TES
122
SCHEDULE 12.—ANIMALS.—Fish.
ENGLISH.
ES) UDC ER SONS a ape ee eS (G)UD yao ew 2s 5) OY a OP BE nn ren ee See aS (2) CG teh ehia HS a ee ee Sacnnaon (9). SEY OYUN as a ne ee JO} Mullet:<- 2-2 32 neoo A eee ll Mussel ee an a IR ORAS WE Seen ee re So ea See Sees) 1B Salim One a ee ee NAN Shake eee ern ok eee oa ee ee Tp (SS CG se ee a ee nee 16S ture con iss =) 2a a ee eee WiSucker l= - 245-22 bene so ae '
18 routs a222 one 222 oo 2 esa eee nee eet eee
BUSA YRS) 10S ee co
REMARKS.
ENGLISH.
\ ”
SCHEDULE 12.—ANIMALS.—Parts of the body, &c., of fish.
123
3 Gills
ey
?
eeyBreast-fne eee ee fe eee re
4 5 1G) byafi reese eee a ae na sen een cagecccoe
a
_ 6 Back-fin
REMARKS.
CBS (ETO a ee (a eS ee See eS )
124
ee ae
SCHEDULE 12.—ANIMALS.—Reptiles.
ENGLISH.
1 alligator eee ae se Sa et ee Ses eae ee PINE] AEA TANS) CeCe) she me he a 3 Frog (bull)__---------------- Sabai asses sess sees aes ATM Yor, (Snell) oS ae eee ee ee ee oPLlormedinizand on ogg) sss nese seaaae ne eee @ WWGRRG! aan eee heehee eee
Wg VLOCCAS IN Pe eee ae nee eee
8 Rattlesnake=—<-- ==. <= <5 52s ee =
9 Rattlesnake (horned) ~-------_--______. ___-._-__-_- LOsRattle on sn alco cess = oan en ean ane eee BUS STEN SS {2 Snaike (water) = =-o-2= 3S caer ee ee oe 13 Snake (garter)_------__- tt OE ee “ Terrapins=--2 222-3. = sos a ee ce ee
LG OR Se a ee ee ee eee
REMARKS,
*
125
SCHEDULE 12.—ANIMALS.—Insects. e ENGLISH. REMARKS. HLS (UHRA D OE oe nent see S| SS a SS A (a sa aC St
c 3 Grasshopper
Ad ie _ aaa
+h ° r BAN ; ie
ah
; - Fuses
‘ , =
126 SCHEDULE 12._ANIMALS~—Continued.
(State how animals are classified.)
SCHEDULE 13.—PLANTS. (Carefully read 2 13, Chapter IT.)
127
ENGLISH.
REMARKS.
128
ENGLISH.
(Carefully read % 14, Chapter IT.)
pe ee ey : t a , SCHEDULE 14.—GEOGRAPHIC TERMS. 129
130
SCHEDULE 14.-GEOGRAPHIC TERMS—Continued.
ENGLISH.
------------------------- 5 --~-- ~~~ - = --+ === ~~~ ~~ ~~~ ~~ ~~~ +} ----- - + = ++ --- ~~~ ~~ ~~ ~~ ~~ 5+
REMARKS.
SCHEDULE 15.-GEOGRAPHIC NAMES.
(Carefully read % 15, Chapter IT.)
131
REMARKS.
i
132
(Carefully read ? 16, Chapter IT.)
SCHEDULE 16.—THE FIRMAMENT—Meteorologic and other physical phenomena and objects.
ENGLISH.
REMARKS.
LAC) OU Gl ae ee ee eee ee
DICIOUGS tN Saas =e ne ne en eed
145'Skuye. === 5-2 Aas Saha a eae na aeons 15 Horizon Se TG SIU peer ee eee Fans see ae a eee U7 (29s Wo 0) 0 ye ae ee eee
18Wull-moon 2 == == nasa saa nae
LORE alt= OO DS ere ae ee }
20 Crescent-moon —_-_-_- amen Sa See Ee eee ae
DRS Bers jesse oP Sow oe ee ee ene
22 Meteor 2-2 2—: = 2.2 Soe eo
23 Aurora
a ee ee oe a re
7 - 7 _/ Paes. aoe . © at ee ’ way P re a r Z ’ w <a} iy -
TT
SCHEDULE 16.—THE FIRMAMENT, Etc.—Continued. 1383 ENGLISH. REMARKS.
e | EO cece wreck ae | ee (ce ortheast ROL Cl ae aa a a oS | OT cee eee ee ee ee Se Sos ss ee a ee eS
3 OR WES: (OUR La oe Se ee SS SS I pa oe EEE eS a a POMPLOAS HRW One se ae see oe eH Pe eR ae ed (Le oe aos s ete c be resnk ates ch eat et eee eee SOY PEHTAUNS CISL NL OG |= Ee ee || (ee See Ae ee sateen de ae en ee ee Oem ee ae | ee am ee ne re ee De NE dg Oe Se ee A Pe Ie St A SWayXG ONE WPS SD Se ee i re ee Se a eee Oe ee ee ee eee ee ae eee oes (FEE a ae ee we SLE SO SE Ga a ae ee a ee ee ee ee ee ee eae ee ee ee ee eee eee ee I ee en ey Se | Ce re es = a eh Pa Se eee a et 4 oe So SES ESTES SESS ao aS SRR 2S aR wc ge U HOD) (cee Set eeate se ee aes el LS we a 8 a i ee (ee ee ees ee i A . OD cecencheeeecsuitehes see She a en a a A Sp Rg | ne epee ee a a ee = ‘Stari=--=_. ==. =
134 (Carefully read 2 17, Chapter IT.)
SCHEDULE 17._KINSHIP.—RELATIVES—LINEAL DESCENDANTS OF SELF—Male speaking.
ENGLISH. REMARKS, 1 My son_---------------------------------------------| --------------~--------- ~~~ -== === === === =5 = 22-9 - === === =| nnn nnn 50 sn ann nnn anna 2\(Omitted) oa =o ee n= | <===2=-2<2 a2 ann nan een nnn nn a 3 My son's son ---------------------------------------| --------------------------+--+=--------=-----~-----=+|--- === =---- == 222 == 2 == ==== === 25-55-25 = == =-===55=5=--- 4 My son’s daughter--__------------------------------| -------------------~ === == === === === === == 3 === 22252222 n on 6 Miy-80n7S S0N’S|SON= = 2-2 == - a a | ee 6 My son’s son’s daughter -------- ------------------ | oe aebegstga tea ye od ll ll yt 7 My son’s daughter’s son Saute ce sich es eet ll ae Sie RM ue a A ree ee Oe oe ee FEY WG ALS oye UAVS FER NED en He) ATSIC OEE O US OMS) Oe ea oR ae SE Ee a 9 My son’s son’s son’s son ------..- -----------_----~~) -------------~--~~~--~------~--_~.~-~~---~--=----------- at oat tO ooh e ee cee ee TOMMiy;son's|SOn7S/SO17S Cave te ra eee ee 11 My son's son’s daughter’s son --_-----.-----------. ------------------~---.---------------- ee a ee aes ee re ee eae 12 Myson’sson’s daughter's daughter ~------_-_----- Srecoser Sie merre ror dwere ener scenes Seceeeeees --==--|------ eens eeee Set ee TGS (Oye wi iret ba ee | ---------------------------~-----=-------------------- | eR eee ie Ses ect egeceenssesess ss 1a My gd aug liter rene 0 i ee eee eee esdeoot sia s accede sos soo2 Sees eee sessed ae iii bh we Cl 15 My daughter’s son _---._-_---_---_---------------_-| --------=-=-- =~ == =~ -~-+-- == == === 222-22 -222= === -=5=--=- ie a 16 My daughter’s daughter —---_-_----- --_-__________ [iS ice 2 AYR hs Se eR ei a ee oe ee Se ee eee
17, My, daviphter's son’s son —-—- = 2 === Se ee a ae ae ae 18 My daughter’s son’s daughter -_----___---_------- -------------_---__-- | 19 My daughter’s daughter’s son a PP. Boe ok ne ne ee eee ee 20 My daughter's daughter's daughter a oan 21 My daughter’s daughter’sson’s son_----_--------- Resco se eae Sacto eae S 22 My daughter's daughter’s son’s daughter ---_--- eR ee eee Oe ae een 23 My daughter's daughter's daughter’s son____--__|---------------------.--------------------.----------- 24 My daughter’s daughter’s daughter’s daughter_|-------------------------------~----------------------
ee ar* s
SCHEDULE 17.-KINSHIP.—_LINEAL ASCENDANTS OF SELF—Male speaking.
185
REMARKS.
ENGLISH. DB) UBS ES) ae ER (ONTARIO eee eee ees ee 7 My father's TEE NYS) eee ee oe ee ee ae 98 My father’s mother_-----_------------------------- a) My father’s father’s father -----_-_----------------
I
My father’s father’s mother
186 SCHEDULE
17._KINSHIP.—FIRST COLLATERAL LINE—Male speaking.
ENGLISH.
SAU AGG (A) Ko AVE) 8 = = eee ee (Omibbed) ea soan aaa een nate ee rane eee toee My elder brother’s son
48 My elder brother's daughter -_-_------__-----______ 49 My elder brother’s son’s son -_------____-_-_----__ 50 My elder brother's daughter's daughter —_______ 51 My elder brother's son’s son’s son___-----------_- 52 My elder brother’s daughter's daughter's daugh-
si(Omitted) pea naa ee eee ane eeeoee ta Misys lel eri SUS GO Ye eeceereenence ee e bo) Miyelder: SISter SiSONa=--s= nee ee eee 56 My elder sister’s daughter
57 My elder sister’s son's son
58 My elder sister’s daughter’s daughter___--_______
59 My elder sister’s son’s son’s son —---------=---_--_|
60 My Paces sister’s daughter's daughter's daugh- er,
GLeMiyay OUn eer DT OLN Claes ae ae eee
62"(Omitted!))=2=22 2= ae oe eee cn eee
63 My younger brother’s son-_---_-___-__-____-.______
64 My younger brother’s daughter —--------__----___
65 My younger brother's son’s son
66 My younger brother's daughter's daughter
o> =
68) Miyey OunpeLisister=ssens--- ee ee eee
69) My, younger'sister’s/son=---—-- = =
70 My younger sister’s daughter____--__-_-__--______
71 My younger sister’s son’s son___-----------------_
72 My younger sister’s daughter’s daughter
(Oy ne Cl) ee ee ee |
REMARKS,
SCHEDULE 17.—KINSHIP.—_SECOND COLLATERAL LINE—Male speaking. 137 ENGLISH. REMARKS. 73 My father’s elder brother ------------------------ | Sa SE SRE LI Se oh Ne a SE er ee ee Se 28 ete a ae ea a | | Feed MOET WN OD) ae a a Sp Ey | SI a ee a a rr teal pe ee re ee ae es 75 My father’s elder brother’s son, older than self Aa aE) 2 ae, SP ee ake i a rr rr ) ears ns fone dee An AR 2 ee 7Weuueyatather's! elder brother’s! daughter, older |-.-_.-_------.-------------.----+-_--.------- E Wl erecta ie eh Mirth. re than self. | Mmevivatabnors elder brother's son, younger thats | oo eo an on ee eee ee Se a oe Me po - ie self. WaeVivatatheris:elder brother's daughter, youmger' | -.---------_----------_--___-__----__________-_-- Sa eee eee ee cease = than self. 79 My father’s elder brother’s son’s son_---------_- ante eteste 5 eases 3S ee ease ee Hed ees Sa etneen ee s-seee tte ee 2 SUpMivatatheris elder brother’sison’s daughter’ -----|) ee AES ee nee eS Lat APs A ha é Righivstannems.elder brother's daughter7sison----|0) 2 en se ee eee c cae ncnnan aoe Wena L eet Taee PON me Ce eerene f - 82 My qabher's eldersbrothberisydaughterisidaup hisses. = set een 5 Sn, Psu Dens RES MN eee hr ahs 5 er. | aS) Sy STOVE TS GH IGTE Lepa)h eEFEUSE@ OYRy eeeall SRE oe A ee ee ed ee es Seen ee ee eee a 84 My father’s elder brother’s daughter’s daugh- ES eames Oe lie MEL OPS 5 oe ne ter’s daughter. | fe aia cat a age ale io RpVnMEes Cush} eTr OLOUDCLIATsSON NE SONS USODIS aoa cen ene eno Anke Oe ee ire oe eee See eal ed ee Select Pe Se son, Ropvivatather:s elder brother's) daughter's daugh- |=-------2--------____.---2--_---- =. 2-1 sss Garg CRUE beanie | BOE Oo MEN i i nia Rasp cy (a 87 My father’s younger brother_---------_--________ he Ee ee ee eh a Bee ie op Pan rane he oes J See y Be ee ee SHES DW AQi> SESW SGV NEI CS) Uo KES SSI) ee ee eee eee Nees DAT aol in a9 CREE Pinna ee TST) LEM SISter. 8; SON WOLGeL UMan Geel iss |een ee a sem menee eS pe nee Ee men Ae ee ease soe | Seok eee ee Sas eee ee we ae een e ene a nee ; | 90 My seers elder sister’s daughter, older than | eas pA Ok IEEE 2 SOOO UR NERS IO. IR Py Ldigh ae Eats A stare Ne os te self. 91 My mafhene elder sister’s"sont younger sthan)y| 2-22 se 8 So we eas ae a= te oe eee een ee 3 self. | 92 My father’s elder sister’s daughter, younger eee 8 Coe wht Se pSeeasces = ST PRS sae ee < than self. 98 My father’s elder sister’s son’s son —------_-___--|.-____---_- eae NE eee ele ee es AS Eee wee Sey eee 94 My father’s elder sister’s son’s daughter_______- Foe ee ee ie See oe rs fun FS SATS aS Dpevivatather’s\elder sister's daughter's son------=-| = oe ne se eee [rake gene Be) Ace e a. eee SN | MeNivetatherisielderisister’s/daughter’sidaughters |. 9.09 ee scene Je Re re ee ne ee re Os Se ee Se ne a | 97 My father’s elder sister’s son’s son’s son _______- 2 = ee 3 |S Aenea tate Na. ON ee eae ee 98 My father’s elder sister’s daughter’s daughter’s (AVoNemase ee Sk LA one DED ol (Ta | z daughter. a a ge oa ae a ec nae? mae a am my 99 My father’s elder sister’s son’s son’s son’s son_| ____--__________________________ Pee ee Ce es ee AL Pes 2 oe 2 ee ye ee SEs Enno ols elCensisvens Gane hte s GaUe ters ll ea sees oon ee oe ree ee he ee oe ee ee ne | Seen! SEs ee ES ee. ane torstd | Uc LC) ann iiss | eens no Naan mac ae iets. 0) |\lrowr Get he te ae TS: QO SROWNIT ECD) eal eee eta ae eel ee I a Se ie Ee ee Ca ee ee Oe eae | SEEN CeaT aT Ie DISKY OUT Clas SUG eens eee ee eee ne, ay Meee eS Me el ee Fae ee de oe nA PURDON eI Sy OLR CLD EO UN 6 lyaaee meee ese ae ew ee oo ess Lee ee ee ed [tease Rote Noe eS OP mt ed Pa Se A TITEL (CO eaW (G05 ) ae Se se ee ee a a Ee en ee
105 My mother’s elder brother
SCHEDULE 17._KINSHIP._SECOND COLLATERAL LINE—Male speaking—Continued.
REMARKS.
ROG) (Om Ged) oa a 107 My mother’s elder brother’s son, older than self.
108 My mother’s elder brother’s daughter, older than self.
109 My mothers elder brother’s son, younger than self.
110 My mother’s elder brother’s daughter, younger than self. 111 My mother's elder brother’s son’s son ~--~----
112 My mother’s elder brother’s son’s daughter__
113 My mother’s elder brother's daughter’s son__
114.My mother’s elder brother’s daughter's daugh- |_
ter. 115 My mother’s elder brother's son’s son's son —--- 116 My mother’s elder brother's daughter's daugh- ter’s daughter.
117 My mother’s elder brother’s son’s son’s son’s son. :
118 My mother’s elder brother’s daughter’s daugh- ter’s daughter’s daughter. |
SUBLETS CO ren it Ch) ee ee eee |
120 My mother’s younger sister
TPA (Grae te) re i ee 123) Miyimothersieldersister=--------——-— oe | 128 My mother’s elder sister’s son, older than self_
124 My mothers elder sister’s daughter, older than self.
125 My qnOtherie elder sister’s son, younger than self.
126 My mother’s elder sister’s daughter, younger | than self.
127 My mother’s elder sister’s son’s son
128 My mother’s elder sister’s son’s daughter —_____
129 My mother’s elder sister’s daughter’s son
130 My mother’s elder sister’s daughter’s daughter_
131 My mother’s elder sister’s son’s son’s son
132 My mother’s elder sister’s daughter’s daugh- ter’s daughter.
133 My mother’s elder sister’s son’s son’s son’s son_
134 My mother’s elder sister’s daughter’s daugh- ter’s daughter’s daughter.
167 My father’s father’s sister’s son’s son
a
SCHEDULE 17.—KINSHIP.—THIRD COLLATERAL LINE—Male speaking. 189 — —<—<—<—=— =— = = — ENGLISH. REMARKS. | = 185 My father’s father’s brother___--------__--__----_ | a are ye a ey he eee A ERC ee ae ee 123 (Omni) | set eae e ee | Rie deh need pans 24 19 Aig | Yoh DIST CH ABNST HS TEEN 6 TEED OY OL AVS EYE Oe ee ee ee eee COD Te ETRY By EO Ta) MANS ESS GEES STALIN A ene eee | ee eee ae ele) eee eee ee eee ee eee eee eee ey avai oit OF Sc iA LOL 5; DEOUR ELIS iSOD'S |SOD a ae eee eae ae = oe me eee ees oe ee seco o oe ne ean eee Sete enone eee e PRUBNEvatatiier stain ors: brothers: SON'S G&UP Mtl] -—-— =n = moan ote eae we ee oe dae ones 5 seecsene| oto s ss nkee sees ece see ton- pial ITY HEM AW EYE St TEDL OVEV PAS HO) RO) ONSET FE DFE CURES OSHS C0) 0 | Ee | ee NS Oa oa 142 My father’s father’s brother’s daughter’s [hoes Soe hee as re en cee seus daughter. | 148 My father’s father’s brother’s son’s son’s son__| ie ee lee ee eee somata sao e ne kee ae pee a ee 144 My father’s father’s brother’s son’s son’s See ee ee ene ae eet ees eae eee 8 a ey Wes) to ee eos See ee daughter. Pawan orc ta ghar sO TOuUTOT siSOM sd aUP ners) ecctecsa sacs eee teas oe eae seen eee ee es ee ee I son. PRPC Nin Celis OTOL CTS RSON MUGRUP =) |p 2s oe. soa ee a ee OE Ne a ee ee ot et i ee de ter’s daughter. PME erathn Ors PrOuners @aneh ters: SON Sy | ae2-- ees e a =saa eee eee eee ee een tee ks son. | Sev iva nner siiatners), brothers daughter's son's) |-—--- 252-222 2= 225-2, <- ==. === es 55 == foes 2o 5s sa daughter. | PE Sen Sara Cer See DrOUN er Sar OAUP LENS! |eeeseaa tee ee ne eee Soe ee areas oat eae |e SE 8 ee soa Se a ees daughter’s son, | TMevvestathers: father's brother's’ daughter's ||-----------------_----___--8--5- 2-85.22 see AGI Lene etl kre es es ES daughter’s daughter. | Plevivettunens fathers DrOLher's! SON?S'SON’S'SON’S, |---=-- === === — = 5 <= ava ne ee enn seaaae-He= SES 2 verte dap in e Ss. caterer ete; 2S son. 152 My father’s father’s brother’s son’s son’s| | Siere SECC US SEO RCIE Lt CY: nan I iN nmin, Deen ca od net ie aha Rae RS ake eas ek ea ng 153 My father’s father’s brother’s son’s daughters) | oe fam son’s son. aire Sie DNR Ga So aa eee fd a Gone ma CaS a 154 My father’s father’s brother’s son’s daughter’s | eee (DUBS EVA TOS) COE MINED BAST pe ce I SS ARS a cm rT Or wm = Ee ia aR | te en a aA Se 155 My father’s father’s brother’s daughter’sson’s |. tsi‘ ™é‘™CSCSCSCSC;C*S*C*C*C*C*C*S Senet Sass Caan) | (Sain iia s ime a eo Teta eae Gs Reais < Ge cy. ho oe Spe a eee 156 My father’s father’s brother’s daughter’sson’s|___ = eae 2 daughter’s daughter, - INS | oe a ee la ine ke aa ria iad lnevoyvetatiers father's! brother's! daughters)... =) daughter's son’s son, Ss itis 2 6 a ern a aoe ea eo, cares Pav iver cuners tabhers) ‘brothers: daughter’s||-.-9-.-- = CUSTER COUPLE ET Ed ours PE NR SST Se MUP Ge es) etal ty 00 fo Pa R pu iGo Oita iene ier iain a ins peat) Sa aa PROC Teta TO CTISsDYOLO CES ROHS SONS SONA tote ee eh a ne en ee son’s son. 3 160 My father’s father’s brother’s son’s daughter’ S| eh a Ne Sr ic a ge oe | ee os tS a5 daughter’s daughter’s daughter. | BUBNEvain hier to Ona protnerne d2ue ters SOnisi|Pceot te ns «ee eee ee ee ee ee ee son’s son’s son. ] sien tituer's’ - father’s! ‘brother’s: daughter's |_<.......__=.-..-=-_=.----s-=------==_-=-...---8--_--e. | eae ce bar ph ch eer - daughter's daughter’s daughter’s daughter. | | fuel (CQ SES a Bb) aa a SS ed SS ee ee ee a es Oe? | RAE cle chlo ia ES. IVES SM. SO AE | | ie Mivataiherisita thers sister see ann n ee Ve Nee ep ee ee ee ee 165 My father’s father’s sister’s son ___-___-________ Beg iy OOS OS eee ee ea al a ea A be, Ss Patch Ohne Pte fay | 166 My father’s father’s sister’s daughter ___________| ve te Se ee I ee Oe Ree OT ee | ones gee ee ee, |
140
ENGLISH.
SCHEDULE 17.—KINSHIP.—_THIRD COLLATERAL LINE—Male speaking—Continued.
168 My father’s father’s sister’s son’s daughter
169 My father’s father’s sister’s daughter’s son
70 Sees father’s sister’s daughter’s daugh- | er.
171 My father’s father’s sister’s son’s son’s son
172 My father’s father’s sister’s son’s son’s daugh- | ter. |
173 My father’s father’s sister’s son’s daughter’s son.
174 My father’s father’s sister’s son’s daughter’s daughter.
175 My father’s father’s sister’s daughter’s son’s son,
176 My father’s father’s sister’s daughter’s son’s | daughter.
177 My father’s father’s sister’s daughter’s daugh- ter’s son.
178 My father’s father’s sister’s daughter’s daugh- | ter’s daughter.
179 My father’s father’s sister’s son’s son’s son’s | son.
180 My father’s father’s sister’s son’s son’s daugh-
ter’s daughter.
181 My father’s father’s sister’s son’s daughter’s son’s son.
182 My father’s father’s sister’s son’s daughter’s daughter’s daughter,
183 My father’s father’s sister’s daughter’s son’s son’s son.
184 My father’s father’s sister’s daughter’s son’s daughter’s daughter,
185 My father’s father’s sister’s daughter’s daugh- ter’s son’s son.
186 My father’s father’s sister’s daughter’s daugh- ter’s daughter’s daughter.
187 My father’s father’s sister’s son’s son’s son’s son’s son.
188 My father’s father’s sister’s son’s daughter's daughter’s daughter’s daughter.
189 My father’s father’s sister’s daughter’s son’s son’s son’s son.
19) My father’s father’s sister’s daughter’s daugh- ter’s daughter’s daughter’s daughter. 191 My father’s mother’s brother
192 (Omitted)
193 My father’s mother’s brother’s son
194 My father’s mother’s brother’s daughter
we > Sj
5 My father’s mother’s brother’s son’s son
196 Rey ners mother’s brother’s son’s daugh- er,
197 My father’s mother’s brother's daughter’s son_
198 My father’s mother’s brother’s daughter’s daughter.
199 My father’s mother’s brother’s son’s son’s son_
200 My father's mother’s brother’s son’s son’s daughter,
SCHEDULE 17.—KINSHIP.—_THIRD COLLATERAL LINE—Male
ENGLISH.
201 My father’s mother’s brother's son’s daughter's son.
202 My father’s mother’s brother’sson’s daughter's daughter.
203 My father’s mother’s brother’s daughter's son’s son,
204 My father’s mother’s brother’s daughter's son's daughter.
brother’s daughter's
-
205 My father's mother’s daughter's son.
father’s mother’s brother's daughter's
206 My daughter’s daughter.
207 My father’s mother’s brother’s son’s son’s son’s son,
208 My father’s mother’s brother’s son’s son’s daughter's daughter,
209 My father’s mother’s brother’s son’s daughter's | son’s son, |
210 My father’s mother’s brother’s son’s daughter's daughter’s daughter,
211 My father’s mother’s brother’s daughter's son’s | son’s son. |
212 My father’s mother’s brother’s daughter's son’s | daughter's daughter. |
213 My father’s mother’s brother's daughter's daughter’s son’s son, |
214 My father’s mother’s brother’s daughter's | ‘daughter's daughter’s daughter.
215 My father’s mother’s brother's son’s son's son’s son’s son.
216 My father’s mother’s brother’sson’s daughter's | daughter's daughter’s daughter.
217 My father’s mother’s brother’s daughter's son's | son's son’s son,
father’s mother’s brother’s daughter's | daughter’s daughter's daughter’s daughter.
219 (Omitted)
218 My
220 My father’s mother’s sister
221 My father’s mother’s sister’s son
222 My father’s mother’s sister’s daughter
223 My father’s mother’s sister’s son’s son
224 My father’s mother’s sister’s son’s daughter__|
225 My father’s mother’s sister's daughter’s son __| _
226 My phere mother'ssister’s daughter’s daugh- | er.
rones 1 : | 227 My father’s mother’s sister’s son’s son's son__|
228 My qeeeuls mother’s sister’s son’s son’s daugh- | er.
229 My father's mother’s sister’s son’s daughter's _
son.
230 My father’s mother’s sister’s son’s daughter’s daughter,
231 My father’s mother’s sister's daughter’s son’s _
son.
232 My father’s mother’s sister’s daughter’s son’s daughter.
233 My father’s mother’s sister’s daughter's daugh- ter’s son.
speaking—Continued.
REMARKS.
141
ENGLISH.
234 My father’s mother’s sister’s daughter's daugh- ter’s daughter,
235 My father’s mother’s sister’s son’s son’s son’s son.
236 My father’s mother’s sister’s son’s son’s daugh- ter’s daughter.
237 My father’s mother’s sister’s son’s daughter’s son’s son.
288 My father’s mother’s sister’s son’s daughter’s
daughter's daughter.
239 My father’s mother’s sister’s daughter’s son’s son’s son.
240 My father’s mother’s sister’s daughter's son’s daughter’s daughter,
241 My father’s mother’s sister’s daughter's daugh- ter’s son’s son.
242 My father’s mother’s sister’s daughter’s daugh- | ter’s daughter’s daughter.
243 My father’s mother’s sister’s son’s son’s son’s | son’s son. |
244 My father’s mother’s sister’s son’s daughter’s | daughter’s daughter’s daughter.
245 My father’s mother’s sister’s daughter’s son’s son’s son’s son.
246 My father’s mother’s sister’s daughter’s daugh- | ter’s daughter’s daughter’s daughter,
247 My mother’s father’s brother
248 (Omitted)
249 My mother’s father’s brother’s son
250 My mother’s father’s brother’s daughter
251 My mother’s father’s brother’s son’s son
252 My mother’s father’s brother’s son’s daughter_-
253 My mother’s father’s brother’s daughter’s son--
254 My mother’s father’s brother’s daughter’s daughter.
255 My mother’s father’s brother’s son’s son’s son__
256 My mother’s father’s brother’s son’s son’s daughter,
257 My mother’s father’s brother’s son’s daughter's son.
258 My mother’s father’s brother’s son’s daughter’s daughter,
259 My mother’s father’s brother’s daughter’s son’s son.
260 My mother’s father’s brother’s daughter’s son’s daughter.
261 My mother’s father’s brother’s daughter’s daughter's son.
262 My mother’s father’s brother’s daughter's
daughter’s daughter.
263 My mother’s father’s brother’s son’s son’s son’s son.
264 My mother’s father’s brother's daughter’s daughter.
son’s son’s
265 My mother’s father’s brother’s son’s daughter’s son’s son,
266 My mother’s father’s brother’s son’s daughter’s daughter’s daughter.
SCHEDULE 17.—KINSHIP.-THIRD COLLATERAL LINE—Male speaking—Continued.
ENGLISH.
267 My mother’s father’s brother’s daughter’s son’s
son’s son.
My mother’s father’s brother's daughter’s son’s daughter's daughter,
268
mother’s father’s brother’s daughter’s
daughter’s son’s son.
269 My
mother's father’s brother’s
My daughter’s daughter’s daughter.
daughter's
271 son’s son’s son.
272 My mother’s father’s brother’sson’s daughter's daughter's daughter’s daughter, 278 My mother’s father’s brother’s daughter's son’s son’s son’s son, 274 My mother’s father’s brother's daughter's daughter’s daughter’s daughter’s daughter.
275 (Omitted)
276 My mother’s father’s sister
277 My mother’s father’s sister’s son --______________|
278 My mother’s father’s sister’s daughter
279 My mother’s father’s sister’s son’s son
280 My mother’s father’s sister's son’s daughter____|
281 My mother’s father’s sister’s daughter’s son____ 282 My pruners father’s sister’s daughter’s daugh- 283 My mother’s father’s sister’s son’s son’s son____ 284 My mpother's father’s sister’s son’s son’s daugh-
285 My mother’s father’s sister’s son’s daughter's son.
286 My mother’s father’s sister’s son’s daughter’s |
daughter.
287 My mother’s father’s sister’s daughter’s son's son.
288 My mother’s father’s sister’s daughter’s son’s daughter.
289 My mother’s father’s sister’s daughter’s daugh- ter’s son.
290 My mother’s father’s sister’s daughter’s daugh- ter’s daughter.
291 My mother’s father’s sister’s son’s son’s son’s son.
292 My mother’s father’s sister’s son’s son’s daugh- ter’s daughter.
293 My mother’s father’s sister’s son’s daughter's son’s son.
My mother’s father’s brother’s son’s son’s |
294 My mother’s father’s sister’s son’s daughter’s |
daughter's daughter.
295 My mother’s father’s sister's daughter’s son’s son’s son,
296 My mother’s father’s sister’s daughter’s son’s daughter’s daughter.
297 My mother’s father’s sister's daughter’s daugh- ter’s son’s son.
298 My mother’s father’s sister’s daughter’s daugh- ter's daughter’s daughter.
299 My mother’s father’s sister’s son’s son’s son’s son’s son,
Wa
143
REMARKS, | | [eerste | emt et ee ee ol levee | Jenceeeeecnnecete eee ES Hee | | ee oe eee he = Ro ee = | | | | pis ee ee ae Loli Was _ | | | INPRO M ee aoe eee Be eee a POE ese | | | | | | |
ENGLISH.
SCHEDULE 17.—KINSHIP.—THIRD COLLATERAL LINE—Male speaking—Continued.
REMARKS.
300 My mother’s father’s sister’s son’s daughter’s daughter’s daughter’s daughter.
301 My mother’s father’s sister's daughter’s son’s |
son’s son’s son.
302 My mother’s father’s sister’s daughter's daugh- ter’s daughter’s daughter’s daughter,
303" Myemother’simother’sibrothers—--2 == | eee 304 (Omitted) eh ee ee Sek IS Se oa ee eee 3805 My mother’s mother’s brother’s son —----------~ --_----_-
306 My mother’s mother’s brother's daughter —-_-__| --______-
307 My mother’s mother’s brother’s son’s son _____-
308 My mother’s mother’s brother's son’s daughter, 309 My mother’s mother's brother’s daughter’s son_)___
310 My mother’s mother’s brother's daughter's
daughter.
311 My mother’s mother’s brother's son’s son’s son_
312 My mother’s mother’s brother's son’s son's |
daughter.
313 My mother's mother’s brother’s son’s daugh- ter’s son.
814 My mother’s mother’s brother’s son's daugh- ter’s daughter,
|
315 My mother’s mother's brother’s daughter's |
son’s son.
316 My mother’s mother’s brother's daughter's son’s daughter.
317 My mother’s mothers brother’s daughter's daughter's son,
318 My mother’s mother’s brother's daughter's |
daughter’s daughter.
319 My mother’s mother’s brother’s son’s son's
son’s son, 320 My mother’s mother’s brother’s son’s son's daughter’s daughter.
My mother’s mother’s brother’s son's daugh- ter’s son’s son.
822 My mother’s mother’s brother’s son’s daugh- ter’s daughter's daughter,
323 My mother’s mother’s -brother’s daughter’s son’s son's son,
My mother’s mother’s brother's daughter’s son's daughter's daughter
325 My mother’s mother’s brother’s daughter’s daughter’s son’s son.
My mother’s mother’s brother’s daughter’s daughter's daughter’s daughter.
327 My mother’s mother’s brother’s son’s son’s son's son’s son,
My mother’s mother’s brother’s son’s daugh- ter’s daughter’s daughter’s daughter.
329 My mother’s mother’s brothers daughter's son’s son's son’s son,
330 My mother’s mother’s brother's daughter's |
daughter's daughter’s daughter’s daughter.
S31 (Omitted) _. --. 5-4-5222 - asa os ee
332 My mother’s mother’s sister ---------_---------_-
a
SCHEDULE 17.—KINSHIP.—THIRD COLLATERAL LINE—Male speaking—Continued.
ENGLISH.
145
REMARKS.
333 My mother’s mother’s sister’s son
334 My mother’s mother’s sister’s daughter 835 My mother’s mother’s sister’s son’s son_------- 836 My mother’s mother's sister’s son’s daughter__ $87 My mother’s mother’s sister’s daughter’s son__ 838 My mother’s mother’s sister’s daughter's daughter. |
339 My mother’s mother’s sister’s son’s son’s son_-
340 My mother’s mother’s sister’s son’s son’s | daughter. | 341 My mother’s mother’s sister’s son’s daughter's | son.
342 My mother’s mother’s sister’s son’s daughter’s daughter. |
343 My mother’s mother’s sister’s daughter's son’s son,
344 My mother’s mother’s sister’s daughter’s son’s | daughter.
345 My mother’s mother’s sister’s daughter’s daughter's son. | 346 My mother’s mother’s sister's daughter’s | daughter’s daughter,
347 My mother’s mother’s sister’s son’s son's son’s son. | | 7 : z oT |
348 My mother’s mother’s sister’s son’s son’s daughter's daughter.
349 My mother’s mother’s sister’s son’s daughter’s , Son’s son, |
3850 My mother’s mother’s sister’s son’s daughter’s | daughter's daughter.
351 My mother's mother’s sister’s daughter’s son’s son’s son,
3852 My mother’s mother’s sister’s daughter’s son’s daughter’s daughter.
3853 My mother’s mother’s sister’s daughter’s daughter's son’s son,
354 My mother’s mother’s sister’s daughter’s daughter's daughter’s daughter.
359 My mother’s mother’s sister’s son’s son’s son’s son’s son.
356 My mother’s mother’s sister’s son’s daughter's | daughter’s daughter’s daughter. |
357 My mother’s mother’s sister’s daughter’s son’s son’s son’s son.
398 My mother’s mother’s sister's daughter’s daughter's daughter’s daughter’s daughter, |
146 SCHEDULE 17.—KINSHIP.—FOURTH COLLATERAL LINE—(Male branch) Male speaking.
ENGLISH. REMARKS. S50 My tathersiather’s father’s TO pba Cra ee ee 3 Ca Oe ee ee ee ee 36L My (father's father’s father’s brother's sOn =-2-=- =| 2-6 25. = Sans eo a oe ee a ee a
363 My father’s father’s father’s brother’s son’s son_ 365 My father’s father’s father's brother's son’s son’s son.
367 My father’s father’s father’s brother's son’s son’s son’s son,
369 My father’s father’s father’s brother’s son’s son’s son’s son’s son,
371 My father’s father’s father’s brother’s son’s sSon’s son’s son’s son's son.
SCHEDULE 17.—KINSHIP.—FOURTH COLLATERAL LINE—(Female branch) Male speaking. 147 . ENGLISH. REMARKS. Y 360 My mother’s mother’s mother’s sister___-___--__ ics OES ee at 2 Se eS Sees ae OL eR a - ; 5 302 Beso cers ALO UM eT Sun oO ters S1SheLyS Ca =i een ee Ba AY Sg SSS ee A en Tees ee - 34 My, mother's mother's mother’s sister’s daugh- | - = ____ ===... enn nee ter’s daughter. | See Se ho os GM | gt tanh iii te) alia nC i oan me at ae See aoonily, mother’s mother’s mother’s sister's daugh- |. _-__-__ eee =e ---- eee ig) se ter’s daughter's daughter. rath oa i a a : Pl i Sa ata
368 My mother’s mother’s mother’s sister’s daugh- - ter’s daughter’s daughter’s daughter.
370 My mother’s mother’s mother’s sister’s daugh- oi: ters daughter's daughter's daughter's A daughter
872 My mother’s mother’s mother’s sister’s daugh- ters daughter's daughter's daughter's daughter's daughter.
148
SCHEDULE 17.—KINSHIP.—RELATIVES—LINEAL DESCENDANTS OF SELF—Female speaking.
ENGLISH.
REMARKS.
IS Gish boone eae ee AOmitted) iat =— se: SS Ors Wby SOD S| SOD eae ee eee 4 f/s)-My son's'daughter=.2 ee sDMy SONS‘ SODS SOD) es = eee PENT ysSOnI8 SOD s dau pnters= seen eee iiss Myjson'sidaughter’s sone = es . My son’s daughter’s daughter —--_2-----__-___ iy; S0n’S/SOn'8!SON’S'!8OD) a2 === = 10 f.s. My son’s son’s son’s daughter__-------------__ } 11 f.s. My son’s son’s daughter’s son__-----------____ 12 f.s. My son’s son’s daughter’s daughter —_--_~____ 13/( Omitted) == ee | 14° f.'s) My daughters--—- = = LSatis. Moy daughter's sOne= n= -a eee 16 f.s. My daughter’s daughter____---______ sotetetss
I7ifis. My idaughter’s!SOmMs SON----- naan ane
18 f.s. My daughter’s son’s daughter —---___---______
19 f.s. My daughter's daughter’s son —---____-----1 we 20 f.s. My daughter’s daughter’s daughter__-__--_-_- 21 f.s. My daughter’s daughter’s son’s son ___-___-__ 22 f.s. My daughter’s daughter’s son’s daughter___- 23 f.s. My daughter's daughter’s daughter’s son____ 24 f.s. pa goatenieHs daughter's daughter’s daugh-
‘ SCHEDULE 17.—KINSHIP.—LINEAL ASCENDANTS OF SELF—Female speaking.
ENGLISH,
REMARKS.
25 f.s. My father
26 (Omitted)
27 f.s. My father’s father
_ 28 f.s. My father’s mother
29 f.s. My father’s father’s father
30 f.s. My father’s father’s mother
31 f.s. My father’s mother's father
32 f.s. My father’s mother’s mother
_ 83 f.s. My father’s father’s father’s father
34 f.s. My father’s father’s father’s mother
35 (Omitted)
36 f.s. My mother
37 f.s. My mother’s father
38 f.s. My mother’s mother
39 f.s. My mother’s father’s father
40 f.s. My mother’s father’s mother
41 fs. My mother’s mother’s father
42 f.s. My mother’s mother’s mother__-__--_________
43 f.s. My mother’s mother’s mother’s father
44 f.s. My mother’s mother’s mother’s mother _____
150
SCHEDULE 17.—KINSHIP.—FIRST COLLATERAL LINE—Female speaking.
ENGLISH.
45 f.s. My elder brother
46 (Omitted)
47 f.s. My elder brother’s son
48 f.s. My elder brother’s daughter___------------__-
49 f.s. My elder brother's son’s son
50 f.s. My elder brother's daughter's daughter-_-___-
51 f.s. My elder brother’s son’s son’s son
. My elder brother’s daughter’s daughter’s daughter.
(Omitted)
My elderisisterssoe- eee ee
My elder sister's son
My elder sister’s daughter
My elder sister’s son’s son
58 f.s. My elder sister's daughter’s daughter
59 f.s. My elder sister’s son's son’s son
60 f.s. My elder sister’s daughter’s daughter's
daughter. 61 f.s.
My younger brother
62 (Omitted)
63 f.s. My younger brother’s son
64 f.s. My younger brother’s daughter
65 f.s. My younger brother’s son’s son
66 f.s. My younger brother’s daughter’s daughter__
69if.is; My-younger’sister’s son=—_—- = —- = 70 f.s. My younger sister’s daughter _--_____-_______ 71 f.s. My younger sister’s son’s son_______-_________ 72 f.s. My TOaREeE sister’s daughter’s daughter____
REMARKS.
SCHEDULE 17.—KINSHIP._SECOND COLLATERAL LINE—Female speaking. 151 ENGLISH. REMARKS. 78 f.s. My father’s elder brother --------------------|___------------_--_-------- ---------------------------|------------- === 2 +--+ --=- 22 === === === == 22-22-22 === IPAM CONT Lith) se ee on | a 75 f.s. ay father’s elder brother's son, older than | -___----------------------.---------------------------|---------------------\-------------------------------- self, 76 f.s. My father’s elder brother’s daughter, older | ----------------------------------------------------- Se ae a ee than self. 77 f.s. My father’s elder brother's son, younger | -------------------------- .--------------------------|-------~------------- ----------=----==-=--==------~-- than self. ; 78 f.s. My father’s elder brother’s daughter, | ------------------------------------------------------|-------------------- == == ~ === 2-5 == -5 5-5 nn younger than self. 79 f.s. My father’s elder brother's son’s son_-------] -----------------------------------------------------|| ------------- === === === 5 == === pn nnn nnn nnn 80 f.s. My father’s elder brother’s son’s daughter__| .--------------------.--------------------------------| -------=---------- 2 <= <== === == === $3532 == giseseMvafathens elder brothers daughter's SOD == |i ooo oe a a te ea RueeeMwetathers elder brother's, daughter's | _—._---.-----.-=-- 5-8 ne | a nn a= daughter. 83 fs. My father’s elder’brother’s son’s son’s son--] ____---__-_----_---_-._----------------------- === === == |-=-- ==) == 22-5 =n 2 === = nnn ne 84f£s. My father’s elder brother’s daughter's | _-_-.___-.____-___--------------_-------------------+-|----------=-----=---- -=---------------------------==- daughter’s daughter. 85 fs. My father’s elder brother’s son’s son’s son’s | __________-_----------=-------------------------------|---------------------------------------~------------=- son. Rasekty father's, elder. brother's daughter's |-----—-—_______--_---.----------__-- === Re Te ee ne ee ee daughter's daughter’s daughter. 87 f.s. My father’s younger brother_---------------- a ae ae eee ae eee Oe Se eS Pe re |e By Oe te Se oc ee Dae keene eee 88 fs. My father’s elder sister--_-----____---_-_---__| -_-_____-__-_------___--------- = - === $5 == === a nn a8 nnn nnn 89 fis. my father’s elder sister’s son, older than |---------------------.--------------------------------|_---------------------------------------------------— self. 90 fs. My father’s elder sister’s daughter, older |------------_--------.--------------------------------| ----- === - - =< == == == 59055-55555 than self. 91 f.s. my iatheris eldersisters:son, younger thant |) 2-222 2ee a eee reread eee so rarer Le eS eA eee self. Poatism\yetaihers elder Sister’sidauphter;yOun p= |) —- == 8 es ne nn en nee re Pe Oe een Seep ae Be ey See Os Se a Bere ae er than self. Doetinaesl vata then sielder Sis ters;SON'S SOs aaa |e a a am ae se eee 947s. My father’s elder'sister’s Son’s daughter-____|________--____------_.__---_-_-_--_--------__-_--____] _ ------ <2 = -- 5 2 o = = == 5 n= 7 95 fs. My father’s elder sister’s daughter’s son----|______-_--=-------=--.-- == -=—- = af oa sn an nn ae 96 fs. aw fathersieldensister’s dauphter’s damghi~ | oo 29 on nc er, 97 f.s. My. father’s elder sister’s son’s son’s son ---_| ---------_----------— -------_----= == = === = nf 8 nn a nn 8 nn nnn 98 f.s. My father’s elder sister’s daughter’s daugh- |----------=------1--_-. ---__------ = === = = | on nnn nna ter’s daughter. 99 fs. My father's elder sister’s son’s son’s son’s | ----_--------=--==-—------_ 1 --- == === === 5 | nn nnn son, 100) fs. My father’s elder sister’s daughter's daugh-|-------_-_-----------.-------__--------- = <5 55 525-8 nn an nn nana ter’s daughter's daughter. EADS, (CONRAN ASR a a re NA Gp DIRE ERI ACS SONS wD aa |S ee a ee ee eee eee a See ee eee eee ae SU cen je TED ERECES ITSP SOCRTENEY oN Sy ey LE ee A ae ee Cis US. UR SRE RA eg Se I a a a re | ee CUR URI Lh np TPeVD DCS ISOC) CF Pay Oy a) 5 (2) i ee | ee
152
®
SCHEDULE 17.—KINSHIP.—SECOND COLLATERAL LINE—Female speaking—Continued.
ENGLISH.
106 1(OnU Led) eae eee 107 f.s. My mother’s elder brother’s son, older than Self.
108 f.s. My mother’s elder brother’s daughter, older than self.
109 f.s. My mother’s elder brother’s son, younger than self.
110 f.s. My mother’s elder brother’s daughter, younger than self.
111 f.s. My mother’s elder brother’s son’s son —-----
112 f.s. My mother’s elder brother's son’s daughter_
118 f.s. My mother’s elder brother’s daughter’s son_
114 f.s. My mother’s elder brother’s daughter's daughter.
115 f.s. My mother’s elder brother’s son’s son’s son_
a
116 f.s. My mother’s elder brother’s daughter's |
daughter’s daughter.
117 f.s. My mother’s elder brother’s son’s son’s son's son.
118 f.s. My mother’s elder brother’s daughter’s daughter’s daughter’s daughter.
LON Oimittited) as a ee eens | 120 f.s. My mother’s younger sister__-_-------------- ! TPS (Cas cai iL a
1225s.) My;mother'sielder\sister ===
123 f.s. My mother’s elder sister’s son, older than self.
124 f.s. My mother’s elder sister’s daughter, older than self.
125 f.s. My mother’s elder sister’s son, younger than self.
126 f.s. My mother’s elder sister’s daughter, younger than self.
127 f.s. My mother’s elder sister’s son’s son_----__-- 128 f.s. My mother’s elder sister’s son’s daughter —_ 129 f.s. My mother’s elder sister’s daughter’s son __
130 f.s. My mother’s elder sister's daughter's daughter.
131 f.s. My mother’s elder sister’s son’s son’s son___
132 f.s. My mother’s elder sister’s daughter's daugh- ter’s daughter,
133 f.s. My mother’s elder sister’s son’s son’s son’s son.
134 f.s. My mother’s elder sister’s daughter’s daugh- ter’s daughter’s daughter.
REMARKS.
SCHEDULE 17.—KINSHIP.—THIRD COLLATERAL LINE—Female speaking.
ENGLISH.
135 f.s. My father’s father’s brother
136 (Omitted)
187 f.s. My father’s father’s brother's son
138 f.s. My father’s father’s brother’s daughter
139 f.s. My father’s father’s brother's son’s son
140 f.s. My father’s father’s brother’s son’s daugh-
ter.
141 f.s. My father’s father’s brother’s daughter's
son.
My father’s father’s brother’s daughter’s daughter.
142 f.s.
My father’s father’s brother’s son's son’s son.
143 f.s.
144 f.s. My father’s father’s brother’s son’s son’s
daughter.
145 f.s My father’s father’s brother’s son’s daugh-
ter’s son.
My father’s father’s brother’s son’s daugh- ter’s daughter.
146 fs.
147 f.s. My father’s father’s brother’s daughter's
son’s son.
148 f.s. My father’s father’s brother’s daughter's
son’s daughter.
My father’s father’s brother’s daughter's daughter’s son.
149 f.s.
My father’s father’s brother’s daughter's daughter’s daughter.
150 f.s.
My father’s father’s brother’s son’s son’s son’s son.
151 f.s.
152 f.s. My father’s father’s brother’s son’s son’s
daughter’s daughter.
My father’s father’s brother’s son’s daugh- ter’s son’s son.
153 f.s.
154 f.s. My father’s father’s brother’s son’s daugh-
ter’s daughter’s daughter.
155 f.s. son’s son’s son,
My father’s father’s brother’s daughter's son’s daughter’s daughter.
156 f.s.
157 f.s. My father’s father’s brother’s daughter’s
daughter’s son’s son, 158 f.s. My father’s father’s brother’s daughter’s daughter's daughter’s daughter, 159 f.s. My father’s father’s brother’s son’s son's son’s son’s son.
160 f.s. My father’s father’s brother’s son’s daugh- _
ter’s daughter's daughter's daughter.
161 f.s. My father’s father’s brother’s daughter’s son’s son’s son’s son.
162 f.s. My father’s father’s brother’s daughter's daughter’s daughter's daughter’s daughter.
163 (Omitted)
164 f.s. My father’s father’s sister.
165 f.s. My father’s father’s sister’s son
166 f.s. My father’s father’s sister’s daughter
167 f{.s. My father’s father’s sister’s son’s son
My father’s father’s brother’s daughter's |
154
SCHEDULE 17.—KINSHIP.—THIRD COLLATERAL LINE—Female speaking—Continued.
ENGLISH.
REMARKS.
168 f.s. My father’s father’s sister’s son’s daughter__
169 f.s. My father’s father’s sister’s daughter’s son__
170 f.s. My father’s father’s sister’s daughter's
daughter. TIGISS:
172 f.s. My father’s father’s sister’s son’s son’s
daughter. 173 f.s. My father’s father’s sister’s son’s daughter's son, 174 f.s. My father's father’s sister’s son’s daughter’s daughter. 175 f.s. My father’s father’s sister’s daughter’s son’s son, 176 f.s. My father’s father’s sister’s daughter's son’s daughter. 177 f.s. My father’s father’s sister’s daughter's daughter’s son. 178 f.s. My father’s father’s sister's daughter's daughter’s daughter, 179 f.s. My father’s father’s sister’s son’s son’s son’s son, 180 f.s. My father’s father’s sister’s son’s son's daughter's daughter.
181 f.s. My father’s father’s sister’s son’s daughter's _ Son’s son.
182 f.s. My father’s father’s sister’s son’s daughter's
daughter’s daughter. 183 f.s. My father’s father’s sister’s daughter’s son’s son’s son. 184 f.s. My father’s father’s sister’s .daughter’s son’s daughter’s daughter,
185 f.s. My father’s father’s sister’s daughter's
daughter's son’s son, 186 f.s. My father’s father’s sister's daughter's daughter's daughter’s daughter. 187 f.s. My father’s father’s sister’s son’s son’s son’s son’s son. 188 f.s. My father’s father’s sister’s son’s daughter’s daughter's daughter's daughter. 189 f.s. My father’s father’s sister’s daughter’s son’s son’s son’s son. 190 f.s. My father’s father’s sister’s daughter’s daughter's daughter’s daughter's daughter.
191 f.s. My father’s mother’s brother
192 (Omitted)
198 f.s. My father’s mother’s brother’s son
194 f.s. My father’s mother’s brother’s daughter____
195 f.s. My father’s mother’s brother’s son’s son____
196 f.s. My father’s mother’s brother’s son’s daugh-
ter. 197 f.s. My father’s mother’s brother's daughter’s son. 198 f.s. My father’s mother’s brother’s daughter's daughter, 199 f.s. My father’s mother’s brother’s son’s son’s son, 200 f.s. My father’s mother’s brother's son’s son’s daughter,
My father’s father’s sister’s son’s son’s son__|
SCHEDULE 17.—KINSHIP.—THIRD COLLATERAL LINE—Female speaking—Continued.
ENGLISH.
201 f.s. My father’s mother’s brother’s son’s daugh- ter’s son.
f.s. My father’s mother’s brother’s son’s daugh-
ter’s daughter.
203 f.s. My father’s mother’s brother’s daughter's
son’s son.
204 f.s. My father’s mother’s brother’s daughter’s
son’s daughter.
205 f.s. My father’s mother’s brother’s daughter's |
daughter’s son.
206 f.s. My father’s mother's brother’s daughter's |
daughter’s daughter,
My father’s mother’s brother’s son’s son’s son’s son, |
My father’s mother’s brother's son’s son’s | daughter's daughter,
My father’s mother’s brother’s son’s daugh- ter’s son’s son.
207 f.s. 208 f.s. 209 f.s.
My father’s mother’s brother’s son’s daugh- ter’s daughter’s daughter,
210 f.s.
211 f.s. My father’s mother’s brothers daughter's
son’s son’s son.
212 f.s. My father’s mother’s brother's daughter's _ son’s daughter’s daughter,
213 f.s. My father’s mother’s brother’s daughter’s
daughter’s son’s son.
214 f.s. My father’s mother’s brother’s daughter's
daughter’s daughter's daughter.
215 f.s. My father’s mother’s brother’s son’s son’s
son’s son’s son, | 216 f.s. My father’s mother’s brother’s son’s daugh- |
ter’s daughter's daughter’s daughter.
217 f.s. My father’s mother’s brother’s daughter’s
son’s son’s son’s son,
218 f.s. My father’s mother’s brother’s daughter’s daughter’s daughter’s daughter’s daughter.
HS) (Cea STS YS
220 f.s. My father’s mother’s sister
221 f.s. My father’s mother’s sister’s son
222 f.s. My father’s mother’s sister’s daughter
223 f.s. My father’s mother’s sister’s son’s son 224 f.s. My father’s mother’s sister’s son’s daughter_ 225 f.s. My father’s mother’s sister’s daughter’s son_|
226 f.s. My father’s mother’s sister’s daughter’s daughter,
227 f.s. My father’s mother’s sister’s son’s son’s son_
| |
228 f.s. My father’s mother’s sister’s son’s son’s daughter.
229 f.s. My father’s mother’s sister’s son’s daugh- ter’s son.
230 f.s. My father’s mother’s sister’s son’s daugh- | ter’s daughter.
231 f.s. My father’s mother’s sister’s daughter's son’s son.
232 f.s. My father’s mother’s sister’s daughter's son’s daughter,
233 f.s. My father’s mother’s sister’s daughter's daughter’s son, -
156
SCHEDULE 17.—KINSHIP.—THIRD COLLATERAL LINE—Female speaking—Continued.
ENGLISH.
234 f.s. My father’s mother’s sister’s daughter’s daughter’s daughter.
235 f.s. My father’s mother’s sister’s son’s son’s
son’s son.
. My father’s mother’s sister’s son’s son’s daughter’s daughter,
My father’s mother’s sister’s son’s daugh- ter’s son’s son.
My father’s mother’s sister’s son’s daugh- ter’s daughter’s daughter.
239 f.s. My father’s mother’s sister’s daughter's son’s son’s son. :
240 f.s. My father’s mother’s sister's daughter's son’s daughter’s daughter.
241 f.s. My father’s mother’s sister’s daughter's
daughter's son’s son. 242 f.s. My father’s mother’s sister’s daughter's daughter's daughter’s daughter. 243 f.s. My father’s mother’s sister's son’s son’s son’s son’s son. 244 f.s. My father’s mother's sister's son’s daugh- ter’s daughter’s daughter’s daughter. 245 f.s. My father’s mother’s sister’s daughter’s son's son’s son’s son, 246 f.s. My father’s mother’s sister’s daughter's daughter's daughter’s daughter’s daughter.
247 f.s. My mother’s father’s brother
PHESY (CQ) 0a 1 a a ee | 249 f.s. My mother’s father’s brother’s son_---------
250 f.s. My mother’s father’s brother’s daughter ___
251 f.s. My mother’s father’s brother’s son’s son ___
252 f.s. My mother’s father’s brother’s son’s daugh-
ter. 253 f.s. My mother’s father’s brother's daughter's son, 254 f.s. My mother’s father’s brother's daughter's daughter. 255 f.s. My mother’s father’s brother’s son’s son’s son. 256 f.s. My mother’s father’s brother’s son's son’s daughter. 257 f.s. My mother’s father’s brother’s son’s daugh- ter’s son. 258 f.s. My mother’s father’s brother’s son’s daugh- ter’s daughter. 259 f.s. My mother’s father’s brother’s daughter’s son’s son. 260 f.s. My mother’s father’s brother’s daughter's son’s daughter. 261 f.s. My mother’s father’s brother's daughter’s daughter’s son. 262 f.s. My mother’s father’s brother’s daughter’s daughter’s daughter, 263 f.s. My mother’s father’s brother’s son’s son’s son’s son. 264 f.s. My mother’s father’s brother’s son’s son’s daughter’s daughter. 265 f.s. My mother’s father’s brother’s son’s daugh- ter’s son’s son.
My mother’s father’s brother’s son’s daugh- ter’s daughter's daughter.
266 f.s.
REMARKS.
| | *
Le
SCHEDULE 17.—KINSHIP.—THIRD COLLATERAL LINE—Female speaking—Continued.
ENGLISH.
267 f.s. My mother's father’s brother’s daughter's | son’s son’s son.
My mother's father’s brother's daughter's son’s daughter’s daughter.
268 fs.
269 f.s. | daughter’s son’s son.
270 fs. My mother’s father’s brother’s daughter’s
daughter’s daughter’s daughter,
My mother’s father’s brother's son’s son's son’s son’s son.
271 f.s.
272 f.s. My mother’s father’s brother's son’s daugh- ter’s daughter’s daughter’s daughter.
273 f.s. My mother's father’s brother’s daughter’s son’s son’s son’s son.
274 f.s. My mother’s father’s brother's daughter’s daughter’s daughter’s daughter’s daughter. 275 (Omitted)
276 f.s. My mother’s father’s sister
277 f.s.
My mother’s father’s sister’s son
278 t.s. My mother’s father’s-sister’s daughter
279 f.s. My mother’s father’s sister’s son’s son
280 f.s. My mother’s father’s sister’s son’s daughter.
281 f.s. My mother’s father’s sister’s daughter’s son.)
282 f.s. My mother’s father’s sister’s daughter's |
daughter,
283 f.s. My mother’s father’s sister’s son’s son’s son.
284 f.s. My mother’s father’s sister’s son’s son’s |
daughter, - 285 f.s. My mother’s father’s sister’s son’s daugh- ter’s son.
286 f.s. My mother’s father’s sister’s son’s daugh-
ter’s daughter.
287 f.s. My mother’s father’s sister's daughter’s | son’s son. 288 f.s. My mother’s father’s sister’s daughter’s son’s daughter, 289 f.s. My mother’s father’s sister’s daughter's daughter’s son. _ 290 f.s. My mother’s father’s sister's daughter’s
3 daughter's daughter. 291 f.s. My mother’s father’s sister’s son’s son’s son’s son. 292 f.s. My mother’s father’s sister’s son’s son’s daughter's daughter, 293 f.s. My mother’s father’s sister’s son’s daugh- ter’s son’s son, 294 f.s. My mother’s father’s sister's son’s daugh- ter’s daughter’s daughter, 295 f.s. My mother’s father’s sister’s daughter’s Son’s son’s son,
296 f.s. My mother’s father’s sister’s daughter's son’s daughter’s daughter.
297 f.s. My mother’s father’s sister’s daughter's daughter's son’s son
298 f.s. My mother’s father’s sister’s daughter’s daughter's daughter's daughter.
My mother’s father’s brother’s daughter’s |______
299 f.s. My mother’s father’s sister's son’s son’s
Son’s son's son,
157
REMARKS.
158 SCHEDULE 17.—KINSHIP.—THIRD
ENGLISH,
COLLATERAL LINE—Female speaking— Continued.
300 f.s. My mother’s father’s sister’s son’s daugh- |
ter’s daughter’s daughter’s daughter.
301 f.s. My mother’s father’s sister’s daughter's son’s son’s son’s son,
302 f.s. My mother’s father’s sister’s daughter’s daughter’s daughter’s daughter’s daughter.
303 f.s. My mother’s mother’s brother
SOA (COME GEC) eee ee
| 305 f. s. My mother’s mother’s brother's son_-_-----| Se a oe Se a ee ee
306 f.s. My mother’s mother’s brother’s daughter-__|.---------------------------------
307 f. s. My mother’s mother’s brother’s son’s son __
308 f.s. My mother’s mother’s brother’s son’s
daughter.
309 fs. My mother’s mother’s brother’s daughter's | son, |
310 f.s. My mother’s mother’s brother’s daughter's | daughter.
311 f.s. My mother’s mother’s brother’s son’s son’s son,
312 f.s. My mother’s mother’s brother's son’s son’s daughter,
313 f.s. My mother’s daughter's son,
314 f.s. My mother’s mother’s brother’s son’s daughter’s daughter.
mother’s brother's son’s
815 f.s. My mother’s mother’s brother’s daughter's son’s son, | 316 f.s. My mother’s mother’s brother’s daughter’s son’s daughter. | | 317 f.s. My mother’s mother's brother’s daughter's | daughter’s son,
318 f.s. My mother’s mother’s brother’s daughter’s daughter’s daughter,
319 f.s. My mother’s mother’s brothers son’s son’s son’s son.
320 f.s. My mother’s mother’s brother’s son’s son’s daughter’s daughter.
821 f.s. My mother’s mother’s brother’s son’s daughter’s son’s son, .
822 f.s. My mother’s mother’s brother's son’s daughter's daughter's daughter.
323 f.s. My mother’s mother’s brother’s daughter's son’s son’s son.
324 f.s. My mother’s mother’s brother’s daughter’s |.
son’s daughter's daughter,
325 f.s. My mother’s mother’s brother’s daughter's daughter's son’s son.
826 f.s. My mother’s mother’s brother’s daughter’s daughter’s daughter’s daughter.
827 f.s. My mother’s mother’s brother's son’s son’s son’s son’s son.
328 f.s. My mother’s mother’s brother’s son’s daughter's daughter’s daughter’s daughter,
329 f.s. My mother’s mother’s brother’s daughter's son’s son’s son’s son.
830 f.s. My mother’s mother’s brother's daughter’s daughter's daughter’s daughter’s daughter.
331 (Omitted)
REMARKS. [See a ae ee oe s2so= Sessa eae Sc oes saps eccscscseesssssse |
332 f.s. My mother’s mother’s sister
SCHEDULE 17.—KINSHIP.—THIRD
ENGLISH.
333 f.s. My mother’s mother’s sister’s son
334 f.s. My mother’s mother’s sister’s daughter -___ _
335 f.s. My mother’s mother’s sister’s son’s son
336 f.s. My mother’s mother’s sister’s son's daugh- ter.
337 f.s. My mother’s mother’s sister’s daughter’s |
son.
338 f.s. My mother’s mother’s sister’s daughter's daughter,
339 f.s. My mother’s mother’s sister’s son’s son’s son.
340 f.s. My mother’s mother’s sister’s son’s son’s daughter.
341 f.s. My mother’s mother’s sister’s son’s daugh- :
ter’s son,
342 f.s. My mother’s mother’s sister’s son’s daugh- ter’s daughter.
343 f.s. My mother’s mother’s sister’s daughter's |
son’s son.
344 f.s. My mother’s mother’s sister’s daughter's son’s daughter. |
345 f.s. My mother’s mother’s sister’s daughter's daughter’s son,
346 f.s. My mother’s mother’s sister’s daughter's | daughter’s daughter.
347 f.s. My mother’s mother’s sister’s son’s son’s son’s son,
348 f.s. My mother’s mother’s sister’s son’s son’s daughter’s daughter,
349 f.s. My mother’s mother’s sister’s son's daugh- ter’s son’s son.
350 f.s. My mother’s mother’s sister’s son’s daugh- ter’s daughter’s daughter,
351 f.s. My mother’s mother’s sister’s daughter's son’s son’s son. =
352 f.s. My mother’s mother’s sister’s daughter's son’s daughter’s daughter.
353 f.s. My mother’s mother’s sister’s daughter's | daughter’s son’s son,
354 f.s. My mother’s mother’s sister’s daughter’s daughter’s daughter’s daughter,
355 f.s. My mother’s mother’s sister’s son’s son’s son’s son’s son,
856 f.s. My mother’s mother’s sister’s son’s daugh- ter’s daughter’s daughter’s daughter,
357 f.s. My mother’s mother’s sister’s daughter’s son’s son’s son’s son.
358 f.s. My mother’s mother’s sister’s daughter’s daughter’s daughter’s daughter’s daughter.
COLLATERAL LINE—Female speaking—Continued.
159
SCHEDULE 17._KINSHIP._FOURTH COLLATERAL LINE—(Male branch)—Female speaking.
160 ENGLISH. REMARKS. 359/£'s: My father’s father’s father’s brother !—==-=- =| =< <== 235 2-2 Se ns ee ee ee 36l/*f..8. My father’s: father’s father’s brother's) | <-.-....--=:2-25 422220) Ao Se en son. H 368)\f's. (My father's father's father's brother’s!som’s)!| == - 5. 255-242-222 sss se se Se a ee son. 365 f..s:. My father’s father’s father’s brother’s)son’s.|| = ~~ --- 2S <5. <8 ae a a oe whe ee Ne son’s son. 367 £8: My father’s father’s father’s brother’s)son’s }|)--- 5-2 ==222-2-) -so-2525ecsse= a= see eae eee a | Pe ee oe son’s son’s son. 369)fs: My father’s father's father’s'brother's}sOm’s!||\22_ 22 952 5 se ar ee son’s son’s son’s son, ST fs; My father's father’sifather’s\brother’s'son's)||225_ 3. == === a ee |
son’s son’s son’s son’s son.
SCHEDULE 17.—KINSHIP.—FOURTH COLLATERAL LINE—(Female branch)—Female speaking.
y
ENGLISH.
360 f.s. My mother’s mother’s mother’s sister 362 f.s. My mother’s mother’s mother’s sister's ¥ daughter.
364 f.s. My mother’s mother’s mother’s sister’s daughter's daughter.
366 f.s. My mother’s mother’s mother’s sister's 0 daughter's daughter's daughter.
868 f.s. My mother’s mother’s mother’s sister's daughter's daughter's daughter’s daughter,
370 f.s. My mother’s mother’s mother’s sister’s daughter’s daughter’s daughter's daugh- ter’s daughter.
372 f.s. My mother’s mother’s mother’s sister's daughter’s daughter’s daughter's daugh- ter’s daughter’s daughter.
161 REMARKS. .
162 SCHEDULE 17.—KINSHIP.—AFFINITIES THROUGH RELATIVES—Descendants of self. | ENGLISH. | REMARKS. (uv. My wife Sn a a a ae a a a La(w.)elySOnIsswite, male spea loin psa. a= meee nee | ee ae ee ob a a ee ee se ee 3:\(w.) Mty:son’s'son’s wife, male:speaking——--- =| <0 2) ee
4 (h.) My son’s daughter's husband, male speak- ing.
14 (h.) My daughter’s husband, male speaking ----
15 (w.) My daughter's son’s wife, male speaking---
16 (h.) My daughter’s daughter’s husband, male speaking.
SCHEDULE 17.—KINSHIP.—AFFINITIES THROUGH RELATIVES—First Collateral Line. 163 ENGLISH. REMARKS. Abr irs) mined er Droth Cr’ Siwite Ale: SD CA eee ee enn eo on enn ee se se nae naa [See eRe ee ie. aie | | 45/¢c. My elder brother's wife's sister, male speak- | --------------_-----__________________________--- Bee ere SAE Ah ee eee ee eae eee ing. | 47 (w.) My elder brother's son’s wife, male speak- |e EN MA He ee eo ye ee oD eee = So eee ee ing. Maa esiy elder brothers: daughter's! husband, |\------------- 3-528 - - oooh ween eee | es pean ane ee Rg nn 1 Sa ee male speaking. cl uyity Like GU eye [RITES Fem Sea TERY Be a re a re ee eee eee ee eee speaking. DOM DS eelyae dem brothers daurhter’s idavehter's)|(-------=---~ = - === oo sn eons an ne a ee he ee ae ee eee ee husband, male speaking. 64 (h.) My elder sister’s husband, male speaking--} _---------------------__- es et eee Eee ee ie i Seat Se = Pad ee My ae ClO er sistems uusbandisn sister, aMmale: | ls eo ee eee ey a a LIE av ce enya, Sy SELES Eee OE eer
speaking. 55 (w.) My elder sister’s son’s wife, male speaking_) 56 (h.) My elder sister’s daughter’s husband, male | speaking,
57 (w.) My elder sister’s son’s son’s wife, male speaking.
58 (h.) My elder sister’s daughter's daughter’s hus- band, male speaking. |
61 (w.) My younger brother’s wife, male speaking_ 63 (w.) My younger brother’s son’s wife, male speaking.
64 (h.) My younger brother’s daughter’s husband, male speaking.
65 (w.) My younger brother’s son’s son's wife, male speaking.
66 (h.) My younger brother’s daughter's daugh- ter’s husband, male speaking.
68 (h.) My younger sister’s husband, male speak- ing.
69 (w.) My younger sister’s son’s wife, male speak- ing. | 70 (h.) My younger sister's daughter’s husband, male speaking.
71 (w.) My younger sister’s son’s son’s wife, male speaking.
72 (h.) My younger sister’s daughter's daughter’s husband, male speaking.
164 SCHEDULE 17.—KINSHIP.—AFFINITIES THROUGH RELATIVES—Second Collateral Line. ENGLISH. REMARKS.
73 (w.) My father’s elder brother’s wife, male |
speaking.
75 (w.) My father’s elder brother’s son's (older |
than self) wife, male speaking.
75 a. My father’s elder brother's son’s (older |
than self) wife’s sister, male speaking.
76 (h.) My father’s elder brother’s daughter’s (older than self) husband, male speaking.
b. My father’s elder brother's
(older than self) husband’s sister, male
speaking.
(w.) My father’s elder brother’s son’s (younger than self) wife, male speaking.
76
77
78 (h.) My father’s elder brother's (younger than self) husband, male speak- ing.
79 (w.) My father’s elder brother's son’s son's wife, male speaking.
80 (h.) My father’s elder brother’sson’sdaughter’s |____
husband, male speaking.
daughter's |
daughter's |
81 (w.) My father’s elder brother’s daughter’s son’s |
wife, male speaking.
82 (h.) My father’s elder brother's daughter's |
daughter's husband, male speaking.
83 (w.) My father’s elder brother's son’sson’s son’s wife, male speaking.
84 (h.) My father’s elder brother's daughter’s daughter's daughter’s husband, male speak- ing.
87 (w.) My father’s younger brother’s wife, male |
speaking.
88 (h.) My father’s elder sister’s husband, male speaking.
89 (w.) My father’s elder sister’s son’s (older than self) wife, male speaking.
90 (b.) My father’s elder sister’s daughter’s (older than self) husband, male speaking.
91 (w.) My father’s elder sister's son’s (younger than self) wife, male speaking.
92 (h.) My father’s eider sister's daughter’s (younger than self) husband, male speak-
ing. 983 (w.) My father’s elder sister’s son’s son’s wife, male speaking.
94 (h.) My father’s elder sister’s son’s daughter's husband, male speaking.
95 (w.) My father’s elder sister’s daughter’s son’s wife, male speaking.
96 (h.) My father’s elder sister's daughter’s daugh- ter’s husband, male speaking.
97 (w.) My father’s elder sister’s son’s son’s son’s wife, male speaking.
98 (h.) My father’s elder sister’s daughters daughter's speaking,
102 (h.) My father’s younger sister’s husband, male speaking.
daughter's husband, male
103 (w.) My mother’s younger brother’s wife, male speaking.
105 (w.) My mother’s elder brother’s wife, male speaking.
107 (w.) My mother’s elder brother’s son’s (older than self) wife, male speaking.
108 (h.) My mother’s elder brother’s daughter’s (older than self) husband, male speaking.
109 (w.) My mother’s elder brother's son’s (younger than self) wife, male speaking.
110 (h.) My mother’s elder brother's daughter's (younger than self) husband, male speak- ing.
111 (w.) My mother’s elder brother’s son’s son’s wife, male speaking,
eee aa eet Sisce 2523555 Se aa a re eee ee eee ae eos eseetee PES
SCHEDULE 17.—KINSHIP.—AFFINITIES THROUGH RELATIVES—Second Collateral Line—Continued. 165
ENGLISH. 112 (h:) My mother’s elder brother’s son’s daugh- |_-----_-_-___--__--_- ter’s husband, male speaking. | 113 (w.) My mother’s elder brother's daughter's Hise 2. Suttle son’s wife, male speaking. 114 (h:) My mother’s elder brother's daughter's | -.___-___-_-.__-_____-_--
daughter’s husband, male speaking.
115 (w.) My mother’s elder brother’s son’s son’s son’s wife, male speaking.
116 (h.) My mother’s elder brothers daughter's daughter's daughters husband, male speaking.
120 (h.) My mother’s, younger sister's husband, male speaking.
122 (h.) My mother’s elder sister’s husband, male speaking.
123 (w.) My mother’s elder sister's son’s (older than self) wife, male speaking.
124 (h.) My mother’s elder sister’s daughter’s (old- er than self) husband, male speaking.
125 (w.) My mother’s elder sister’s son’s (younger than self) wife, male speaking.
125 My mother’s elder sister’s son’s (younger
than self) wife’s sister, male speaking.
e 126 (h.) My mother’s elder sister's daughter's (younger than self) husband, male speak’g.
126 f. My mother’s elder sister's daughter's
(younger than self) husband’s sister, male speaking.
127 (w.) My mother’s elder sister’s son’s son’s wife, male speaking.
128 (h.) My mother’s elder sister’s son’s daughter's husband, male speaking.
129 (w.) My mother’s elder sister’s daughter’s son’s wile, male speaking.
130 (h.) My mother’s elder sister’s daughter's daughter’s husband, male speaking,
131 (w.) My mother’s elder sister's son’s son’s son’s wife, male speaking.
132 (h.) My mother’s elder sister’s daughter's daugh- ter’s daughter’s husband, male speaking.
REMARKS.
166
SCHEDULE 17.—_KINSHIP.— AFFINITIES THROUGH RELATIVES—Third Collateral Line.
ENGLISH.
137 (w.) My father’s father’s brother’s son’s wife, male speaking.
138 (h.) My father’s father’s brother's daughter's husband, male speaking,
139 (w.) My father’s father’s brother’s son’s son’s wife, male speaking.
140 (h.) My father’s father’s brother's son's daugh- ter’s husband, male speaking.
141 (w.) My father’s father’s brother’s daughter's son’s wife, male speaking.
142 (h.) My father’s father’s brother’s daughter’s daughter's husband, male speaking.
143 (w.) My father’s father’s brother's son’s son’s son’s wife, male speaking.
144 (h.) My father’s father’s brother’s son's son’s daughter’s husband, male speaking.
145 (w.) My father’s father’s brother’s son’s daugh- ter’s son’s wife, male speaking.
146 (h.) My father’s father’s brother’s son’s daugh- ter’s daughter’s husband, male speaking.
147 (w.) My father’s father’s brother’s daughter's son’s son’s wife, male speaking.
148 (h.) My father’s father’s brother’s daughter's son’s daughter’s husband, male speaking,
149 (w.) My father’s father’s brother’s daughter's daughter’s son’s wife, male speaking.
150 (h.) My father’s father’s brother’s daughter’s daughter’s daughter’s husband, male speak-
ng. 151 (w.) My father’s father’s brother’s son’s son’s |
son’s son’s wife, male speaking.
152 (h.) My father’s father’s brother’s son’s son’s
daughter's daughter's husband, male speak- |
ing. 157 (w.) My father’s father’s brother’s daughter’s daughter’s son’s son’s wife, male speaking.
158 (h.) My father’s father’s brother’s daughter's
daughter’s daughter’s daughter’s husband, |
male speaking. 165 (w.) My father’s father’s sister’s son’s wife, male speaking.
166 (h.) My father’s father’s sister’s daughter’s husband, male speaking.
167 (w.) My father’s father’s sister’s son’s son’s wife, male speaking.
168 (h.) My father’s father’s sister’s son’s daugh- ter’s husband, male speaking.
169 (w.) My father’s father’s sister’s daughter's son’s wife, male speaking.
170 (h.) My father’s father’s sister’s daughter's daughter’s husband, male speaking.
171 (w.) My father’s father’s sister’s son’s son’s son’s wife, male speaking.
172 (h.) My father’s father’s sister’s son’s son’s daughter’s husband, male speaking.
173 (w.) My father’s father’s sister’s son’s daugh- ter’s son’s wife, male speaking.
174 (h.) My father’s father’s sister’s son’s daugh- _ter’s daughter’s husband, male speaking.
175 (w.) My father’s father’s sister’s daughter’s son’s son’s wife, male speaking.
176 (h.) My father’s father’s sister’s daughter’s son’s daughter’s husband, male speaking.
177 (w.) My father’s father’s sister’s daughter’s daughter's son’s wife, male speaking.
178 (h.) My father’s father’s sister's daughter’s daughters daughter’s husband, male speaking.
179 (w.) My father’s father’s sister’s son’s son’s son’s son’s wife, male speaking.
REMARKS.
| --------------------- -~-----------------~------------- |
SCHEDULE 17.—KINSHIP.—AFFINITIES THROUGH RELATIVES—Third Collateral Line— Continued.
ENGLISH.
s
180 (h.) My father’s father’s sister’s son’s son’s daughter’s daughter's husband, male speaking.
185 (w.) My father’s father’s sister’s daughter's daughter's son’s son's wife, male speaking.
186 (h.) My father’s father’s sister’s daughter's daughter’s daughter's daughter’s husband, male speaking.
193 (w.) My father’s mother’s brother's son's wife, male speaking.
194 (h.) My father’s mother’s brother’s daughter's husband, male speaking.
195 (w.) My father’s mother’s brother’s son’s son’s wife, male speaking.
196 (h.) My father’s mother’s brother’s son’s daugh- ter’s husband, male speaking.
197 (w.) My father’s mother’s brother’s daughter's son’s wife, male speaking.
198 (h.) My father’s mother’s brother’s daughter's daughter's husband, male speaking.
199 (w.) My father’s mother’s brother’s son’s son’s son’s wife, male speaking.
200 (h.) My father’s mother’s brother’s son’s son’s daughter’s husband, male speaking.
201 (w.) My father’s mother’s brother’s son’s daugh- ter’s son’s wife, male speaking.
202 (h.) My father’s mother’s brother's son’s daugh- ter’s daughter’s husband, male speaking.
203 (w.) My father’s mother’s brother’s daughter's son’s son’s wife, male speaking.
204 (h.) My father’s mother’s brother's daughter's son’s daughter’s husband, male speaking.
205 (w.) My father’s mother’s brother’s daughter's daughter’s son’s wife, male speaking.
206 (h.) My father’s mother’s brother’s daughter's daughter’s daughter's husband, male speaking.
207 (w.) My father’s mother’s brother’s son’s son’s son’s son’s wife, male speaking.
208 (h.) My father’s mother’s brother’s son’s son’s | daughter’s daughter's husband, male speaking.
218 (w.) My father’s mother’s brother’s daughter's daughter’s son’s son’s wife, male speaking. |
214 (h.) My father’s mother’s brother’s daughter's daughter’s daughter’s daughter’s husband, male speaking.
221 (w.) My father’s mother’s sister’s son’s wife, male speaking.
222 (h.) My father’s mother’s sister’s daughter’s husband, male speaking.
223 (w.) My father’s mother’s sister’s son’s son’s wife, male speaking.
224 (h.) My father’s mother’s sister’s son’s daugh- ter’s husband, male speaking.
225 (w.) My father’s mother’s sister’s daughter's son’s wife, male speaking.
226 (h.) My father’s mother’s sister’s daughter's daughter's husband, male speaking.
227 (w.) My father’s mother’s sister’s son’s son’s son’s wife, male speaking.
228 (h.) My father’s mother’s sister’s son’s son’s daughter’s husband, male speaking.
229 (w.) My father’s mother’s sister’s son’s daugh- ter’s son’s wife, male speaking.
230 (h.) My father’s mother’s sister’s son’s daugh- ter’s daughter’s husband, male speaking.
231 (w.) My father’s mother’s sister’s daughter’s son’s son’s wife, male speaking.
282 (h.) My father’s mother’s sister’s daughter's son’s daughter's husband, male speaking.
167 REMARKS.
168 SCHEDULE 17.—KINSHIP.—AFFINITIES THROUGH RELATIVES—Third Collateral Line—Continued.
ENGLISH.
REMARKS,
233 (w.) My father’s mother’s sister’s daughter's daughter’s son’s wife, male speaking.
234 (h.) My father’s mother’s sister’s daughter’s daughter's daughter's husband, male speaking.
235 (w.) My father’s mother’s sister’s son’s son’s son’s son’s wife, male speaking.
236 (h.) My father’s mother’s sister’s son’s son’s daughter's daughter's husband, male speaking.
241 (w.) My father’s mother’s sister’s daughter's daughter's son’s son’s wife, male speaking.
242 (h.) My father’s mother’s sister’s daughter's daughter’s daughter's daughter’s husband, male speaking. i
249 (w.) My mother’s father’s brother’s son’s wife, male speaking.
250 (h.) My mother’s father’s brother’s daughter's husband, male speaking.
251 (w.) My mother’s father’s brother’s son’s son’s wife, male speaking.
252 (h.) My mother’s father’s brother's son’s daugh- ter’s husband, male speaking.
253 (w.) My mother’s father’s brother’s daughter’s son’s wife, male speaking.
254 (h.) My mother’s father’s brother’s daughter’s |
daughter’s husband, male speaking.
255 (w.) My mother’s father’s brother's sen’s son’s son’s wife, male speaking.
256 (h.) My mother’s father’s brother’s son’s son’s daughter’s husband, male speaking,
257 (w.) My mother’s father’s brother’s son’s daugh- ' ter’s son’s wife, male speaking.
258 (h.) My mother’s father’s brother's son’s daugh- ter’s daughter’s husband, male speaking.
259 (w.) My mother’s father’s brother’s daughter's son’s son’s wife, male speaking.
260 (h.) My mother’s father’s brother’s daughter's son’s daughter’s husband, male speaking.
261 (w.) My mother’s father’s brother’s daughter’s daughter's son’s wife, male speaking.
262 (h.) My mother’s father’s brother’s daughter’s daughter's daughter’s husband, male spk’g.
263 (w.) My mother’s father’s brother’s son’s son’s son’s son’s wife, male speaking.
264 (h.) My mother’s father’s brother’s son’s son’s daughter's daughter’s husband, male spk’g.
269 (w.) My mother’s father’s brother’s daughter's daughter's son’s son’s wife, male speaking.
270 (h.) My mother’s father’s brother’s daughter's daughter's daughter's daughter’s husband, male speaking.
277 (w.) My mother’s father’s sister's son’s wife, male speaking.
278 (h.) My mother’s father’s sister’s daughter's husband, male speaking.
279 (w.) My mother’s father’s sister’s son’s son’s wife, male speaking.
280 (h.) My mother’s father’s sister’s son’s daugh- ter’s husband, male speaking.
281 (w.) My mother’s father’s sister’s daughter’s son’s wife, male speaking.
282 (h.) My mother’s father’s sister’s daughter’s daughter’s husband, male speaking.
283 (w.) My mother’s father’s sister’s son’s son’s ‘son’s wife, male speaking.
284 (h.) My mother’s father’s sister’s son’s son’s daughter’s husband, male speaking.
285 (w.) My mother’s father’s sister’s son’s daugh- ter’s son’s wife, male speaking.
SCHEDULE 17.—KINSHIP.—AFFINITIES THROUGH RELATIVES—Third Collateral Line—Continued.
ENGLISH.
169
286 (h.) My mother’s father’s sister’s son’s daugh- ter’s daughter’s husband, male speaking.
287 (w.) My mother’s father’s sister’s daughter’s son’s son’s wife, male speaking.
288 (h.) My mother’s father’s sister's daughter's son’s daughter’s husband, male speaking.
289 (w.) My mother’s father’s sister’s daughter's daughter’s son’s wife, male speaking.
290 (h.) My mother’s father’s sister's daughter's daughter’s daughter’s husband, male speak-
ing. 291 (w.) My mother’s father’s sister’s son’s son’s son’s son’s wife, male speaking.
292 (h.) My mother’s father’s sister's son’s son’s daughter’s daughter’s husband, male speak-
ing. 297 (w.) My mother’s father’s sister’s daughter's daughter's son’s son’s wife, male speaking.
298 (h.) My mother’s father’s sister's daughter's daughter’s daughter's daughter’s husband, male speaking.
305 (w.) My mother’s mother’s brother’s son’s wife, male speaking.
306 (h.) My mother’s mother’s brother’s daugh- |
ter’s husband, male speaking,
307 (w.) My mother’s mother’s brother’s son’s
son’s wife, male speaking.
308 (h.) My mother’s mother’s brother's son’s |
daughter’s husband, male speaking.
309 (w.) My mother’s mother’s brother's daugh- ter’s son’s wife, male speaking.
310 (h.) My mother’s mother’s brother's daugh- ter’s daughter’s husband, male speaking,
311 (w.) My mother’s mother’s brother’s son’s son’s son’s wife, male speaking.
312 (h.) My mother’s mother’s brother's son’s son’s daughter’s husband, male speaking.
313 (w.) My mother’s mother’s brother’s son’s daughter’s son’s wife, male speaking.
314 (h.) My mother’s mother’s brother's son’s daughter’s daughter’s husband, male speaking.
315 (w.) My mother’s mother’s brother’s daugh- ter’s son’s son’s wife, male speaking.
316 (h.) My mother’s mother’s brother's daugh- ter’s son’s daughter's husband, male speaking.
317 (w.) My mother’s mother’s brother’s daugh- ter’s daughter’s son's wife, male speaking.
318 (h.) My mother’s mother’s brother’s daugh- ter’s daughter’s daughter’s husband, male speaking.
319 (w.) My mother’s mother’s brother’s son’s son's son’s son’s wife, male speaking.
820 (h.) My mother’s mother’s brother’s son's son’s daughter’s daughter’s husband, male speaking.
825 (w.) My mother’s mother’s brother’s daugh- ter’s daughter’s son’s son’s wife, male speaking.
326 (h.) My mother’s mother’s brother’s daugh- ter’s daughter’s daughter’s daughter’s hus- band, male speaking.
333 (w.) My mother’s mother’s sister’s son’s wife, male speaking.
334 (h.) My mother’s mother’s sister’s daughter’s husband, male speaking.
835 (w.) My mother’s mother’s sister’s son’s son’s wife, male speaking.
336 (h.) My mother’s mother’s sister’s son’s daugh- ter’s husband, male speaking.
837 (w.) My mother’s mother’s sister’s daughter's son’s wife, male speaking.
338 (h.) My mother’s mother’s sister’s daughter's daughter’s husband, male speaking.
170 SCHEDULE 17.—KINSHIP.—AFFINITIES THROUGH RELATIVES—Third Collateral Line—Continued.
ENGLISH.
REMARKS.
339 (w.) My mother’s mother’s sister’s son’s son’s son’s wife, male speaking.
340 (h.) My mother’s mother’s sister’s son’s son’s daughter's husband, male speaking.
341 (w.) My mother’s mother’s sister’s son’s daugh-
ter’s son’s wife, male speaking.
342 (h.) My mother’s mother’s sister’s son’s daugh-
ter’s daughter’s husband, male speaking.
343 (w.) My mother’s mother’s sister’s daughter’s son’s son’s wife, male speaking.
344 (h.) My mother’s mother’s sister’s daughter’s son’s daughter’s husband, male speaking.
345 (w.) My mother’s mother’s sister’s daughter’s daughter’s son’s wife, male speaking.
346 (h.) My mother’s mother’s sister’s daughter’s daughter's daughter’s husband, male speaking,
347 (w.) My mother’s mother’s sister’s son’s son’s son’s son’s wife, male speaking.
348 (h.) My mother’s mother’s sister’s son’s son's daughter's daughter’s husband, male spk’g.
353 (w.) My mother’s mother’s sister’s daughter’s daughter’s son’s son’s wife, male speaking.
354 (h.) My mother’s mother’s sister’s daughter’s daughter's daughter's daughter’s husband, male speaking.
SCHEDULE 17.-KINSHIP.—AFFINITIES THROUGH THE MARRIAGE OF SELF. ila : ENGLISH. REMARKS. COTE) GRY Aah Gee ae Se | a a E 1 LT SabegiNTS) 0a hh aT aaa EIS FSG OY SEE Ye a ee 3 TANG AU YEU EH Oy ESP TEEN oS) a ee SHY oY 22 eV O ee eee 4 My wife's father’s mother, male speaking--|--------------------------—-------__----------------- |.--------------------------------~-----=--------------- 5 My wife's father’s brother, male speaking--| --------------------------..--------------------------|----------------------------------------------------- 5 (w.) My wife’s father’s brother's wife, male | ------------------------------------------------------ meee eeteeemecsesseetece So ageSestane Desa ssce speaking. 6 My wife's father’s sister, male speaking —--| ------------------_-------- 5-8 nnn nn i in ann nn soe = == === 6 ‘citcy) MUNG AACS) TE apo TS ERSTE), LATS OYE Wao Toh CW CN ee ee eo (ee ee eee speaking. 8 va C TO SEL Ul Ola LOIS pCa) Pye nee | eee eee a ee a se eS ee ee Re SE ee oe en eee ee nesses 9 Mitr TEN OUD ELIS Teun eka Teil C'S DCA Ken 2 een eee eee eaten eee ee ae ee ge ae ee | ee Se ee ee ee ee 10 SVE meV ET Ss RED CO EL COENEN SO OO EN © Ye ccsNND CALs YQ CRC YN a | ee 9 ee 11 WVIND Tyres) Tea ay A ever AIS) | ey ey LOE wr Ee assy oY ee cea |e ar LiGw-)) My: wife's mother’s brother’s| wife, male | ----------------------------------------~-.-----_----|------__-_--------- ,---------=---=---=--=--.---=---=-=--- speaking. 12 My wife’s mother’s sister, male speaking_--|---------------------.----------------------~--------_|._-_____-___---___-__.-----------------~--------------- 12 (h.) My wife’s mother’s sister’s husband, male | ------------------------------------------ -----------| ------------------------------------------------------ speaking. 1B My wife’s elder brother, male speaking_--__| --------------------~--------------------------------|-----~-----~-------------.-~----+--------------~--------- 13 (w.) My wife’s elder brother’s wife, male speak- | ---------------------.--------------------~-----------|-----------~------------ ------------------------------- ing. 15 My wife’s younger brother, male speaking_ --------------------------~----------------~----------- Senwewt cece esd e poe o Sener te eee ee oe EE SES 15 (w.) My wife’s younger brother’s wife, male |------------------------------------------------------|------------~-~----~--~~---~-~----~~---------~------- speaking. 17 My wife’s brother’s son, male speaking ---__|--------------------- -------------------------------- 6 Fe 18 WS Symes Vaso anys) CGE ah Bu Sp eo aU) YS oe ee a fe ing. 20 AVE aR CIS] LCLEIY SIS DE LomTYT ULC 1S Jo Cet ih 0k Oe pee a a a ee oe eee eee Pe evan CsA CLC OLBESIS LOTS me ETI SD GUT Cy eT) il hg | cee ee eee ee nent tar na | eS Se en oe speaking. 22 ITI? WALSH Sp yO SFE) SUSI TS Sy a(S i ha fg oe ore Se eee SS eS So SS a ee SIEVE RY ATC SV OUN Ee OPESI Shel Sy iC SPOTL mx eul © et cr rl a a ee ee speaking. 23 My wife’s sister’s son, male speaking -_~____|------------------ sie 22 so se osScces eee comer tee See bee eed cre Sa Se <a SS oe ee secs ees 24 My wife's sister’s daughter, male speaking_|-----------------------------------------_.----------- [ecco n bose snes Sas 2s oe eben sese cece e ees seae= | nee eee SS er fea na ge a
172
SCHEDULE 17.—KINSHIP.—AFFINITIES THROUGH RELATIVES—Descendants of self.
ENGLISH.
REMARKS.
(h.) Myshusband === See
LR (Geva) esse SOLUS AWW LLC eee eres 3) (Gy. f.S.uMy;son’'s son's wife = 4 (h.) f.s. My son’s daughter’s husband ________--__ 14 (h.) f.s. My daughter’s husband ----------------_- 15 (w.) f.s. My daughter's son’s wife ---------_-_--___
16 (h.) f.s. My daughter’s daughter’s husband______
Po
69 (w.) fs.
SCHEDULE 17.—KINSHIP.
—AFFINITIES
THROUGH RELATIVES—First Collateral Line.
ENGLISH.
REMARKS.
45 (w.) f.s. My elder brother's wife
45 c. f.s. My elder brother's wife’s sister Rao
47 (w.) f.s. My elder brother's son’s wife —----- ------
48 (h.) f.s. My elder brother’s daughter’s husband_
49 (w.) f.s. My elder brother’s son’s son’s wife
50 (h.) f.s. My elder brother's daughter's daugh- ter’s husband,
64 (h.) f.s. My elder sister’s husband __---_----_-____|
64 d. f.s. My elder sister’s husband’s sister__--___-
55 (w.) f.s. My elder sister’s son’s wife
56 (h.) f.s. My elder sister's daughter’s husband____ _
57 (w.) f.s. My elder sister’s son’s son’s wife_--------
58 (h.) f.s. My elder sister’s daughter’s daughter's husband,
61 (w.) f.s. My younger brother's wife
63 (w.) f.s. My younger brother’s son’s wife-------—-
64 (h.) fs. My younger brother’s daughter's hus- band,
65 (w.) f.s. My younger brother’s son’s son’s wife.__|
66 (h.) f.s. My younger brother's daughter's daugh- ter’s husband.
68 (h.) f.s. My younger sister’s husband
My younger sister’s son’s wife
70 (h.) f.s. My younger sister’s daughter's husband.
71 (w.) f.s. My younger sister's son’s son’s wife
72 (h.) f.s. My NOUDECE sister's daughter’s daugh- ter’s husband.
174
SCHEDULE 17.—KINSHIP.—AFFINITIES THROUGH RELATIVES—Second Collateral Line.
ENGLISH.
73 (w.) f.s. My father’s elder brother’s wife --_--__- 75 (w.) f.s. My father’s elder brother’s son’s (older than self) wife.
7a a, f.s. My father’s elder brother’s son’s (older
than self) wife’s sister.
76 (h.) f.s. My father’s elder brother’s daughter's (older than self) husband,
76 b. f.s. My father’s elder brother’s daughter’s (older than self) husband’s sister.
77 (w.) f.s. My father’s elder brother’s son’s (younger than self) wife.
78 (h.) f.s. My father’s elder brother’s daughter's (younger than self) husband.
79 (w.) f.s. My father’s elder brother’s son’s son’s wife.
80 (h.) f.s. My father’s elder brother’s son’s daugh- ter’s husband,
81 (w.) f.s. My father’s elder brother’s daughter’s son’s wife.
82 (h.) f.s. My father’s elder brother's daughter’s daughter’s husband.
83 (w.) f.s. My father’s elder brother’s son’s son’s son’s wife.
84 (h.) f.s. My father’s elder brother’s daughter’s daughter’s daughter’s husband,
87 (w.) f.s. My father’s younger brother’s wife__--_
88 (h.) f.s. My father’s elder sister’s husband-_____- 89 (w.) f.s. My father’s elder sister’s son’s (older than self) wife.
90 (h.) f.s. My father’s elder sister's daughter’s (older than self) husband,
91 (w.) f.s. My father’s elder sister’s son’s (younger than self) wife.
92 (h.) f.s. My father’s elder sister’s daughter’s (younger than self) husband.
93 (w.) f.s. My father’s elder sister's son’s son’s wife.
94 (h.) f.s, My father’s elder sister’s son’s daugh- ter’s husband.
95 (w.) f.s. My father’s elder sister's daughter’s son’s wife.
96 (h.) f.s. My father’s. elder sister’s daughter's daughter’s husband,
97 (w.) f.s. My father’s elder sister’s son’s son’s son’s wife.
98 (h.) f.s. My father’s elder sister’s daughter’s daughter’s daughter’s husband.
102 (h.) f.s. My father’s younger sister’s husband —- 103 (w.) f£.s. My mother’s younger brother's wife -_- 105 (w.) f.s. My mother’s elder brother’s wife_-----_
107 (w.) f.s. My mother’s elder brother’s son’s (old- er than self) wife.
108 (h.) f.s. My mother’s elder brother’s daughter’s (older than self) husband.
109 (w.) f.s. My mother’s elder brother’s son’s (younger than self) wife.
110 (h.) fs. My mother’s elder brother’s daughter’s (younger than self) husband.
111 (w.) My mother’s elder brother’s son’s son’s wife.
REMARKS.
th we
SCHEDULE 17.—KINSHIP.—AFFINITIES THROUGH RELATIVES—Second Collateral Line—Continued.
175
ENGLISH.
REMARKS.
112 (h.) f.s. My mother’s elder brother's son’s daughter’s husband.
113 (w.) f.s. My mother’s elder brother’s daughter's son’s wife.
114 (h.) f.s. My mother’s elder brother’s daughter's daughter’s husband.
115 (w.) fs. My mother’s elder brother's son’s son's | son’s wife.
116 (h.) f.s. My mother’s elder brother’s daughter's | daughter's daughter’s husband,
120 (h.) f.s. My mother’s younger sister’s husband_
122 (h.) f.s. My mother’s elder sister’s husband 123 (w.) f.s. My mother’s elder sister’s son's (older than self) wife.
124 (h.) f.s. My mother’s elder sister’s daughter's (older than self) husband.
125 (w.) f.s. My mother’s elder sister's son’s (younger than self) wife.
125 e. f.s. My mother’s elder sister’s son’s (young- er than self) wife’s sister.
126 (h.) f.s. My mother’s elder sister’s daughter's (younger than self) husband.
126 f. f.s. My mother’s elder sister’s daughter's (younger than self) husband’s sister.
127 (w.) ae My mother’s elder sister’s son’s son’s wife.
128 (h.) f.s. My mother’s elder sister’s son’s daugh- ter’s husband.
129 (w.) fs. My mother’s elder sister’s daughter’s son’s wife. e
130 (h.) f.s. My mother’s elder sister’s daughter’s daughter’s husband,
181 (w.) f s. My mother’s elder sister’s son's son’s 5 son’s wife.
182 (h.) f.s. My mother’s elder sister’s daughter's daughter’s daughter’s husband,
SCHEDULE 17.—KINSHIP.—AFFINITIES THROUGH RELATIVES—Third Collateral Line.
ENGLISH. REMARKS, = ae = | ISTAGws) is: My father's father’sibrother’s|son’s wifes (so> =< == 5 ssl aes 2 Se ae a 138 (h.) f.s. My father’s father’s brother’s daughter's | So eh nee ne ne eee sent ee eee ee a ee = - husband. | | 159/.(w.) ifs) My? father’s. father's; ‘brother's: som’s)| _=.2.2. 22.22.22. 220 oo eee ee ee | ee son’s wife, 140\(h))f:8,. My father's’ father’s: brother's: son?) |) = 2-2 -=ae- Sa = ee ee ee daughter's husband. 141 Ow.) itis. My: fathers: father’s: brothers daugh-=|\22- 2-2-5 a oe AS ae a ter’s son’s wife. 142 (h.) f.s. My father’s father’s brother's daugh- | woos tests Bese ee snes S Se as Sa ae re a | a ee ee ter’s daughter’s husband. 148icwaiiisw My. fathers’ father's: brother's \sOn\8 29-95-22 —=—— ana ee ee ees | een ae ee son’s son’s wife. 144 (h.) f.s. My father's' father’s brother’s son’s||.--------------------.---- == 22-5258 nf son’s daughter’s husband. | 145 (w.) f.s. My father’s father’s brother’s son’s | SSS oo oe eae en ee ad ate ee ee | ee eee oe
daughter’s son’s wife.
146 (h.) f.s. My father’s father’s brother’s daughter's daughter's husband,
son’s |
147 (w.) f.s. My father’s father’s brother’s daugh- ter’s son’s son’s wife.
148 (h.) f.s. My father’s father’s brother’s daugh- ter’s son’s daughter’s husband, |
149 (w.) fs. My father’s father’s brother’s daugh- | ter’s daughter’s son’s wife.
150 (h.) fs. My father’s father’s brother’s daugh- ter’s daughter's daughter’s husband,
151 (w.).f.s. My father’s father’s brother’s son’s son’s son’s son’s wife.
152 (h.) f.s. My father’s father’s brother’s son’s son’s daughter’s daughter’s husband.
157 (w.) f.s. My father’s father’s brother's daugh- ter’s daughter's son’s son’s wife.
158 (h.) f.s. My father’s father’s brother’sdaughter’s daughter's daughter's daughter’s husband,
165 (w.) f.s. My father’s father’s sister’s son’s wife__
166 (h.) f.s. My father’s father’s sister’s daughter’s husband.
167 (w.) f.s. My father’s father’s sister’s son’s son’s wife.
168 (h.) f.s. My father’s father’s sister's son’s
daughter’s husband.
169 (w.) f.s. My father’s father’s sisters daughter’s son’s wife.
170 (h.) f.s. My father’s father’s sister’s daughter’s daughter’s husband.
171 (w.) f.s. My father’s father’s sister’s son’s son’s son's wife.
172 (h.) f.s. My father’s father’s sister’s son’s son’s daughter’s husband,
173 (w.) f.s. My father’s father’s sister’s son's
daughter’s son’s wife.
174 (h.) f.s. My father’s father’s — sister’s daughter’s daughter’s husband,
son’s
75 (w.) f.s. My father’s father’s sister’s daugh- ter’s son’s son’s wife.
176 (h.) f.s. My father’s father’s sister’s daugh- ter’s son’s daughter’s husband,
177 (w.) f.s. My father’s father’s sister’s daugh- ter’s daughter’s son’s wife.
178 (h.) f.s. My father’s father’s sister’s daugh- ter’s daughter’s daughter’s husband.
179 (w.) f.s. My father’s father’s sister’s son's son’s son’s son’s wife.
SCHEDULE 17.—KINSHIP.—AFFINITIES THROUGH RELATIVES—Third Collateral Line—Continued.
ENGLISH.
UEC
REMARKS.
180 (h.) f.s. My father’s father’s sister’s son’s son’s daughter’s daughter’s husband,
185 (w.) f.s. My father’s father’s sister’s daugh- ter’s daughter’s son’s son's wife.
186 (h.) f.s. My father’s father’s sister's daugh- ter’s daughter’s daughter’s daughter's hus- band.
193 (w.) ote My father’s mother’s brother's son’s wite.
194 (h.) f.s. My father’s mother’s brother’s daugh- ter’s husband,
195 (w.) f.s. My father’s mother’s brother’s son’s son’s wife.
196 (h.) f.s. My father’s mother’s brother’s son’s daughter’s husband.
197 (w.) f.s. My father’s mother’s brother’s daugh- ter’s son’s wife.
198 (h.) f.s. My father’s mother’s brother's daugh- ter’s daughter's husband,
199 (w.) f.s. My father’s mother’s brother's son’s
son’s son’s wife.
200 (h.) fs. My father’s mother’s brother’s son’s son’s daughter’s husband,
201 (w.) f.s. My father’s mother’s brother’s son's daughter’s son’s wife.
202 (h.) f.s. My father’s mother’s brother’s son’s daughter’s daughter’s husband,
203 (w.) f. s. My father’s mother’s brother’s daugh- ter’s son’s son’s wife.
204 (h.) f.s. My father’s mother’s brother’s daugh- ter’s son’s daughter’s husband.
205 (w.) f.s. My father’s mother’s brother’s daugh- ter’s daughter’s son’s wife,
206 (h.) f.s. My father’s mother’s brother’s daugh- ter’s daughter’s daughter’s husband.
207 (w.) f.s. My father’s mother’s brother's son’s son’s son’s son’s wife.
208 (h.) f.s. My father’s mother’s brother’s son’s son’s daughter’s daughter’s husband,
213 (w.) f.s. My father’s mother’s brother's daugh- ter’s daughter’s son’s son’s wife.
214 (h.) f.s. My father’s mother’s brother’s daugh- ter’s daughter’s daughter’s daughter's hus- band. :
221 (w.) f.s. My father’s mother’s sister’s son’s wife_
222 (h.) f.s. My father’s mother’s sister's daughter's husband,
223 (w.) ee My father’s mother’s sister’s son’s son’s wife.
224 (h.) f.s. My father’s mother’s sister’s son’s daughter’s husband,
225 (w.) f.s. My father’s mother’s sister’s daugh- ter’s son’s wife.
226 (h.) f.s. My father’s mother’s sister’s daugh- ter’s daughter’s husband.
227 (w.) f.s. My father’s mother’s son’s son’s wife,
228 (h.) f.s.) My father’s mother’s son’s daughter’s husband,
sister’s son’s
sister’s son’s
229 (w.) f.s. My father’s mother’s daughter's son’s wife.
230 (h.) f.s. My father’s mother’s sister's daughter's daughter’s husband.
sister’s son’s
son’s
231 (w.) f.s. My father’s mother’s sister’s daugh- - ter’s son’s son’s wife.
232 (h.) f.s. My father’s mother’s sister’s daugh- ter’s son’s daughter’s husband.
178 SCHEDULE 17.—KINSHIP.—AFFINITIES THROUGH RELATIVES—tThird Collateral Line—Continued. ENGLISH.
REMARKS.
238 (w.) f.s. My father’s mother’s sister's daugh- ter’s daughter’s son’s wife.
234 (h.) f.s. My father’s mother’s sister's daugh- ter’s daughter's daughter’s husband.
235 (w.) f.s. My father’s mother’s sister’s son’s son’s son’s son’s wife. . 236 (h.) f.s. My father’s mother’s sister's son’s | son’s daughter’s daughter’s husband.
241 (w.) f.s. My father’s mother’s sister’s daugh- ter’s daughter’s son’s son’s wife.
242 (h.) f.s. My father’s mother’s sister’s daugh- ter’s daughter’s daughter’s daughter’s hus- band.
249 (w.) f.s. My mother’s father’s brother’s son’s wife.
250 (h.) f.s. My mother’s father’s brother’s daugh- | ter’s husband. |
251 (w.) f.s. My mother’s father’s brother’s son’s | son’s wife.
252 (h.) f.s. My mother’s father’s brother’s son’s | daughter’s husband,
253 (w.) f.s. My mother’s father’s brother’s daugh- | ter’s son’s wife. |
| 254 (h.) f.s. My mother’s father’s brother’s daugh- ter’s daughter’s husband.
255 (w.) f.s. My mother’s father’s brother’s son’s son’s son’s wife.
256 (h.) f.s. My mother’s father’s brother's son’s son’s daughter’s husband.
257 (w.) f.s. My mother’s father’s brother’s son’s daughter’s son’s wife.
258 (h.) f.s. My mother’s father’s brother’s son’s daughter's daughter's husband.
|
259 (w.) f.s. My mother’s father’s brother’s daugh- | ter’s son’s son’s wife. |
260 (h.) f.s. My mother’s father’s brother’s daugh- ter’s son’s daughter’s husband,
261 (w.) f.s. My mother’s father’s brother’s daugh- ter’s daughter’s son’s wife.
262 (h.) f.s. My mother’s father’s brother's daugh- ter’s daughter's daughter’s husband,
263 (w.) f.s. My mother’s father’s brother’s son’s son’s son’s son’s wife.
264 (h.) fs. My mother’s father’s brother’s son’s son’s daughter’s daughter’s husband.
269 (w.) f.s. My mother’s father’s brother’s daugh- ter’s daughter’s son’s son’s wife.
270 (h.) f.s. My mother’s father’s brother’s daugh- Puen Deets daughter’s daughter’s hus- band,
277 (w.) f.s. My mother’s father’s sister’s son’s wife _|_____
278 (h.) f.s. My mother’s father’s sister’s daughter's husband,
279 (w.) a My mother’s father’s sister's son’s son’s wife.
280 (h.) f.s. My mother’s father’s sister’s son’s |_
daughter’s husband.
281 (w.) fs. My mother’s father’s sister’s daughter’s son’s wife.
282 (h.) f.s. My mother’s father’s sister’s daughter's daughter’s husband.
283 (w.) f.s. My mother’s father’s sister’s son’s son’s son's wife.
284 (h.) f.s. My mother’s father’s sister’s son’s son’s daughter's husband,
285 (w.) f.s. My mother’s father’s sister daughter's son’s wife.
*s son’s
re
SCHEDULE 17.—KINSHIP.—AFFINITIES THROUGH RELATIVES—Third Collateral Line—Continued.
ENGLISH.
286 (h.) f.s. My mother’s father’s sister’s son’s daughter's daughter’s husband,
237 (w.) f.s. My mother’s father’s sister's daughter's son’s son’s wife.
288 (h.) f.s. My mother’s father’s sister’s daughter's
son’s daughter’s husband.
289 (w.) f.s. My mother’s father’s sister’s daughter's daughter's son’s wife.
290 (h.) f s. My mother’s father’s sister’s daughter's daughter’s daughter’s husband,
291 (w.) f.s. My mother’s father’s sister’s son’s son’s son’s son’s wife.
292 (h.) f.s. My mother’s father’s sister’s son’s son’s |
daughter’s daughter’s husband,
2097 (w.) f.s. My mother’s father’s sister’s daughter's Le Saew
daughter's son’s son’s wife.
298 (h.) f.s. My mother’s father’s sister’s daughter’s daughter's daughter's daughter’s husband.
805 (w.) f.s. My mother’s mother’s brother’s son’s wife.
306 (h.) f.s. My mother’s mother’s
daughter’s husband.
brother's |
307 (w.) f.s. My mother’s mother’s brother’s son’s
son’s wife.
368 (h.) f.s. My mother’s mother’s brother’s son’s daughter's husband,
309 (w.) fs. My mother’s mother’s brother’s daugh- ter’s son’s wife.
310 (h.) fs. My mother’s mother’s brother’s daugh- ter’s daughter’s husband.
311 (w.) f.s. My mother’s mother’s brother's son’s son’s son's wife.
312 (h.) f.s. My mother’s mother’s brother’s son's son’s daughter’s husband.
313 (w.) f.s. My mother’s mother’s brother’s son’s daughter's son’s wife.
314 (h.) f.s. My mother’s mother’s brother’s son’s daughter's daughter’s husband.
315 (w.) f.s. My mother’s mother’s brother’s daugh- ter’s son’s son’s wife.
316 (h.) fs. My mother’s mother’s brother's daugh- ter’s son’s daughter’s husband.
317 (w.) f.s. My mother’s mother’s brother’s daugh- ter’s daughter’s son’s wife.
318 (h.) f.s. My mother’s mother’s brother’s daugh- ter’s daughter’s daughter’s husband.
319 (w.) f.s. My mother’s mother’s brother’s son’s son’s son’s son’s wife.
320 (h.) f.s. My mother’s mother’s brother’s son’s son’s daughter’s daughter’s husband.
325 (w.) f.s. My mother’s mother’s brother’s daugh- ter’s daughter’s son’s son’s wife.
326 (h.) f.s. My mother's mother’s brother's daugh- | ter’s daughter’s daughter’s daughter's hus- |
band. 333 (W.) ce My mother’s mother’s sister’s son’s wile.
334 (h.) f.s. My mother’s mother’s sister’s daugh- ter’s husband,
335 (w.) f.s. My mother’s mother’s sister’s son's son’s wife.
336 (h.) f.s. My mother’s mother’s sister’s son’s daughter’s husband.
337 (w.) f.s. My mother’s mother’s sister’s daugh- ter’s son’s wife.
338 (h.) f.s. My mother’s mother’s sister’s daugh- ter’s daughter’s husband.
179 REMARKS. ween a SE Se J------- peed
180 SCHEDULE 17.—KINSHIP.—AFFINITIES THROUGH RELATIVES—Third Collateral Line—Continued.
ENGLISH. REMARKS.
880\\(w:). fis. My mother’s mother's (sister's: som’s | <2 = oe = ao a ee SOWIS SON'S wifes. ce I ee ar en amen asm | acre a en a
$40'\(h:). fs.) My. mother’s: ‘mother's: sister's .SOn7S' |= -2- == 522-22 2-2) == Sa ee ee son’s\daughter’s husband, == —=———=—C=«<CS:S dC ends Dn) | |) re
941 \(w:)'f.s..My mother’s: mother’s ‘sister's! Son’S:|/*- "2. _ 2-8-5) 5-23-22 aie ne ee daushter’sson’s wife. =o «=. =~ |) we) mgt)” ) Cpe cee aime Sigma corfu yn tes 9 slain tnt anna t sa
942((h) fis. My mother's mmovher's) sister's SON}8)|| 2. —- = ee ee eee ee ee | OR eee daughter's daughter’sbusband; © —- |) =~ =>) Sea ne wer en) 1 eall| pened ann htc nnn
343° (w.) fs. My mother’s mother’s sister's daughe | ——--- <8. 2-5 en ht ee ter’s son’s son’s wife.
3492) (wa £8: My mother’s ‘mother's sister’sidaugh=)|| <2. =. 222223 -22-So= sooo 5.. ee en ae ee ee Oe ter’s son’s daughter’s husband,
345:.(.)) f)s., My mother’s:mother’s‘sister’s| daugh- | .=.2-- 0-2 <2 222 +- 23228. es os oe en ee a ter’s daughter’s son’s wife,
346) (w.))f.8. Mey mother’s mother’s sister's: daughs) | i 8 oo oa et ae a a ter’s daughter’s daughter’s husband.
841" (a.) My: mother's mother’s: sisters SON'S) BONE! oo. = SIS ne ee ee | eee ee See ee SOWN ROWE WHEE | TREE i gma see y 7 tog one 8 AIKEN ge ain nano Ane aC a =
848)(w:)f.8) (My motheris, mother's |Bisters! (SO 'S) ba ee ee | ae eee ee 3 Son's daughter's datishter's husband! ";'"s|\5 820.0 9 a * se Se ayy e |, bat yc anti al|[tyne omeemcwnrnn: we gu 0 unegoisn sets nes
353 (ht) fs, Mey mother's: mother's'sister’s daugheil|ie 2 oe =e 5 ee ee | ee ee tex’s daughter’s'son’s son's wife: Tle eg carn Wan tn
B54. (w.) My mother's mother’s!sister’s\daughter’s}!!_— 22-5. o-oo e. ofa e eee ae ee ee | Cee daughter's daughter'sidaughter's husband:)|/)ir\rsim: | phi llr) pac) au lnm DADE Dn DNDN ON] [ier Naumann cn ituipr 0) mn Onn @ UNG NNN ncn
SCHEDULE 17.—KINSHIP.—AFFINITIES THROUGH THE MARRIAGE OF SELF. 181 ENGLISH. REMARKS. (h.) f.s, My husband ------------------------------ a a en eet ele i ee ee 1 fs. My husband’s father --—~-—--_----_-__= | en nn nnn Soe ed ee ee ee a ee a
3 fs. My husband’s father's father ———_————_— nn nnn nnn nna enna 4 fs. My husband's father’s mother___------_-|___--__--------- = - =~ == == === = nn nn a Fa nn nnn nn nn nn nnn nnn nnn
5 f.s. My husband’s father’s brother__--------_| --------------------------..-------------------------- Bae ene Oe aA UG EE SS seca easier eae 5 (w.) f.8. My husband’s father’s brother's wife ___| -------------------------=--- === == =~ == === 4 === === === == | nnn ann en 6 f.s, My husband’s father’s sister_------------| ---------------=-----------~ -- ~~ ~~~ - == =~ == == === === =| 2a nnn ann nnn nn nn a 6 (h.) f.s. My husband’s father's sister’s husband_|.--------------------—~-- == === === === a fn nS 8 Fs IVE sy AER ULES Po 71 LIS YAO LEMON eee | a a 9 Peas Secy US pearl Bred OHINe TIS shes Hi Mee Ss au 10 f.s. My hushand’s mother’s mother_----———_| ______-- 2s. = === = =< = = a a ann a nano nnn a nna ll fessniviys husbands mother’s; DLOU eran | ee a Il (w.) fs. My husband’s mother’s brother’s wife-_|__________________------------- === 2 == 2 == === == 5 == $= =| nnn nnn nnn nnn nnn 12 fess Wy, Hushand’s MOLHer!s S18 6CL saa mm | ee a a | 12 (h.) f.s. Myhusband’s mother’s sister’s husband_|______________-_+------------------------~ ---------= =| ~~ ~~~ === === === === 2-3-2 n nnn nnn nnn nnn 13 fs. My husband's elder brother a) an a a a a am 13 (w.) f.s. My husband’s elder brother’s wife-__---|____________--------- --=-- === === ----- = === === == === 553 |< - 5 = $ 55a nnn nnn = 15 £8. My husband’s younger brother-———————— | | rR ini (we) fs) My zhusband’s\y.ounger brother's wife (0.5 ne a es ee 17 Sey susband shel der) DLO ter N.S Orn |e ee ee se eee Sn ee 18 f.s. My pusbandis iG tete. THE GEES |e ee a rt ee 20 TaRee Migg hts bani cis ClO erRis ben sees = eta | Mens ee oe ee eS ee peer 4! tyre wad ae BN ae oe eS: ee
20 (h.) f.s. My husband’s elder sister’s husband_---|________ === nnn nf 8 nn ne enna hPa ta 22 HSI Icy AH UIs a1 Cl? Ary OUI CIS Lem eee | nant ee Ses Se ea | a poo) ts. My husband’s youngersister'shusband |) 2 23 Hes oe Mcya FS DN US OG Ory 1S LENIN eee mates as en eee ne fe 124 ese yannsbane sielder, SISters Gate Ger 2 | a
182 SCHEDULE
17._KINSHIP.—ORDINAL NAMES OF CHILDREN.
ENGLISH.
1 The first born child (if male) is named
2 The first born child (if female) is named
8 The second born child (if male) is named
4 The second born child (if female) is named____- |
5 The third born child (if male) is named
6 The third born child (if female) is named
7 The fourth born child (if male) is named.
8 The fourth born child (if female) is named
9 The fifth born child (if male) is named.
10 The fifth born child (if female) is named
1l The sixth born child (if male) is named
12 The sixth born child (if female) is named
13 The seventh born child (if male) is named
14 The seventh born child (if female) is named____
18 Male orphan, father dead
19 Male orphan, mother dead
20 Male orphan, father and mother dead
21 Female orphan, father dead
22 Female orphan, mother dead
23 Female orphan, father and mother dead
24 Father whose children have all died
25 Mother whose children have all died
26 Son born after the death of father.
27 Daughter born after the death of father
28) Still-born male ‘child- ee
REMARKS.
—
< (Carefully read % 18, Chapter IT.)
; _ SCHEDULE 18.—SOCIAL ORGANIZATION. 183
ENGLISH.
~~ e 5 7
ie i ane
184 SCHEDULE 18.—SOCIAL ORGANIZATION—Continued. ENGLISH. REMARKS. of Name)jof tribe === en a CL 00 Le ee a a ll pS as ee 86, WT tea eee ee eee a SST IN CB er ra a a ee 38 My fellow ss--==——= SS =e aS a na |e 89iGiveitthemames|by:which( other tribes are des) pa) aoa a ee eee eee ee | nated with which they are acquainted. ¢ a iP Suonn toc Soen sense eee seca asa oon ee eee eee eee nn | on = - + ee ee ee ee ee nee 7 So es See ei Rc 8 8 ae sn ee ee | i: Ta |e aS ee re a | a eh Petr E os Ry a ene ed q ‘ a a Oe ee i ae ae ' Se rk eee ee OU Pee ee | TD EN < 4 ie ee 3 ‘ 4 3
SCHEDULE 19.—GOVERNMENT. 185 (Carefully read 2 19, Chapter II.)
ENGLISH.
MaCounCll Of SONS = nn aoa ee ena
2 Council man
i Damn oe ee ee se a
4 Chief of gens
5 Gentile council-house
6 Tribal council
7 Tribal council man
8 ‘Tribal council woman: -—_-___-__--__--__--_---__--
9 Sachem, or chief of tribe
10 Tribal council-house
SEMA VU 2h9s COLT Cl Meg ee ee nee enema
12 War chief
13 Warrior
TEU ays) yeh ao C0) ne 15 Friend (one of the tribe) -------------------------- 16 Friend (one of another tribe) -----------_.-------- 17 Enemy (one of the tribe)_----_-------------------- 18 Enemy (one of another tribe)
TAN) SSO
REMARKS.
186
SCHEDULE 20.—RELIGION. (Carefully read ? 20, Chapter IT.)
ENGLISH.
REMARKS.
1 God. (The Supreme Ruler—the white man’s God.) 2 The gods (com. noun)-_-----------------------------
3 The ancients—wonderful beings of the past_----
4 The future world=-—-==--—__-=-_---
SCHEDULE 21.—MORTUARY CUSTOMS. 187 (Carefully read ? 21, Chapter II.)
ENGLISH.
a TL Bean Tae a a a PI ae Se re ee ee ee
2 Corpse of man __-------------------.------ sce eae fe ee TR Re ae Pe ne eB a
+
r _ 8 Corpse of woman ------------------------------- --=-| ~~~ - ~~ = <= == = 22 nnn nnn nnn nnn nnn nnn nnn fn nnn nn nn nnn nnn nner
(os (COTPSO OF OY, sa a a = |p a ae nnn enn naan ene
0 ‘ss es
5 @orpse of girl_----—--2—_-------- == nn] ean nn nnn nn nn nen nn nn nn ann na a nn nn nn [onan nn nn nn nnn ann
te 5)
RA \ 6 Spirit or soul __---_--..---------------------------~--| ----------------------------------=------------------- ‘hee aaa a 5 NES ea ES FS
p : mGravoun the ground. 2--------—- 8 eo I ese gen de a ge eS ne ee a ee ae ree ee ee
a ot BS | Scaffold for the cease Sanne SE enn
(enn nee ne nee ee === - = === =~ = ~~~ = =~ == ---- +--+
188 | SCHEDULE 21—MORTUARY CUSTOMS—Continued.
Give account of Mortuary Customs.
a wan n 2 eo eo ee ee ee ee ee ee $= = - = - = === ~~ == -- ~~~ ----------
= vss
SCHEDULE 22.—MEDICINE. (Carefully read ? 22, Chapter IT.)
189
ENGLISH.
REMARKS.
SV NSA NV) = : |F) IBRD ING ee ESS CE GS Ss 0 EGU 0) ate ee eee pee Se eer eee ee SUL SRS MSY o a OYE RS 0 BREN VLR DLS ese ee re eee TN) STD gop ee te 14 A boil
15 A sore
16 A cut
17 A scar
US UM ORG E Sa eee eee
190
SCHEDULE 22.—MEDICINE—Continued.
ENGLISH.
REMARKS.
36 37 A lame woman
O8 SAU SIM 6 DO Yan8— 2 as
GS PNG TEEN aN ea A Ua a ew ee 40 EAU INI OMTTING LO) 60 aa en 42 Aubin oO yi=-s-—=- ae TUN GT 0) Wh aXe fea i ee i ee EL GIGENE NEI) 2 = ae eS AS RAY CL CEUE Ue OIA SU Le ec er ee AG WAY d eat DOy. 2-3 = ee eee AT PAs deat: Cini s soe See eS ea eee
8 FBT CRON a ee ee a oe ee eae eee es
49 Sweat
55 A medicine woman
DoE Medicine| dante: ee Digivied1 Cin 6 iSOn Pitan aes oe ee ek eee oS Medicine jodze sss a eee So SweatehOUSGs ase eee ee 60) An ‘amin lebes se see ee 6) A’ dream ===. a
62 A vision
63 A witch
G4: Al wizard) <2. 25-82
“A\ blind\wwman§= === =e |
‘eo
- = ’
SCHEDULE 23.—AMUSEMENTS. 191 (Carefully read ? 23, Chapter IT.)
ENGLISH.
REMARKS.
Ce Gourd-rattle i eee 4
(3 SSA a ee
‘
192
SCHEDULE 24.—NEW WORDS. (Carefully read ? 24, Chapter IT.)
ENGLISH.
A Myr eee ee a ee
5280) Se ees
(3) (Oe ee |
SSE: O OS Cees eee ee
TTS EN Ne Wye SS ee ee ee
Tf SEFC ee oe Ss ee ee eee!
82) CloCk: -sasse2= 2S oe a
REMARKS.
88) Knife: pocket... - <== --2 3 oe ts en a eer | er rc
SCHEDULE 24.—NEW WORDS—Continued. 193
ENGLISH.
RRR TABS Keb tlG eases eeeca san ae mene ee
OE) TG VOSAY: PRU VC at a l
EAR) GROWS PSUS a ETN TET (a UR VRB NEY tp eee EME SYA YS rp CAE, GREEN 0 I DEES NE a
OO, TERS P95 ae a Se
CUS) TRS IG ap a a
RY TERE RDC bp
a) (Gav aay ee a a ee
(il YSy eT Ae Sa a | er ee
52 Cap, percussion ———__-.--— = | na nnn na | enn nn anna a a a a nnn
(] LEO OG Pi ee ee
[Rt (S00) oy) |
CRS CV OND TE a |e ee ea ee ee ee
MRSS tee eb Fath Ts SSF ENTcUS ET ee | re I ee | ee a ee en nee
(GSS, STN a ee
AD DEW OW Wp = a eS A a a a a a EL
194
SCHEDULE 24.-NEW WORDS—Continued.
ENGLISH.
REMARKS.
67 Shoes
68 Boots
69 Slippers.
70 Stockings
71 Bonnet
72 Ribbons
73 Shawl
74 Handkerchief.
75 Dress (gown)
76 Bread
77 Flour
78 Match, friction
79 Candle
80 Sugar
(HU SOOO) = a ae a ye EE 82 Tobacco__--__ 2 a ee ee SPN LeG tS) cy pee Oe Se EU \ NaS) oa ee ee ee S5ebin rer-rin pe ae ee (eR 0) a ak a ee wt epee
91 Window
92 Door
24.—NEW WORDS—Continued.
195
REMARKS.
100 Paper
TE 80%) ge ee ee
105 Bridge
106 Well
111 Telegraph
112 Interpreter
113 Blacksmith
115 Christian, a professor of religion ~--------------- BESS DDG LG) LoCh AiG es Se ee TUS TOS Aor iy es = ee
196
ADJECTIVE PRONOUNS.
(Carefully read ? 25, Chapter IT.)
SCHEDULE 25.—NUMBER AND GENDER OF NOUNS—DEMONSTRATIVE AND
ENGLISH.
5 Many men
6 All the men
7 Some men
8 Noman
9 Another man
10 One woman
11 Two women
L4asManyuw OMe) o-nee- > asa o ee te ee ae
15 All the women
16 Some women
17 No women
19 One boy
20 Two boys
21 Three boys
22 Few boys
23 Many boys
AVAL the boys s==a e
25 Some boys
26 No boy.
29 Two dogs
30 Three dogs
31 Few dogs
32 Many dogs
S33:Alll (the dogs saesasa2 oS st ca el oS ea as ed 5 Soh ee
REMARKS.
SCHEDULE 25._NUMBER AND GENDER OF NOUNS, Etc.—Continued.
ENGLISH.
89 Three arrows
40 Few arrows
41 Many arrows
42 All the arrows
43 Some arrows
44 No arrow
45 Another arrow
46 One hat
47 Two hats
48 Three hats
49 Few hats
EU) RNB RY LNA Ce a eo ee |
51 All the hats
52 Some hats
53 No hat
54 Another hat
EP) (NDS IG TNE a ee ee SE
56 Two leaves
57 Three leaves
58 Few leaves
59 Many leaves
60 All the leaves
61 One stone
62 Two stones
63 Three stones
64 Few stones
65 Many stones
66 All the stones
198 SCHEDULE 25.—NUMBER AND GENDER OF NOUNS, Etc.—Continued. ENGLISH. REMARKS. 67 Male dog _--.-------------------+-----------=-----=-| -- ---------- <= == - <= = == $25 - = <= === 5-5 nn nn a nnn nn a nn nn a on a nn ne
68 Female dog 69 Male horse WORE aL ei OLS Clesaeee meee name ees TOMER CC ab a QCA TREN) (CY Fe FP) IN EMO GO) pS ne | (PASEO OND) 0 eee ee eee eee
fay EA EWS EEN g No ae a ne
Optom ale. cag esa =n eae ee eee Git DADO a ee fa} MED p TENE ne we ee ZA) GE IVES ST EYES 0 ee SO TROSC WO ed CT eee rene eee ee (2H TM ONS SYS B EES 0) a | 82 UNOS erm en passe eases nee ee ene eee ees {SITE a9 Oy 00 FILTERED NAO) OEE 0 | SoU EBESe twW.0 WOM CDs eee n near ae ne 8) Those yo 1700e) Si Rhese wOMenia 2a ae eeaeee ae es SS BETSEN OS © 000 10 ee SOUTH isib oye ee ee ee 90 That boy won ne nn nn nn nanan nnn nn nnn 9] UTPRESCt WO 00 VS ere a eee 92D NOSE su W.O DOYS nase ee ee eee OS eUH ESC DOYS — anes eee ee ee ee eee O94" ose boy s's- ca ee ee eee ane ObeThisid ops soos Soe een eer ore Seem OB That (dog ta=~s>sasee aoe Sees ean ene eee toe 97 “These itw0 dO 8 sass ree oe eee ae 98° Those two:dogs'=-2— ss -
99 These dogs
SCHEDULE 25._NUMBER AND GENDER OF NOUNS, Etc.—Continued.
ENGLISH.
100 Those dogs
101 This horse
102 That horse
_ 103 These two horses
Taw OSE UW ONOISES aan aen seen nn eae eee 105 These horses
106 Those horses
OF SNe Teoh ee Ee TS) (GG Alaa Ce ey 109 These two knives
110 Those two knives
111 These knives
112 Those knives.
113 This axe
114 That axe 115 These two axes 116 Those two axes FLU) WHEE De - 118 Those axes
119 Right eye
120 Left eye
121 Both eyes
122 Right ear
bl lll
124 Both ears
125 Right hand
— )7 ey
126 Left hand
127 Both hands
128 Right foot
129 Left foot
38} OGY (ihe ek eee ee ee
iS) BG) we pee baseeeses
REMARKS.
200
SCHEDULE 26.—PERSONAL AND ARTICLE PRONOUNS—TRANSITIVE VERBS.
ENGLISH.
1 Iam striking him now with closed hand - -.-
2 Istruck him yesterday with closed hand
3 I will strike him to-morrow with closed hand__ 4 You and I are striking him now with closed hand.
5 You and I struck him yesterday with closed hand,
6 You and I will strike him to-morrow with closed hand.
7 He and I struck him yesterday with closed and, |
8 He and I will strike him to-morrow with) closed hand. |
9 We(yeand I)arestriking him with closed hand. |
10 We (ye and I) struck him with closed hand
ll We (ye and I) will strike him with closed hand.
12 We (they and I) struck him with closed hand
13 We (they and I) will strike him with closed hand, |
14 You are striking him with closed hand
15 You struck him with closed hand
16 You will strike him with closed hand
17 Ye (dual) are striking him with closed hand___-
18 Ye (dual) struck him with closed hand
19 Ye (dual) will strike him with closed hand
20 Ye (plural) are striking him with closed hand__ 21 Ye (plural) struck him with closed hand ________ 22 Ye (plural) will strike him with closed hand____ 23 He is striking him with closed hand
24 He struck him with closed hand
25 He will strike him with closed hand
26 They (oupe: dual) are striking him with closed and,
27 They (mas. dual) struck him with closed hand__
28 They (mas. dual) will strike him with closed hand.
29 They (mas. plural) are striking him with closed hand.
30 They (mas. plural) struck him with closed hand.
31 They (mas. plural) will strike him with closed hand.
32 She is striking him with closed hand
33 She struck him with closed hand
REMARKS.
SCHEDULE 26._PERSONAL AND ARTICLE PRONOUNS—TRANSITIVE VERBS—Continued.
ENGLISH.
54 She will strike him with closed hand___---------|
35 They (fem, dual) are striking him with closed hand,
36 They (fem. dual) struck him with closed hand__
37 OF (fem. dual) will strike him with closed and,
88 They (fem. plural) are striking him with closed hand,
39 They (fem. plural) struck him with closed hard.
40 They (fem. plural) will strike him with closed | hand.
41 He is striking me with closed hand___----____-__
42 He struck me with closed hand —___-------------_
43 He will strike me with closed hand__--_---------
44 He is striking you and me with closed hand___- 45 He struck you and me with closed hand ____--__ 46 He will strike you and me with closed hand____ 47 He is striking him and me with closed hand —___| 48 He struck him and me with closed hand_-_-----
49 He will strike him and me with closed hand___|
50 He is striking us (ye and me) with closed hand_
53 He struck us (them and me) with closed hand__ |
54 He will strike us (them and me) with closed
55 He is striking you with closed Reece on 56 He struck you with closed hand ~-------__--_____| 57 He will strike you with closed hand_____---___-_ | 58 He is striking ye (dual) with closed hand an=--=-| 59 He struck ye (dual) with closed ema I 60 He will strike ye (dual) with closed hand _______ 61 He is striking ye (plural) with closed hand______ | 62 He struck ye (plural) with closed hand_____-____ 63 He will strike ye (plural) with closed hand | 64 He is striking him with closed hand —__--__--___
| 65 He struck him with closed hand —_--~----------__)
66 He will strike him with closed hand
201
REMARKS. poe ae a Ee eee Se eee ae | ---------2222-22eeeee nec ee ee
202
SCHEDULE 26.—PERSONAL AND ARTICLE PRONOUNS—TRANSITIVE VERBS—Continued.
67 He is striking them (mas. dual) with closed hand,
68 He struck them (mas. dual) with closed hand___
69 He will strike them (mas, dual) with closed
70 He is striking them (mas. plural) with closed hand.
71 He struck them (mas, plural) with closed hand_
72 He will strike them (mas. plural) with closed hand
73 He is striking her with closed hand
74 He struck her with closed hand
75 He will strike her with closed hand
76 He is striking them (fem. dual) with closed hand, 77 He struck them (fem. dual) with closed hand___
78 He will strike them (fem. dual) with closed an
79 He is striking them (fem. plural) with closed hand, 80 He struck them (fem. plural) with closed hand_
81 He will strike them (fem. plural) with closed
82 He is striking it (inanimate) with closed hand__
83 He struck it (inan.) with closed hand
84 He will strike it (inan.) with closed hand
85 He is striking them (inan. dual) with closed hand.
86 He struck them (inan, dual) with closed hand__
87 He will strike them (inan. dual) with closed hand.
88 He is striking them (inan. plural) with closed hand.
89 He struck them (inan. plural) with closed hand,
90 He will strike them (inan. plural) with closed hand,
91 Tam kicking him
92 I kicked him
94 You and I are kicking him 95 You and I kicked him
96 You and I will kick him
97 He and I kicked him
SCHEDULE 26.—PERSONAL AND ARTICLE PRONOUNS—TRANSITIVE VERBS—Continued.
203
ENGLISH.
100 We (yeand I) kicked him
101 We (ye and I) will kick him
102 We (they and I) kicked him
103 We (they and I) will kick him
104 You are kicking him
105 You kicked him cht REE OR a ee
eVow will kick him 2-25 2 = |
107 Ye (dual) are kicking him
108 Ye (dual) kicked him
109 Ye (dual) will kick him
110 Ye (plural) are kicking him
Mieve (plural) kicked) bim=—--~--—==--=-=-= --_— |
112 Ye (plural) will kick him
113 He is kicking him
114 He kicked him
115 He will kick him
116 They (mas. dual) are kicking him
117 They (mas. dual) kicked him
118 They (mas, dual) will kick him
119 They (mas. plural) are kicking him
120 They (mas. plural) kicked him
121 They (mas. plural) will kick him
122 She is kicking him
123 She kicked him
124 She will kick him
125 They (fem. dual) are kicking him
126 They (fem. dual) kicked him
127 They (fem. dual) will kick him
128 They (fem. plural) are kicking him
129 They (fem. plural) kicked him
130 They (fem, plural) will kick him __-----_-_______
181 He is kicking me
132 He kicked me.
| | | |
|
|
SCHEDULE 26.—PERSONAL AND ARTICLE PRONOUNS—TRANSITIVE VERBS—Continued.
ENGLISH.
REMARKS,
VESPA S Cay iD aCe) a oa ey 132 Heis kicking yourand me. === 1is>)Helikicked you. and me=-——-- 136 He will kick you and me ------_-___-___--_______ 187 He is kicking him and me-_-------------_------- 138 He kicked him and me__-_----------_----__-_-__- 139 He will kick him and me----__--_--_-- _---__---- 140 He is kicking us (ye and me) -------------------- 14L He kicked us @eana me) 2==-=-—— SS 142 He will kick us (ye and me) -------------_-----_- 143 He kicked us (them and me) -------_-_-_------_- 144 He will kick us (them and me)-_------------_____ s450 Peds Chin Cy OU eee eee eee 146 He kicked you a7 AEE awa llk) Ckpy,O Usenet T48hedsKkickingsyel(dual) 2 ae ecena eens 140s reiki cked)y.e)(C tall) aan eee are eee nena
THO Pevenwill kick. yel(dua)) 2 aaa nena
161 He is kicking ye (plural) -__---_--_- == =
TRG TUG eA BINDERS 1 OW CO 157 He is kicking them (mas, dual) ~------2_-------- 158 He kicked them (mas. dual) —~---_---------------- 159 He will kick them (mas. dual)__--------------____ 160 He is kicking them (mas. plural) __---------_---- 161 He kicked them (mas. plural) -_----------------___ 162 He will kick them (mas. plural)_-------------__- L6s%Eleustcickinp erie. ee aa ene [UGE S (ey Sep Ke bexete UI) ss a
165 He will kick her
“oh 2 oe
.
SCHEDULE 26.—PERSONAL AND ARTICLE PRONOUNS—TRANSITIVE VERBS—Continued.
205
ENGLISH.
166 He is kicking them (fem. dual)
167 Tie kicked them (fem. dual) ----------_----------_ 168 He will kick them (fem. dual)_--------_---____-- 169 He is kicking them (fem. plural) ---------------- 170 He kicked them (fem. plural)__-------------. ---- 171 He will kick them (fem. plural)
172 He is kicking it (inanimate)_---------------_--_- iamrreciowed tt (imam) a. U7AeeLeiwaAllixi ck iti (inan.)-=——..----=-- == 175 He is kicking them (inan. dual) ----------------- 176 He kicked them (inan. dual).--------_-_-____--__ 177 He will kick them (inan. dual)
178 He is kicking them (inan. plural) ---------------
79 He kicked them (inan. plural)_------------------
180 He will kick them (inan. plural)
206
SCHEDULE 2'7.—POSSESSION. (Carefully read 2? 27, Chapter IT.)
ENGLISH.
REMARKS,
VY Sil Chas |
2 Our (your and my) hands ------------------------- 8 Our (his and my) hands -----_---------------------
4 Our (your, plural, and my) hands
5 Our (their and my) hands
6 Your (sing.) hands
7 Your (dual) hands
8 Your (plural) hands
9 His hands
10 Their (mas, dual) hands
ll Their (mas. plural) hands
12 Her hands
13 Their (fem. dual) hands
14 Their (fem, plural) hands
15 My feet
16 Our (your and my) feet_------------.. ee See ee!
17 Our (his and my) feet
18 Our (your, plural, and my) feet
19 Our (their and my) feet
20 Your (sing.) feet
21 Your (dual) feet
22 Your (plural) feet
23 His feet
24 Their (mas, dual) feet.
95 Their (mas. plural) feet. =.= =.=
26 Her feet.
27 Their (fem. dual) feet
28 Their (fem, plurai) feet
29 My horse
30 Our (your and my) horses
31 Our (his and my) horses.
32 Our (your, plural, and my) horses
33 Our (their and my) horses
SCHEDULE 27.—POSSESSION—Continued.
207
ENGLISH.
REMARKS.
34 Your (sing.) horse 85) Your (dual) horses _-----_-__---------------__-_--_- AGRYOlIA (Lula) OTSCS oa = ae aa eran Sy TED Uap) oe ee 38 Thein(mas; dual) horses/-——_=—--—— =| Sg Eherr (mas. plural) horses_===-—-=-------—----—-2--| SA) TB MS pe LAN Oy SS
\
44 Our (your and my) dogs
45 Our (his and my) dogs__--------------------------- 46 Our (your, plural, and my) dogs_----------------- 47 Our (their and my) dogs
21S) Vey ue (sna 9) Uo) eed 49 Your (dual) dogs 50 Your (plural) dogs 51 His dog 52 Their (mas. dual) dogs
53 Their (mas. plural) dogs
54 Her dog
69 Our (his and my) oxen 60 Our (your, plural, and my) oxen 61 Our (their and my) oxen 62 Your (sing.) ox
63 Your (dual) oxen
SCHEDULE 27.—POSSESSION— Continued.
ENGLISH.
REMARKS,
67 Their (mas. plural) oxen
OS EV CT) OX ee ee
69 Their (fem. dual) oxen
70 Their (fem. plural) oxen
71 I have a father
72 You have a mother
73 He has a sister
74 We have a grandfather
75 You have a grandfather
76 They have a grandfather
77 I have two hands
82 They have two hands
88 I have a dog
84 You have a dog
85 You and I have dogs
86) /Ele'and) I have dops=2=—-=------=— = — = 87, Youjand [have horses ---—-----2.--——
88 We have horses
89 They have horses
90 Thavea gun
91 You have a hat
92 He has a bow
93 They have arrows
94 This is my hat
95 That is his hat
96 These are my horses.
97 These are your horses
98 Whose cow is this?
99 This is my cow
SCHEDULE 2'7.—POSSESSION—Continued.
209
ENGLISH.
REMARKS.
100 Whose horse is this?
101 This is his horse
NOzaWihose dopisithis?==——- 6
103 This is John’s dog IPR VWiNOSG{DOW 18 CHIS 2 oo a ee | Merrhe LSD BID OW se eon ees 108) Whose arrow is this?-——--— —______--_--__----__- 107 This is my arrow
108 Whose knife is this? -------_- Peso sseneaen ssn ase MOUMNDIS We VK MTG soccer nnn cee rn 110 Whose hat is this?
111 This is your hat
HSeEe stole my. Orse:-s-===-—= 5245 = a |
_ 114 He stole your horse
115 He stole his horse
ieee ee
MomVVhichiusS your horse ?=----=--_---==4=---_----- =. |
210
SCHEDULE 28.—INTRANSITIVE VER.
(Carefully read ? 28, Chapter IT.)
BS, ADJECTIVES, ADVERBS, PREPOSITIONS, AND NOUNS USED AS VERBS.
ENGLISH.
1 [am hungry
2 I was hungry
PARA UD) oem alobaveg aye eee seh Se ~
4 You and I are hungry
5 You and I were hungry
6 You and I will be hungry
7 He and I are hungry
8 He and I were hungry
9 He and I will be hungry
10 We (ye and I) are hungry
11 We (ye and I) were hungry
12 We (ye and I) will be hungry
13 We (they and I) are hungry
14 We (they and I) were hungry
15 We (they and I) will be hungry
16 You are hungry
17 You were hungry
18 You will be hungry
19 Ye (dual) are hungry
20 Ye (dual) were hungry
21 Ye (dual) will be hungry
22 Ye (plural) are hungry
23 Ye (plural) were hungry
24-Ye\(plural)swillibethunenya oa eee
25 He is hungry
26 He was hungry
27 He will be hungry
28 They (mas. dual) are hungry
29 They (mas. dual) were hungry
30°They (mas, dual) will be hungry
31 They (mas. plural) are hungry
32 They (mas. plural) were hungry
REMARKS.
383 They (mas. plural) will be hungry
SCHEDULE 28.—INTRANSITIVE VERBS, Etc.—Continued.
211
ENGLISH.
34 She is hungry
ial Sekai CNS one beg 9) eee
36 She will be hungry 87 They (fem. dual) are hungry _--------------------- 38 They (fem, dual) were hungry
_ 89 They (fem. dual) will be hungry ----------------_-
40 They (fem. plural) are hungry
41 They (fem, plural) were hungry
42 They (fem. plural) will be hungry ------_ ------__ AMC RING ODIs hyn es oe eh ee MAB IAWAS UNITS Y= oe 6 aa So on ae ee 45 I will be thirsty
46 You and I are thirsty.
Siewomand U-were thirsty,--9-——— << =s-
_ 62 Ye (dual) were thirsty
63 Ye (dual) will be thirsty
212 : SCHEDULE 28.—INTRANSITIVE VERBS, Etc.—Continued. ENGLISH. REMARKS. (ips MENTE OTS ht Se ee Ireraaecap coop cas Oe TE ek 2 ee lot A Ae 2 ee 68uEewas hist ys ee | ac cnaneadalerhanceesnssecke os pee Re ee ee oe ee ae ee a Se 69 sElenwaillbesthitstynans- sae asec sae een | a a a Se (a eae 70) They, (mas: dual)/are thirsty ————— === | one See Sass aoe heb Aes eh aeee Se ee ll Se ae ea 71 They (mas, dual) were thirsty pistes. Be ee | ea ere arene ewes Semese rs Voetacc cate 72 They (mas. dual) will be thirsty —--------.-----_-- | ae se ee es I 73 They (mas. plural) are en Seeocer == Se a ea re yeh (eer a ee ene Sea ee Suo scar recast sss 74 They (mas. plural) were thirsty -------------_---- | a a (a a ee ee ee ewes ace Seoces- 75 They (mas. plural) will be Pe Oa al eel a ee ae aN, ee ee ae eS WO) She 1s Chins tye ne fo sente each easocee ocee eee ese ee Lense ee cadseaes |e oe Re ee 77 She was thirsty eA hee et eat SORE Bee de ade SoS SE Ae ee SQ SESE See ee ee ns ee eel ee a a ee ee rr 78: She: will be:thirsty. <<. 2222 oe a ates | ao os Son oe eee He se Sonne wees yess Sone | ae ee ee a ne ee | 79 Chey. (fem. dual) /are'thirsty —_-. ---=--- | Bases Senne ees. Se ee ee ee eee p— eS hea ee oo fos ase nse sae 80 They (fem. dual) were thirsty __ Shee scchesee esses | a a a ee (Oe a ee nec a ec ete se 81 They (fem. dual) will be thirsty __-___________-___ | fe oS SES 82 They (fem. plural) are thirsty ----------------_-_- ee ke a Poot Subhey. (tem? plural) iwere thirsty- == a Se oe ee es ee ee ee Se ee ee rr 84 They (fem. plural) will be thirsty __-----------___ | 2 aecesu an shan sansscceice sets ec esses sae asec ansekee sted |e oe oe ee nase Sees e eee BSHe SICA fo} aa S916 DU 0 f= yp ae SoS SoS S6iL aim eating bread 22-2. = se ae he ee en ee ae ee Re ee | 87 You and I are eating bread _-___-_-__-___-_______- Soe See Se a a ae EE SE EE | Mee ee HESS e each Eee eeae ee sces scyeses “a stle |
88iWielareeatina bread == ee eee a een ee em ee a er ee ee _ | ee eer OMA EME SIRES eee eee mise see Scec = -- SoeYoutare eating (bread zs soe ene en ee en ee ee ee Saaasaaaaaaaaamaiamaana eeeaesasasnnaee aaa ea aeasss asa 0 hey areeating breddia == ee |iixties Seen esce cate sate tS PS = SS SE SN Ee ec Sa 91 Inwasieatinis, breads so s<- 22-22-2528 soo eae sek ook eee ee ek ee ee ee eel ee A ee ee ee ee OZ PY Orman Gls wire SATA TNS Ch a ec | O83 Werwere eating bread ca Se NE ne ere at a en 94 "Wouswerereating: breed asso a a a a 96 They were eating: bread fe a a re 96: John’ is ‘eating bread: <.---- 2 2ssce nee ssatase se oaee| StS 2 cotae eee hs oe ee ee 97 John is'eating.meéat ..--2- 6-55 os oes eels ee ae en ee ae ee ee ee 98' John ‘is eating mush=---s- 22 so ee ee ae a a ee, | A ea eS 99: Johniis eating fish =2=_ 2... = 2—--. Ss. aos = = es | 2 e e e e e iS
}~
SCHEDULE 28.—INTRANSITIVE VERBS, Etc.—Continued.
213
ENGLISH.
100 John is eating soup
101 The horse is eating corn
102 The cow is eating grass___--_---------------------
103 The bird is eating corn
104 The bird is eating wheat
105 John is thirsty
NUGebhe horse 1s thirsty so2s-=-o2-2=--s—e— ae oaenn- =|
107 Tam drinking water
108 I was drinking water-_-_---_-----_-------__ ee eee
109 I will drink water
110 John is drinking water
111 The horse is drinking water
nia "The cat is drinking water__-------_----_-_______
118 The dog is drinking water
114 The bird is drinking water
115 Lam talking
UG) LOSSES a
117 I will talk
118 You were talking MUBETONs\taling = sans ee et |
~ 120 John is talking
121 Tam erying
eZee W AS: CLYAN Ge sane noes en aa na es eo sono
123 Twill ery AViOucW ere;eryio ge: = 2-022 55_ 3 2S 2aescsce cosas
125 He is erying
126 John is erying
mime eae GUNN ae Se ee
Bronviwasisingings 2 == |
129 I will sing
214 SCHEDULE 28.—INTRANSITIVE VERBS, Etc.—Continued.
ENGLISH. _ REMARKS.
16d anOeS HO Wii Sa
TR OS ERSEES) 24 0) BN i pg ay ee ee EOE Sed ee a oe eee weeiesncoees
TR SS Ein PAD UES NO Or np a a ee eee
136Vouswere shouting === sn | ee ae a ee so eee ee | te eed Perea eee a=: RSG PA Cay SSESV ACY fy Ba Eos won dees sesh a S| Le ee ee 1g8' Johns shouting: 2-2. 004 42.3. ee = ee SE ne ee eee oem 139 I sat whispering__.--_-___- occee che ea aes a ee Pr ee ee 4 140 I was whispering ------------_-------- ------------| .-------------------~--------=---==-=--=--=--=-=----=) [ine on ae ‘Taw illiwhikper-s ss ee en erat een ree Spe Oe oe aes een os eee enn ne Senne Noe wt ee eee a 142-V- oulwere; Whisperin G2 2-22-22 5s ee | Oe a ee ee ee ee ee ee eee eae ee ee :
L4snETe Ss wihiSPerin peas a naan ane ae
1440 Johny isi whisperin esas nenaae saa sean eee
iS amd ane hin a ne ey
1465 was laughing === oss
UE CSELS AU 2 es
148) Youswere laughin = ee
Tao UE erigau ening eee eee ee ee
150 Ob bis are bm pos re ee iblGWamismilin ps ea ee ee eee
152e wassmilin ge, = =— 2 ee
158 swale Sesae sea ee eee eee
1567 Ohms smiling seas ee
S157 su a0 wy ce ore see eee
5S pT was owallcin psa seen ea ee ee ee
159 AL willswaillk 2 san ee ae
160i Woutwerewwallkcin so aee arene =
161 Henishwalkin ¢ === =< ee
162\ John isi walking = e222 ios es Soe
163 The cloud is drifting (slowly) ---------------__- ss
164 The cloud is flying (fast)__-.----.--._-._----___-__| :
165 John is whistling
SCHEDULE 28.—INTRANSITIVE VERBS, Etc.—Continued.
ENGLISH.
GIRO OIG LS Ot URIIND Pee eee eee oe Se ee
167 John is jumping
168 The horse is walking
169 The hofse is running
170 The meadow-lark is flying
171 The snake is crawling
172 The fish is swimming
173 The dog is barking
174 The horse is neighing
175 The eagle is screaming
176 The frog is croaking
177 The bee is hnmming
I78hMoy: horsesis| blaGks-—-—- === 2) et Te VOUT NOLS 1S) Wits ea ee oe 180 My knife is eee ee Oe ee ee 1SieYonT Kniteis) small 2 == 22s een eee
SAEs eni fe ISiSHAanp= so an oe
183 John’s knife is dull
186 Their tents are small
187 Their tents are large
188 Tam cold
216
SCHEDULE 28.—INTRANSITIVE VERBS, Etc.—Continued.
ENGLISH.
REMARKS.
199 The house is high
200 The rock is high
201 The house is large
202 The house is small
203 The hat is large
204 The hill is high
205 The hill is low
206 The mountain is high
207 The mountain is low
208 It rains now
211 If it rains to-night, I shall not go
212 It snows now.
2lielthailedSyesterday==~.2 2-2-3 == ee
218 It will hail to-morrow,
219 If it hails to-night, I shall not go
220 It is cold now
221 It was cold yesterday
222 It will be cold to-morrow
223 If it is cold to-morrow, I shall not go
224 It is warm now
225 It was warm yesterday
226 It will be warm to-morrow
227 If it is warm to-morrow, I shall not go
228 The north wind blows
229 The north wind is blowing now —______-_--___.__
230 The west wind was blowing yesterday
231 The south wind will blow to-morrow
SCHEDULE 28.—INTRANSITIVE VERBS, Etc.—Continued.
ENGLISH.
Zoe Hemndul are heres --<22 25 Seana == Seen ea sean |
235 We (ye and I) are here_______-
236 We (they and I) are here
287 You are here
288 Ye (dual) are here
239 Ye (plural) are here
240 He is here
241 They (mas, dual) are here
242 They (mas, plural) are here
Jie) She is) here =-2 =.= Sass
244 They (fem, dual) are here
245 They (fem. plural) are here
PAO ELOUW AB SH CLO sneer ares eee nana ee |
247 He will be here.
248 They were here yesterday
249 They will be here to-morrow
250 uDwas' th ere \-=- 2225-22 Sse cases cet eet
251 You and I were there
papreandilewereiiherel==- on ee eee 253: We (ye and I) were there__---_-------------_----. 254 We (they and I) were there --__---._____----_-___ PopmYOl WerenhOLel— na. caeenosee eee eee na nese ee 2oomye!(dual) were there=—=-==-=- = = = 5 ee 257 Ye (plural) were there 258 He is there
259 They (mas. dual) are there
260 They (mas. plural) are there
261) Sheis there> 3-232. ose eee |
262 They (fem. dual) are there_____-----_-__-_____.___| :
263 They (fem. plural) are there
264 He was there
REMARKS.
218
SCHEDULE 28._INTRANSITIVE VERBS, Etc.—Continuea.
ENGLISH.
ZOE ELe owt DODD CRO seem ewes ee name el 266 They were there yesterday —-.-_---_-___---_-_-__ 267 They will be there to-morrow--------------------| 268 Wampinithe lodge -sacssensasaeee oe ee 269\ You’ and'Tareinithelodge-—-=- =" =.--=-
270\He and Tare in the lodge —---------__-____.. --=__
271 We (ye and I) are in the lodge -__--_-_-_-__-_--_-
72 We (they and I) are in the lodge__-____--________
REMARKS.
PTB P OW AT CF TA UEC HL OCS Caw | a >
274 Ye (dual) jare'in-the lodge -——--—-- 275 Ye (plural) are in the lodge ——_-_-_______________| 27 OeELensin the Ode essa ea Eee
277 They (mas. dual) are in the lodge___--___-_______
278 They (mas. plural) are in the lodge____-_-__--___
Zo Sheds AnGtnelOdees=— == 280 They (fem. dual) are in the lodge ------_--_--_--__ 281 They (fem. plural) are in the lodge _-__--__-______ Ze2SHe wasn NCL OO LO Mens enee aa nae oene aes 283 He will be in the lodge —--_-----.--—- _----_--=-==-
284 They were in the lodge yesterday -__-_--_-______
292 The bow is on the ground_____------------_---_-_ 293 The arrow was on the ground --___-----_-____-__| 294 The quiver will be on the ground 295 The knife isin my pocket —---------_-----------| 296 The knife was in his pocket,
297 The horse is on the hill
. SCHEDULE 28.—INTRANSITIVE VERBS, Etc.—Continued.
219
ENGLISH.
REMARKS.
298 The horse’ was on the hill/-—-_-=----_-__----______ 299 The man is standing on’a log____--____________-- 300 The deer is standing in the bushes__-_----______ 301 I will put my knife in my pocket--_--_-------_- 302 You will put your knife in your pocket ___-____ 303 I will put my hat on the table___-_--------_____- 304 He is putting his hat under the table —__--______ 308, Liliveiat: Washington ~~ --- ===. 306 Tlived at' Washington —_—..- =... == -----.=--5- 807 The squirrel lives in a tree___--_____-___--_--_--__
308 The bear lives in the woods_--_-__--------------.
ids CET EX CS EV ene eee ee ee SUPA Ope T CST NI Po) ee ee GIGS Ry p00) 0 eae eee Bie CARING SHON G Sanaa maemo aes tee see DloOmU ALG CL UNE StON Caan nn eee LGR OTN GELCL SO) Ose eee eee ee eee ee
aliBeyond:the|stone =~. = S52 ee
318 The awl is under the buckskin___--_-______-____
319 The awl was under the buckskin_-----__--_____-
pel. The lodge is\by the river -—- -- -- --__-_---_+ e22' The lodge was by. the river_--_--__-___-______-__-. 323 The lodge will be by the river _------_--___-_-____
324 Wood floats in the water —--_._-___-_-_____-.__
326 An arrow floats in the water --_-------__------__
327 A gun sinks in the water hae we Oar TD te!
328 I will go to Washington with John _____________
329 I will go to Washington with my father________ ° .
330 I will go home with John_-_-__---______________ =
220
SCHEDULE 28.—INTRANSITIVE VERBS, Etc.—Continued.
ENGLISH.
REMARKS.
331 I will go home before my father
332 I will go home after John
333 I will go home after my father
334 He isa man
335 He was a man
336 He will be aman
337 It is an ax
338 He was my father
339 She was your mother
340 John is his father
341 James is his brother.
342 Mary is his sister
343 Mary will be my wife
344 John will be my husband
345 Who are you?
346 Who is that man?
SATA WV (ELS GAN SNe nee
ENGLISH.
2 T was struck yesterday
3 I will be struck to-morrow
4 You are struck
5 You were struck yesterday
6 You will be struck to-morrow
7 He is struck
8 He was struck yesterday
9 He will be struck to-morrow
10 They (plural) are struck
1l They (plural) were struck yesterday
12 They (plural) will be struck to-morrow
13 I was kicked yesterday
14 I will be kicked to-morrow
15 You were kicked yesterday
SCHEDULE 29.—VOICE, MODE, AND TENSE. 221 (Carefully read ? 29, Chapter II. Where proper names are used substitute Indian proper names.) REMARKS.
| = = =
| | |
nearer Peta Mas Weta ee iia og | | ened Mek ce Sh aaa ee Cet aia aaa a Tag |
eee eee eee eee a Be AN | Dee et ee Steet At. a | et ee ee |
|
16 You will be kicked to-morrow
17 He was kicked yesterday
18 He will be kicked to-morrow ____-------__--------
DAMIER EIKO LIY SO fase esa eee ee es Ss) 25idestruck myself} 2 ent sae ee Sem OL LSthi ke My Sel te = a 5 ee Diy OU SULUC Ky OUTRELL 2 see ae ee es
25 You will strike yourself —_--—=---- == ===. = =|
29 He struck himself
222
SCHEDULE 29.—VOICE, MODE, AND TENSE—Continued.
ENGLISH.
REMARKS.
Otek okedumiy Sel ieee aa arene re ae ee Sov willicl ckvmiyself== =e ee so Woulkickedyourself=-—--- nao eee 37-Wow willikick yourself) =- ne ‘OS ELe ici cked (him se Lt nee
Bo SELe ny LU CRIS Caen ree
42 You and I strike each other with closed hand —_ 43 You and I struck each other with closed hand__ 44 You and I will strike each other with closed hand. 45 He and I strike each other with closed hand ___ 46 He and I struck each other with closed hand____ 47 Heand I willstrike each other with closed hand_ 48 We pe and I) strike each other with closed and, 49 We (ye and I) struck each other with closed hand. 50 We (ye and I) will strike each other with closed hand, 51 We (bey, and I) strike each other with closed and. 52 We (bey. and I) struck each other with closed and, 53 We (they and I) will strike each other with closed hand. 54 Ye (dual) strike each other with closed hand____ 55 Ye (dual) struck each other with closed hand___ 56 Ye faved) will strike each other with closed hand. 57 Ye (plural) strike each other with closed hand__ 58 Ye (plural) struck each other with closed hand_ 59 Ye we) will strike each other with closed and, 60 They (mas. dual) strike each other with closed hand. 61 They (mas. dual) struck each other with closed hand, 62 They (mas. dual) will strike each other with closed hand, 63 They (mas. plural) strikaeach other with closed hand. 64 DBsomae: plural) struck each other with closed ar
.
65 They (mas. plural) will strike each other with closed hand.
66 They (fem.dual) strike each other with closed hand,
SCHEDULE 29.—VOICE, MODE, AND TENSE—Continued.
ENGLISH.
67 They (fem. dual) struck each other with closed hand.
68 They (fem. dual) will strike each other with closed hand.
69 They (fem. plural) strike each other with closed hand.
70 They (fem. plural) struck each other with closed hand.
71 They (fem. plural) will strike each other with closed hand.
72) wowand T iktek each other-=—-——- = ——
vo, Lomand L kicked! each other —==----——
74 You and I will kick each other__---__-----------_
fopemand ih lkick: each Ouher =. -— a
76 He and I kicked each other_--.—-_ -_-—------_-__
77 We and I will kick each other =--=___- -----=-__... 78 We (ye and I) kick each-other____----__--_.__--_- 79 We (ye and I) kicked each other ----___--_-______ 80 We (ye and I) will kick each other____--_--_------ 81 ae (they and I) kick each other___--_---_-_--___- 82 We (they and I) kicked each other__-------______ 83 We (they and I) will kick each other__-_-----__- Sibye!(dual) kick/each: other=--—— =) 85 Ye (dual) kicked each other__--------.---------_-- 86 Ye (dual) will Kick each other_------------=.-----
87 Ye (plural) kick each other —---_-------------_---_|
88 Ye (plural) kicked each other___------------------ 89 Ye (plural) will kick each other ___----------_----
90 They (mas. dual) kick each other__---------------
91 They (mas. dual) kicked each other —__---------__ !
92 They (mas. dual) will kick each other.
93 They (mas. plural) kick each other__------------- 94 They (mas. plural) kicked each other ~---------_-
95 They (mas. plural) will kick each other__------_-
96 They (fem.dual) kick each other____-_----_______ 97 They (fem. dual) kicked each other —_----------__ 98 They (fem.dual) will kick each other__-_--______
99 They (fem. plural) kick each other —_--___---_--__
SCHEDULE 29.—VOICE, MODE, AND TENSE—Continued.
ENGLISH.
100 They (fem. plural) kicked each other
101 They (fem. plural) will kick each other
102 John is striking James (said positively)
103 John struck James (said positively) ----------_-,
104 John will strike James (said positively)
105 John is striking James (said doubtfully)
106 John struck James (said doubtfully)
107 John will strike James (said doubtfully)
108 John is striking James (statement made on hearsay.)
109 John struck James (statement made on hear- say.)
110 John will strike James (statement made on hearsay.)
111 John, strike James! (commanding)
112 John, strike James (beseeching)
113 John may strike James (giving permission) --_) 114 John did not strike James_--_--------_---__-_-__ | 115 John is striking James (while he is running) —_) 116 John struck James (while he was running) -—-- 117 John will strike James (while he is running)__ 118 John desires to strike James —-__-_______-_--____ 119 John desired to strike James ___-_------__--_____ | 120 John will desire to strike James
121 John ought to be striking James______-_-----___ 122 John ought to have struck James yesterday ___| 123 John ought to strike James to-morrow-_-------- 124 John is frequently striking James___--__-______ 125 John frequently struck James
126 John will frequently strike James
127 John is causing James to strike_-___-______-_____ 128 John caused James to strike_-_-__--__-__-_-_____ 129 John will cause James to strike__-__-___-_______ 130 James is kicking John (said positively)
131 James kicked John (said positively)
132 James will kick John (said positively)
REMARKS,
SCHEDULE 29.—VOICE, MODE, AND TENSE—Continued.
ENGLISH.
133 James is kicking John (said doubtfully)
134 James kicked John (said doubtfully)
135 James will kick John (said doubtfully)_--------
136 James is kicking John (statement made on hearsay.)
137 James kicked John (statement made on hear- say.)
138 James will kick John (statement made on hearsay.)
139 James, kick John! (commanding)
140 James, kick John (beseeching) 141 James‘ may kick John= =~ -——.-=:--.=--=-------
142 James did not kick John
148 James is kicking John (while he is running)__- 144 James kicked John (while he was running)_--_ 145 James will kick John (while he is running)_--_
146 James desires to kick John
147 James desired to kick John
148 James will desire to kick John
149 James ought to be kicking John
150 James ought to have kicked John yesterday —_
151 James ought to kick John to-morrow
152 James is frequently striking John
153 James frequently struck John
154 James will frequently strike John
155 James is causing John to strike
156 James caused John to strike
157 James will cause John to strike__--.-----__-____ 158 I cause him to throw a stone now
159 I caused him to throw a stone yesterday —______
160 I will cause him to throw a stone to-morrow___
161 I cause him to put his hat on the table now____
162 I conser him to put his hat on the table yester-
163 I will cause him to put his hat on the table to- morrow.
164 I cause him to throw a club now
SCHEDULE 29.—VOICE,
MODE, AND TENSE—Continued.
ENGLISH.
REMARKS.
166 I will cause him to throw a club to-morrow_--_
167 I cause him to eat now
168 I caused him to eat yesterday
169 I will cause him to eat to-morrow
170 I cause him to drink now
171 I caused him to drink yesterday
172 I will cause him to drink to-morrow
173 I will shoot a deer if I see one
174 The dog will bite you if you kick him
175 I will sleep if you will be still
176 Tam angry because you struck me
177 I will go home when my horse is caught
17Sul. willikit the mantwho/stole my, Norse=s—aes| soe ose eee eS oe ee eae
179) Thermhorse thre witlhe (Ovi se oa Ne eo a oe ee
180 That horse will throw you
181 I will ride the horse that threw the man
182 You ought to sit down because you are tired
183 I do not believe what he says
184 Iam going a hunting because I am hungry
185 I will goa hunting deer.
186 I will goa hunting bear.
187 I will goa hunting rabbits___-
188 I will go a hunting squirrels
189 I will goa hunting quails
190 I will goa hunting eagles
194 Why did you not buy a horse when you were at Washington ?
195 Why did you not go home yesterday ?
SCHEDULE 29.—VOICE, MODE, AND
TENSE—Continued.
227
' ENGLISH. REMARKS.
TOOT He will: confer NOM C= sagen en ene | a ee ee ee Se rn a ee ees coc nena es nae ne eea anes ALD) LOGY LDU RET (EGO) LCDI NE ee ee ee oe ee Ae ee ee Oe ee ae CoO LBAG EE SUC UTNG OEI F ae e | i ae ERE en eee Sea are eee a SE See nae =
Poles TNS AT EELS LOWEN 110) CE a ee ee eee a ae a ee ee i a a ee Se ee QeUSS TOIL SVEN T CO) TEEN i a Oa ee ea eS ee pia ED hho ea Bren mS np = PDL TE AD IICNSS EES OND UA) CSN pe a RS a ee ee ae Re TOE ee ere ee ea PQay JE Girea Spree b reyep wae UY Koray Lea bn yea ee ee eee bce ae ee ee ee ae eee ee ene Seas aN) LEIS) ess SUDAN Yee PEO CTV GYR) 2 WY a a re Oe | ee AY Ta BESET EN LG til 0 ETD OL CL HL NN pee ee cee eerie | RN Se Se SE ee Se ae ee ae tena nn ne | So oon eae aan eee ne ene ean ae meee eee ee PLES TRIG GETS SR AH Hoye a EN Na a a a a Pa ea ee 209 He was standing and holding a gun__-_--__--___ | -=---------------------------------------- 02 ----------|-------------------- -----------------+--------------- CU TS ee al ey feqito = = ee [ant ORI OS RE Cec Seas lots Oe TET S| 8 A Se OR wet I Ne PATS Ke jaxe) Wetter Ig te ee es | a ea Bes bso ' sah essesss, oseossen. sap age Seen aan seca acne 212 He was standing and pointing a gun —____------- [caesar tat Sak OST A Ets oan ae ee AE ae SPIED Otl| | rece abe I A eee ee Oe en RL es Tok eee ALO DOV. Was Crying an Great Pesan eee a are ee eA ee st col. See sce Spe ea ae a See a a a eee eee 2 Ohms walking and “whistling oo -=- ean es es Ss eee ee cae ea senses see esse =| ee aan See eee le ae ee
228 SCHEDULE 30.—ADDITIONAL INVESTIGATIONS SUGGESTED. (Carefully read 2 30, Chapter IT.)
The student should take the different verbs signifying “to eat” and “to drink” and elaborate them in all possible forms of voice, mode, and tense. The same should be done with the different verbs signifying “to go;” the different verbs signifying “to tie;” the different verbs signifying “to hunt;” the different verbs signifying “to fish;” the different verbs signifying ‘“‘to talk,” &c., &c. Many other verbs will occur to him, such as “to stand,” “to sit,” “to lie,” &e., &e.
a ee A ee Th
ACPA BET
TO ACCOMPANY SECOND EDITION OF
“INTRODUCTION TO THE STUDY OF INDIAN CANGUAGES,”
&
; | ( cee Pailin po eee
f
ws
ee re Oh. ni tag. e : r| f m : "4 %, \
we i aa Yarns! ® toe
eee, LE.
as in far, father; Gm. haben; Sp. ramo.
nearly as in what, not; Gm. man; as ot in Fr. loi.
as in hat, man.
as in law, all, lord; Fr. or.
as in aisle, as 7 in pine, find; Gm. Hain.
as 07 in boil, soil; Sp. oyendo, coyote.
as ou in out, as ow in how: Gm. Haus; Sp. auto.
as in blab; Gm. beben; Fr. belle; Sp. bajar.
as sh in shall; Gin. schellen; Fr. charmer.
as th in thin, forth.
as th in then, though.
as in dread; Gm. das; Fr. de; Sp. dedo.
as in they; Gm. Dehnung; Fr. dé; Sp. qué.
as in then; Gm. denn; Fr. sienne; Sp. comen.
as in fife; Gm. Feuer; Fr. few; Sp. fumar.
as in gig; Gin. geben; Fr. gotit; Sp. gozar.
as in ha, he; Gm. haben.
as in pique; Gm. ihn; Fr. ile; Sp. hijo.
as in pick; Gm. will.
as 2 in azure; j, in Fr. Jacques; Portuguese Joao.
as in kick; Gm. Kind; Fr. quart; Sp. querir.
in lull; Gun. lallen; Fr. lourd; Sp. lento.
asin mum; Gm. Mutter; Fr. me; Sp. menos.
as in nun; Gm. Nonne; Fr. ne; Sp. nada.
as ng in sing, singer; Sp. luengo.
as in note; Gm. Bogen; Fr. nos.
nearly as in (N.E.) home; Gm. soll; Fr. sotte; It. sotto, Sp. sol.
as in pipe; Gm. Puppe; Fr. poupe; Sp. popa.
as ch in Gm. ich, or ch in ach, if the former is not found.
as in roaring; Gm. riihren; Fr. rare; Sp. razgar.
as in sauce; Gm. Sack; Fr. sauce; Sp. sordo.
as in touch; Gm. Tag; Fr. tater; Sp. tomar.
as in rule; Gm. du; Fr. dowx; Sp. uno.
as in pull, full; Gm. und.
as in Gm. kiihl; Fr. tu.
Pe) 7)
as in but; Fr. plewvoir.
Perera BEL’.
v, asin valve; Fr. veux; Sp. volver; and as 2 in Gm. wenn.
w, as in wish; nearly as ou in Fr. owt. ;
a, nearly as the Arabic ghain (the sonant of q).
y, asin you; Sp. ya; as jin Gm. ja. |
z, aszands in zones; Gm. Hase; Fr. 2éle; Sp. roza,
dj, asj in judge.
hw, as wh in when; Sp, huerta.
hy, as in hue.
ly, as Uiin million; as lin Fy. brilliant; Sp. Uano; and as gl in It. moglié.
ig, as in finger, linger.
ny, ASniinonion; as Riwcanon; Fr. agneau; Sp. marana.
tc, as ch in church, and ¢ in It. cielo; Sp. achaque.
Excessive prolongation of a vowel should be marked thus: a+, d+, w+.
Nasalized vowels should be written with a superior n, thus: €°, 6°, a», a®, ai®.
An aspirated sound should be marked by an inverted comma, thus: b+, d‘.
An exploded sound or hiatus should be marked by an apostrophe, thus: 0’, d’.
Synthetic sounds should be written with the letter which represents the sound which seems to be most com- monly emitted.
The following letters, inverted, can be used for sounds not provided for in che above alphabet:
G, d, a, a, a, ¢, €, Gy é, g, h, 2, 1, k, 1, m, 0, 0, 6, 7, t, v, w, Y. D, Dy By Dy Dy Dy By Oy Ay By Yy Vy Uy Yo Dy Why Oy Dy Os ty Py Uy My hi
The letters to be inverted in print should be written upright in the manuscript and marked thus: d, h, l.
: ce @
Syllables should be separated by hyphens. In con- nected texts hyphens should be omitted.
The accented syllable of every word should be marked by an acute accent, thus: teu-ar/-u-im-pu-rin-kunt.
/
13/ 13
133 134
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* Father's Father's Fathers Brother
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i / rors Fathers Protur ; tim rs Fathers Sister Father's Mothers Brother Kithers Mothers Sister 6 7 R20
i 6 138 " é : 706
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. T M3t. 9. 30 [| [| 175 176 177 /78 ayer? 151 132 154 15S 156 187 158 [ 80 187 [ 183 784 185 R37 wo9 100 161 7eR sy /55% 189 140
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Mothers Feathers Satery Mathers Mothers Brothe 303
305
280 [ R8R 3897 308 285 £86 [| 289 290 3/2 ae
RID RO | 96 R97 298 379 320 321 322
299 300 30 302 IR7T
328 329 330
Third Collateral Line Mothers Parents Branch
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Mothers Mothers Mothers Sister
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YoungerSister Elder Sister
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i } c : J ~ 1 : aA J . ; f . te 4 \ k : : , 3 ‘ ‘ * | | : ‘ | : . ‘: : 7] ' ) < >» ja t ~ : a ”? t : ; ; ke | : i : * { > .
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