Moon Phases – Shannon Dumba

Thanks to Shannon Dumba, an enthusiastic student of Cree (and my fellow “Rhythm Ratt”) for sharing her how she’s learned the moon’s phases in Cree. She illustrated them with this beautiful collage, she used them in writing an original poem in Cree (for which she’s provided audio), and she even sang them to the tune of “Moon River” to help support her learning. And she’s shared all of it in time for this Friday’s new moon. That’s some impressive dedication from an adult learner, but it also shows some of the variety that teachers – and learners – can use to help reinforce a collection of material like this!
Bravo, Shannon! Thanks for helping us all learn!

tipiskāwi-pīsimThe Moon
ispīhk kā-kāmwātēyimoyān When I see darkness
tipiskāwi-pīsim nikiskisomik the moon reminds me
miyonākwan kiyām ē-tipiskākthere is beauty in the night
ispīhk kā-mōciki-ayāyānWhen I am merry
tipiskāwi-pīsim kīmwēw ‘nikamo’the moon whispers ‘sing’
ispīhk kā-wanisiniyānWhen I get lost
tipiskāwi-pīsim nikiskisomikthe moon reminds me
ē-pimācihoyān I am on a journey
ispīhk kā-mōcikāyāyānWhen I feel free [in high spirits]
tipiskāwi-pīsim kīmwēw ‘nīmihito’ the moon whispers ‘dance’
ispīhk nitēh kā-pīkonikātēkWhen my heart is torn in two
tipiskāwi-pīsim nikiskisomikthe moon reminds me
niwāhkōhtēn askiy ēkwa niwāhkōmāwak acāhkosakI am the earth and the stars
ispīhk kā-sakiniskēnak nīcimosWhen I hold my sweetheart's hand
tipiskāwi-pīsim kīmwēw ‘ocēm’the moon whispers ‘kiss’
ispīhk kā-mēscipayimisoyānWhen I feel less than
tipiskāwi-pīsim nikiskisomikthe moon reminds me
ē-misiwēsiyān. I am whole
ispīhk kā-nēstosiyānWhen I am tired
tipiskāwi-pīsim kīmwēw ‘aywēpi.’the moon whispers ‘rest.’
Conventional English TermCree Term (standard spelling)Cree Term (syllabics)Literal Translation from Cree
Moon Phaseswāskāpayiw ēkwa ākwā-acinākohisow tipiskāwi-pīsim ᐚᐢᑳᐸᔨᐤ ᐁᑿ ᐋᒁ ᐊᒋᓈᑯᐦᐃᓱᐤ ᑎᐱᐢᑳᐏ ᐲᓯᒼ the cycle of the moon's changing appearance
new moonoskakocin tipiskāwi-pīsimᐅᐢᑲᑯᒋᐣ ᑎᐱᐢᑳᐏ ᐲᓯᒼ it hangs new
waxing crescent moonati-wāwiyēsiw tipiskāwi-pīsimᐊᑎ ᐚᐏᔦᓯᐤ ᑎᐱᐢᑳᐏ ᐲᓯᒼ she begins to be round
waxing quarter moonāpihtaw-akocin tipiskāwi-pīsimᐋᐱᐦᑕᐘᑯᒋᐣ ᑎᐱᐢᑳᐏ ᐲᓯᒼ she hangs half suspended
waxing gibbous moonkēkāc wāwiyēsiw tipiskāwi-pīsimᑫᑳᐨ ᐚᐏᔦᓯᐤ ᑎᐱᐢᑳᐏ ᐲᓯᒼ she is almost round
full moonwāwiyēsiw tipiskāwi-pīsimᐚᐏᔦᓯᐤ ᑎᐱᐢᑳᐏ ᐲᓯᒼ she is round
waning gibbous moonkēkāc mēscipayiw tipiskāwi-pīsimᑫᑳᐨ ᒣᐢᒋᐸᔨᐤ ᑎᐱᐢᑳᐏ ᐲᓯᒼ she is almost worn out, gone
waning quarter moonati-mēstakocin tipiskāwi-pīsimᐊᑎ ᒣᐢᑕᑯᒋᐣ ᑎᐱᐢᑳᐏ ᐲᓯᒼ it is hanging used or burnt up
waning crescent moonati-mēscipayiw tipiskāwi-pīsim; OR, pōni-wāwiyēsiw tipiskāwi-pīsimᐊᑎ ᒣᐢᒋᐸᔨᐤ ᑎᐱᐢᑳᐏ ᐲᓯᒼ; OR, ᐴᓂ ᐚᐏᔦᓯᐤ ᑎᐱᐢᑳᐏ ᐲᓯᒼ she is on the way to being gone; OR, she stops being round
Posted in Astronomy, Audio (y-dialect) | Leave a comment

pîwahcikana | Crumbs: Solomon Ratt (y-dialect)

Photo: Michael Yellowwing Kannon, used with permission.

pîwahcikana | Crumbs

kimêyikonawak iyiniw Governor General; iyiniw Poet Laueate, iyiniw pîkiskwêwin Commission, ta-kî-masinahamahk kitiyiniw wîhowininawa Pass Portihk…konta êwakoni! kiyâpic namôya wî-oyasiwâtêwak ayamihêwiyiniwa ahpô wiyawâw ta-oyasiwâtisocik.

ᑭᒣᔨᑯᓇᐘᐠ ᐃᔨᓂᐤ Governor General; ᐃᔨᓂᐤ Poet Laueate, ᐃᔨᓂᐤ ᐲᑭᐢᑵᐏᐣ Commission, ᑕ ᑮ ᒪᓯᓇᐦᐊᒪᕽ ᑭᑎᔨᓂᐤ ᐑᐦᐅᐏᓂᓇᐘ ᐸᐢ ᐳᕒᑎᕽ…ᑯᐣᑕ ᐁᐘᑯᓂ! ᑭᔮᐱᐨ ᓇᒨᔭ ᐑ ᐅᔭᓯᐚᑌᐘᐠ ᐊᔭᒥᐦᐁᐏᔨᓂᐘ ᐊᐦᐴ ᐏᔭᐚᐤ ᑕ ᐅᔭᓯᐚᑎᓱᒋᐠ᙮

They give us an Indigenous Governor General, an Indigenous Poet Laureate, an Indigenous Languages Commission, and we can write our Indigenous names on passports. But that is all nothing: they still won’t charge the churches or themselves.

Posted in Audio (y-dialect), Solomon Ratt | Leave a comment

Blessings (y-dialect)

Thanks to Solomon Ratt for translating this reflection which is popular in English, though its author is unknown. Sol also provided his photo of tâpiskâkanêsîs “Little Kerchief Wearer” (the meadowlark).

nâpêw kîmôci-pîkiskwêw ‘kisê-manitow pîkiskwâsin.’ êkwa tâpiskâkanêsîs kâ-nikamot mâka namôya pêhtawêw nâpêw.

nâpêw têpwêw ‘misiwê-kîsik pîkiskwâsin.’ êkwa piyêsiwak kitowak mâka namôya natohtam nâpêw.

nâpêw asawâpiw ‘pakitinin ta-wâpamitân.’ êkwa acâhkos kâ-wâsêsot mâka nomôya wâpamêw nâpêw.

nâpêw têpwêw ‘wâpahtahin mamâhtâwisîhcikêwin.’ êkwa kâ-nôkosit oska-awâsis mâka namôya pisiskâpamêw nâpêw.

êkwa nâpêw mawimow ‘sâminin ta-kiskêyihtamân ôta ê-ayâyan.’ kâ-sâminikot kisê-manitowa mâka wêpahêw kamâmikwa ospitonihk ohci. ati-sipwêhtêw.

kâwiya patina sâwêyihcikêwina ayisk pîtos êwakoni ê-itêyihtaman ta-isinâkwahki.

ᓈᐯᐤ ᑮᒨᒋ ᐲᑭᐢᑵᐤ ‘ᑭᓭ ᒪᓂᑐᐤ ᐲᑭᐢᒁᓯᐣ᙮ᐃ ᐁᑿ ᑖᐱᐢᑳᑲᓀᓰᐢ ᑳ ᓂᑲᒧᐟ ᒫᑲ ᓇᒨᔭ ᐯᐦᑕᐍᐤ ᓈᐯᐤ᙮

ᓈᐯᐤ ᑌᐻᐤ ‘ᒥᓯᐍ ᑮᓯᐠ ᐲᑭᐢᒁᓯᐣ᙮ᐃ ᐁᑿ ᐱᔦᓯᐘᐠ ᑭᑐᐘᐠ ᒫᑲ ᓇᒨᔭ ᓇᑐᐦᑕᒼ ᓈᐯᐤ᙮

ᓈᐯᐤ ᐊᓴᐚᐱᐤ ‘ᐸᑭᑎᓂᐣ ᑕ ᐚᐸᒥᑖᐣ᙮ᐃ ᐁᑿ ᐊᒑᐦᑯᐢ ᑳ ᐚᓭᓱᐟ ᒫᑲ ᓄᒨᔭ ᐚᐸᒣᐤ ᓈᐯᐤ᙮

ᓈᐯᐤ ᑌᐻᐤ ‘ᐚᐸᐦᑕᐦᐃᐣ ᒪᒫᐦᑖᐏᓰᐦᒋᑫᐏᐣ᙮ᐃ ᐁᑿ ᑳ ᓅᑯᓯᐟ ᐅᐢᑲ ᐊᐚᓯᐢ ᒫᑲ ᓇᒨᔭ ᐱᓯᐢᑳᐸᒣᐤ ᓈᐯᐤ᙮

ᐁᑿ ᓈᐯᐤ ᒪᐏᒧᐤ ‘ᓵᒥᓂᐣ ᑕ ᑭᐢᑫᔨᐦᑕᒫᐣ ᐆᑕ ᐁ ᐊᔮᔭᐣ᙮ᐃ ᑳ ᓵᒥᓂᑯᐟ ᑭᓭ ᒪᓂᑐᐘ ᒫᑲ ᐍᐸᐦᐁᐤ ᑲᒫᒥᑿ ᐅᐢᐱᑐᓂᕽ ᐅᐦᒋ᙮ ᐊᑎ ᓯᐻᐦᑌᐤ᙮

ᑳᐏᔭ ᐸᑎᓇ ᓵᐍᔨᐦᒋᑫᐏᓇ ᐊᔨᐢᐠ ᐲᑐᐢ ᐁᐘᑯᓂ ᐁ ᐃᑌᔨᐦᑕᒪᐣ ᑕ ᐃᓯᓈᑿᐦᑭ᙮

A man whispered, “Creator speak to me” and a meadowlark sang. But, the man did not hear.

So the man yelled, “Universe, speak to me” and the thunder rolled across the sky. But, the man did not listen.

The man looked around and said, “let me see you.” And a star shone brightly. But the man did not see.

And, the man shouted, “show me a miracle.” And, a life was born. But, the man did not notice.

So, the man cried out in despair,

“Touch me, and let me know you are here.” Whereupon, the Great Mystery touched the man. But, the man brushed the butterfly away and walked on.

Don’t miss out on a blessing because it isn’t packaged the way you expect. 💕

(Unknown)

Posted in Audio (y-dialect), Solomon Ratt | Leave a comment

Spirit of the Language | Treaty 6 Indigenous Language Reclamation Conference ​

Kyle Napier and Lana Whiskyjack have shared exciting news about their upcoming language conference: Spirit of the Language | Treaty 6 Indigenous Language Reclamation Conference​, and we’re happy to pass on their invitation.

Conference Date:
10:00am – 4:00pm MST
Saturday – July 17, 2021
Presented via Zoom

EMAIL spiritofthelanguage@gmail.com for your FREE REGISTRATION DETAILS!

Quoting the website: “The Spirit of the Language conference offers a platform for Indigenous scholars in Treaty 6 whose scholarship prioritizes the spirit of community-based Indigenous language reclamation and sovereignty. The conference will have multiple streams, ensuring presentation space for Indigenous scholars at all academic stages wishing to share their collaborative language work related to the theme. Art may be submitted independently, or may accompany poster talks, paper presentations, or project panels.”

Posted in Uncategorized | 2 Comments

Canada Day 2021 – No Pride in Genocide: Andrea Custer (th-dialect)

Original image copyright Chris Bird, 2021, used with permission.

oh kānata, namōtha kīkway takī-mamīhcihin mīscihtāsowin!

ᐅᐦ ᑳᓇᑕ, ᓇᒨᖬ ᑮᑿᐩ ᑕᑮ ᒪᒦᐦᒋᐦᐃᐣ ᒦᐢᒋᐦᑖᓱᐏᐣ!

Oh Canada, there is no pride in GENOCIDE!

anohc kā-kīsikāk mihcīt athisitiniwak mōcikīthihtamwak māka mīna mihcēt namwāc cīhkīthihtamwak, tāpiskōc nītha. tānisīsi māka ta-kī-isi-mīthwīthihtamān ōma kīsikāw ikwa anohcīki pīthisk ī-kī-miskāhcik awasimī kihci-mitātahtomitanaw awāsisak ikota māna kā-kī-cimatīki ayamihāwi-kiskinwahamātowikamikwa?

ᐊᓄᐦᐨ ᑳ ᑮᓯᑳᐠ ᒥᐦᒌᐟ ᐊᖨᓯᑎᓂᐘᐠ ᒨᒋᑮᖨᐦᑕᒷᐠ ᒫᑲ ᒦᓇ ᒥᐦᒉᐟ ᓇᒹᐨ ᒌᐦᑮᖨᐦᑕᒷᐠ, ᑖᐱᐢᑰᐨ ᓃᖬ᙮ ᑖᓂᓰᓯ ᒫᑲ ᑕ ᑮ ᐃᓯ ᒦᙹᖨᐦᑕᒫᐣ ᐆᒪ ᑮᓯᑳᐤ ᐃᑿ ᐊᓄᐦᒌᑭ ᐲᖨᐢᐠ ᐄ ᑮ ᒥᐢᑳᐦᒋᐠ ᐊᐘᓯᒦ ᑭᐦᒋ ᒥᑖᑕᐦᑐᒥᑕᓇᐤ ᐊᐚᓯᓴᐠ ᐃᑯᑕ ᒫᓇ ᑳ ᑮ ᒋᒪᑏᑭ ᐊᔭᒥᐦᐋᐏ ᑭᐢᑭᓌᐦᐊᒫᑐᐏᑲᒥᑿ?

Today, there are a lot of people that are excited but there are also many others that are not very pleased, like me.  How can I celebrate a day where over a thousand bodies of Indigenous children were finally found in old residential school grounds just recently?

kayās nimosōmipan ikwa mīna nōhkom (kiyāpic pimātisiw) ī-kī-sipwītisahohcik Guy Hill ayamihāwi-kiskinwahamātowikamikohk isi. mitoni ī-kī-apisīsisicik, nānitaw ītokwī nisto ahpō nīyo ī-kī-itahtopiponīcik. āskaw māna ācimow nōhkom māka namwāc kahkithaw kīkwāthow niwīhtamāk. nimosōmipan kī-pōni-pimātisiw 1996 kā-kī-askīwik, ikospīhk anima iskwīyānihk kā-kī-kipahikātīk ayamihāwi-kiskinwahamātowikamik ikwa ī-kī-mwayī-wīhtahk onīkānīw Stephen Harper ī-mīhtātamāsocik kā-kī-kitimāhācik athisitiniwa kā-kī-maskamācik otawāsimisiwāwa. namwāc wīhkāc kī-ohci-ātotam nimosōmipan kā-kī-itinikīt ayamihāwi-kiskinwahamātowikamikohk ī-mwayī-pōni-pimātisit. māka nikāwiy ikwa nitōsisak nitācimostākwak ī-kī-kitimahihcik ithikohk. niwīsakitīhān māna kiyāpic nimosōmipan ohci ikwa asici nōhkom. māskōc māna kī-kitimākisowak ikwa kī-kitimākāpisinwak.

ᑲᔮᐢ ᓂᒧᓲᒥᐸᐣ ᐃᑿ ᒦᓇ ᓅᐦᑯᒼ (ᑭᔮᐱᐨ ᐱᒫᑎᓯᐤ) ᐄ ᑮ ᓯᐿᑎᓴᐦᐅᐦᒋᐠ Guy Hill ᐊᔭᒥᐦᐋᐏ ᑭᐢᑭᓌᐦᐊᒫᑐᐏᑲᒥᑯᕽ ᐃᓯ᙮ ᒥᑐᓂ ᐄ ᑮ ᐊᐱᓰᓯᓯᒋᐠ, ᓈᓂᑕᐤ ᐄᑐᑹ ᓂᐢᑐ ᐊᐦᐴ ᓃᔪ ᐄ ᑮ ᐃᑕᐦᑐᐱᐳᓃᒋᐠ᙮ ᐋᐢᑲᐤ ᒫᓇ ᐋᒋᒧᐤ ᓅᐦᑯᒼ ᒫᑲ ᓇᒹᐨ ᑲᐦᑭᖬᐤ ᑮᒁᖪᐤ ᓂᐑᐦᑕᒫᐠ᙮ ᓂᒧᓲᒥᐸᐣ ᑮ ᐴᓂ ᐱᒫᑎᓯᐤ 1996 ᑳ ᑮ ᐊᐢᑮᐏᐠ, ᐃᑯᐢᐲᕽ ᐊᓂᒪ ᐃᐢᑹᔮᓂᕽ ᑳ ᑮ ᑭᐸᐦᐃᑳᑏᐠ ᐊᔭᒥᐦᐋᐏ ᑭᐢᑭᓌᐦᐊᒫᑐᐏᑲᒥᐠ ᐃᑿ ᐄ ᑮ ᒷᔩ ᐑᐦᑕᕽ ᐅᓃᑳᓃᐤ Stephen Harper ᐄ ᒦᐦᑖᑕᒫᓱᒋᐠ ᑳ ᑮ ᑭᑎᒫᐦᐋᒋᐠ ᐊᖨᓯᑎᓂᐘ ᑳ ᑮ ᒪᐢᑲᒫᒋᐠ ᐅᑕᐚᓯᒥᓯᐚᐘ᙮ ᓇᒹᐨ ᐑᐦᑳᐨ ᑮ ᐅᐦᒋ ᐋᑐᑕᒼ ᓂᒧᓲᒥᐸᐣ ᑳ ᑮ ᐃᑎᓂᑮᐟ ᐊᔭᒥᐦᐋᐏ ᑭᐢᑭᓌᐦᐊᒫᑐᐏᑲᒥᑯᕽ ᐄ ᒷᔩ ᐴᓂ ᐱᒫᑎᓯᐟ᙮ ᒫᑲ ᓂᑳᐏᐩ ᐃᑿ ᓂᑑᓯᓴᐠ ᓂᑖᒋᒧᐢᑖᑿᐠ ᐄ ᑮ ᑭᑎᒪᐦᐃᐦᒋᐠ ᐃᖨᑯᕽ᙮ ᓂᐑᓴᑭᑏᐦᐋᐣ ᒫᓇ ᑭᔮᐱᐨ ᓂᒧᓲᒥᐸᐣ ᐅᐦᒋ ᐃᑿ ᐊᓯᒋ ᓅᐦᑯᒼ᙮ ᒫᐢᑰᐨ ᒫᓇ ᑮ ᑭᑎᒫᑭᓱᐘᐠ ᐃᑿ ᑮ ᑭᑎᒫᑳᐱᓯᓌᐠ᙮

A long time ago, my late grandfather and my grandma (who is still living) were sent away to Guy Hill residential school. They were small, about 3 or 4 years old. Sometimes, my grandma will tell me stories about her experience, but she does not share everything with me. My late grandfather passed away in 1996, the year the last residential school was closed and before the apology from then prime minister Stephen Harper. He never talked about what happened there and I never had a chance to ask him about his experience at residential school before his passing. My heart hurts for my late grand-father and my grandmother, what horrors they must have felt and seen!

nistam kā-pīhtamān kahkithaw ōko awāsisak kā-miskāhcik, nikī-māton. nikī-māton athisk ithikohk ī-kitimākinawakwāw kahkithaw aniki awāsisak ī-kī-apisīsisicik ikwa ī-kī-nitawi-kitimahikawihcik. niwīsakitīhān kiyāpic.

ᓂᐢᑕᒼ ᑳ ᐲᐦᑕᒫᐣ ᑲᐦᑭᖬᐤ ᐆᑯ ᐊᐚᓯᓴᐠ ᑳ ᒥᐢᑳᐦᒋᐠ, ᓂᑮ ᒫᑐᐣ᙮ ᓂᑮ ᒫᑐᐣ ᐊᖨᐢᐠ ᐃᖨᑯᕽ ᐄ ᑭᑎᒫᑭᓇᐘᒁᐤ ᑲᐦᑭᖬᐤ ᐊᓂᑭ ᐊᐚᓯᓴᐠ ᐄ ᑮ ᐊᐱᓰᓯᓯᒋᐠ ᐃᑿ ᐄ ᑮ ᓂᑕᐏ ᑭᑎᒪᐦᐃᑲᐏᐦᒋᐠ᙮ ᓂᐑᓴᑭᑏᐦᐋᐣ ᑭᔮᐱᐨ᙮

When I first heard about all the children that were found, I cried. I cried because I felt so much compassion for all the children that were small and taken to be treated horribly. My heart hurts still.

iyakonik ōko okimāwak kā-kanātahk askihk ohci kīhci kā-kī-itasiwīcik ta-sipwītisahohcik kahkithaw awāsisak ta-nitawi-kiskinawahamākawicik ta-isi-mōniyawi-māmitonīthīhtahkwāw, ta-ākathāsīmocik ikwa ta-wanikiskisicik kahkithaw otathisitinawīwiniwāw. mitoni piko isi kā-kī-isi-nitawi-kakwātakihācik anihi awāsisa kā-kī-kimoticik.

ᐃᔭᑯᓂᐠ ᐆᑯ ᐅᑭᒫᐘᐠ ᑳ ᑲᓈᑕᕽ ᐊᐢᑭᕽ ᐅᐦᒋ ᑮᐦᒋ ᑳ ᑮ ᐃᑕᓯᐑᒋᐠ ᑕ ᓯᐿᑎᓴᐦᐅᐦᒋᐠ ᑲᐦᑭᖬᐤ ᐊᐚᓯᓴᐠ ᑕ ᓂᑕᐏ ᑭᐢᑭᓇᐘᐦᐊᒫᑲᐏᒋᐠ ᑕ ᐃᓯ ᒨᓂᔭᐏ ᒫᒥᑐᓃᖩᐦᑕᐦᒁᐤ, ᑕ ᐋᑲᖭᓰᒧᒋᐠ ᐃᑿ ᑕ ᐘᓂᑭᐢᑭᓯᒋᐠ ᑲᐦᑭᖬᐤ ᐅᑕᖨᓯᑎᓇᐑᐏᓂᐚᐤ᙮ ᒥᑐᓂ ᐱᑯ ᐃᓯ ᑳ ᑮ ᐃᓯ ᓂᑕᐏ ᑲᒁᑕᑭᐦᐋᒋᐠ ᐊᓂᐦᐃ ᐊᐚᓯᓴ ᑳ ᑮ ᑭᒧᑎᒋᐠ᙮

The leaders of Canada were the ones who decided to send all these children to get educated on how to think like a white man, to speak English and to forget their Indigeneity. They treated the children they stole in horrible ways.

anohc kā-kīsikāk mihcīt athisitiniwak kiskisiwak anihi kahkithaw awāsisa kā-kī-miskāhcik ikwa aniki īkā cīskwa kā-miskāhcik. mōtha nipakitatāmonān mīkwāc ī-pīhoyāhk kotakak awāsisak ka-miskākawicik. ninōhtī-pī-kīwīhtahānānak owāhkōmāniwak ikwa otaskīwiniwahk isi.

ᐊᓄᐦᐨ ᑳ ᑮᓯᑳᐠ ᒥᐦᒌᐟ ᐊᖨᓯᑎᓂᐘᐠ ᑭᐢᑭᓯᐘᐠ ᐊᓂᐦᐃ ᑲᐦᑭᖬᐤ ᐊᐚᓯᓴ ᑳ ᑮ ᒥᐢᑳᐦᒋᐠ ᐃᑿ ᐊᓂᑭ ᐄᑳ ᒌᐢᑿ ᑳ ᒥᐢᑳᐦᒋᐠ᙮ ᒨᖬ ᓂᐸᑭᑕᑖᒧᓈᐣ ᒦᒁᐨ ᐄ ᐲᐦᐅᔮᕽ ᑯᑕᑲᐠ ᐊᐚᓯᓴᐠ ᑲ ᒥᐢᑳᑲᐏᒋᐠ᙮ ᓂᓅᐦᑏ ᐲ ᑮᐑᐦᑕᐦᐋᓈᓇᐠ ᐅᐚᐦᑰᒫᓂᐘᐠ ᐃᑿ ᐅᑕᐢᑮᐏᓂᐘᕽ ᐃᓯ᙮

Today, many people remember all those children and those yet to be found, we hold our breath as we wait for the number of children to be found we want to bring them home to their families and their homelands.

anohc kā-kīsikāk kiskisik wīthawāw ōki onīkānīwak kā-kī-itasiwātācik ōko awāsisa kā-kī-itinīkīthit ayamihāwi-kiskinwahamātowikamikohk. namwāc nika-cīhkīthīhtīn ōma kīsikāw. namwāc wīhkāc.

ᐊᓄᐦᐨ ᑳ ᑮᓯᑳᐠ ᑭᐢᑭᓯᐠ ᐑᖬᐚᐤ ᐆᑭ ᐅᓃᑳᓃᐘᐠ ᑳ ᑮ ᐃᑕᓯᐚᑖᒋᐠ ᐆᑯ ᐊᐚᓯᓴ ᑳ ᑮ ᐃᑎᓃᑮᖨᐟ ᐊᔭᒥᐦᐋᐏ ᑭᐢᑭᓌᐦᐊᒫᑐᐏᑲᒥᑯᕽ᙮ ᓇᒹᐨ ᓂᑲ ᒌᐦᑮᖩᐦᑏᐣ ᐆᒪ ᑮᓯᑳᐤ᙮ ᓇᒹᐨ ᐑᐦᑳᐨ᙮

Today, we remember that these leaders of Canada were the ones that decided and sealed these children’s fates in residential schools. No, I will not celebrate this day. Never.

oh kānata, namōtha kīkway takī-mamīhcihin mīscihtāsowin!

ᐅᐦ ᑳᓇᑕ, ᓇᒨᖬ ᑮᑿᐩ ᑕᑮ ᒪᒦᐦᒋᐦᐃᐣ ᒦᐢᒋᐦᑖᓱᐏᐣ!

Oh Canada, there is no pride in GENOCIDE!

#kāwīmīthinānnitaskīnān
#landback
#cancelcanadaday

Ed. note: As a fully-fluent speaker and teacher of Woodlands Cree (th-dialect), Andrea Custer is one of a very small group who have a full command of reading and writing in the language which is their birthright. The message is painful, but the fact that she has composed these words in Cree is powerful, because of the generations of resilience, resistance, reclamation and revitalization it represents. kinanâskomitinân, Andrea. 

Posted in Canada Day, Rights, Uncategorized | Leave a comment

Bring Our Children Home – Image by Isaac Murdoch

A great many of the beautiful little souls that entered school at Cowessess would have carried their understanding of the world in Cree. Sincere thanks to Anishinaabe activist and graphic artist Isaac Murdoch for permission to add Cree titles to this image.

Christi Belcourt writes: “These images are by Isaac Murdoch and are free to use. He gives permissions for non-commercial teeshirts and printing. Also can be used for profile pics.”

It’s a small gesture, but perhaps we can honour those souls a little by reclaiming this simple phrase in Cree. Please feel free to share widely.

#bringthemhome

 

Posted in Printable | Leave a comment

Stolen Childhood: Solomon Ratt (th-dialect)

Violet, Coral and Darling blowing bubbles. Photo thanks to Tammy Ratt.

cikôci:

î-awâsisîwiyan, î-papâmi-mîtawîyan,
î-papâmi-kwâskohtiyan, î-iskwâtawiyan mistikwak,
poko kîkway î-mâmaskâtaman
î-kihcinâhoyan î-sâkihikawiyan

…kîtahtawî ayamihikimâwak kâ-pî-kwâsihiskwâw.

ᒋᑰᒋ:

ᐄ ᐊᐚᓯᓰᐏᔭᐣ, ᐄ ᐸᐹᒥ ᒦᑕᐑᔭᐣ,
ᐄ ᐸᐹᒥ ᒁᐢᑯᐦᑎᔭᐣ, ᐄ ᐃᐢᒁᑕᐏᔭᐣ ᒥᐢᑎᑿᐠ,
ᐳᑯ ᑮᑿᐩ ᐄ ᒫᒪᐢᑳᑕᒪᐣ
ᐄ ᑭᐦᒋᓈᐦᐅᔭᐣ ᐄ ᓵᑭᐦᐃᑲᐏᔭᐣ

…ᑮᑕᐦᑕᐑ ᐊᔭᒥᐦᐃᑭᒫᐘᐠ ᑳ ᐲ ᒁᓯᐦᐃᐢᒁᐤ᙮

Imagine:

you are a child, playing about,
jumping, climbing trees,
marvelling at everything in the world,
secure in the love you feel from others

…then the priests came to kidnap you.

Posted in Uncategorized | Leave a comment

pê-kîwêhtahik – Bring Them Home: Naomi McIlwraith

Memorial: Steps of Muscowequan Indian Residential School, closed: 1997. Photo: Naomi McIlwraith.

pê-kîwêhtahik ‒ Bring Them Home
Naomi McIlwraith

What can a poem do, but to speak
the truth ‒ kâ-tâpwêt, to shout
the truth ‒ kâ-têpwêt, step one
of Indigenous grief my friend Shannon tells me.
pê-kîwêhtahik

What can a poem do, but whisper ‒ ê-kitimâkihtawakik
our deep unwhisperable sorrow for 215 children.
Spell it out: two hundred and fifteen small bodies.
Count it out: forty-four thousand two hundred and ninety small bones.
pê-kîwêhtahik

What can a poem do, but utter a prayer ‒ ê-ayamihêstamawakik
for two hundred and fifteen children
for thousands of other children
who never saw their families again – ever.
pê-kîwêhtahik

What can a poem do when it can’t reach
stage four of grief – laughter – not
yet, perhaps not ever. Not until
the children come home, not until the Pope

says sorry for the crimes of the Church,
not until governments stop apologizing while doing so little,
not until we all walk with our Indigenous
sisters and brothers on the mean streets of Canada.
pê-kîwêhtahik.

Not until the children come in from the dark.
namôya pâtimâ  pê-pîhtikwêtwâwi awâsisak itê ohci kâ-wanitipiskâyik.

pê-kîwêhtahik
pê-kîwêhtahik
pê-kîwêhtahik
pê-kîwêhtahik

With thanks to Naomi for sharing her powerful words, and her prayers on this day when we learn of another 751 graves at Cowessess.

Posted in Poetry, Uncategorized | Leave a comment

Happy National Indigenous People’s Day 2021

Sol’s Camp by the Hope River, 2021.

A peaceful wish in troubled times for a peaceful, relaxing National Indigenous People’s day. #happynipd

Edit
th-dialect n-dialect y-dialect
mitho-ithiniw-kîsikanisik mino-ininiw-kîsikanisik miyo-iyiniw-kîsikanisik
ᒥᖪ ᐃðᐦᐃᓂᐤ ᑮᓯᑲᓂᓯᐠ ᒥᓄ ᐃᓂᓂᐤ ᑮᓯᑲᓂᓯᐠ ᒥᔪ ᐃᔨᓂᐤ ᑮᓯᑲᓂᓯᐠ
Posted in Audio (n-dialect), Audio (th-dialect), Audio (y-dialect), National Indigenous People's Day, Solomon Ratt | Leave a comment

Happy Father Day 2021

Four generations of Greyeyes men: Harold (left), Hal (right), Steven (centre), and Liam (small). Happy Father’s Day, to all of you, and to all of the other fathers.

Use the plural (k) if you’re speaking to more than one father:

  • miyo-ohtâwîmâwi-kîsikanisi(k)   (y-dialect)
  • mino-ohtâwîmâwi-kîsikanisi(k)   (n-dialect)
  • mitho-ohtâwîmâwi-kîsikanisi(k)   (t-dialect)

Some speakers read these greetings like imperatives (ordering people around). They prefer forms like the following. These ones mean, “May you have a happy father’s day” (add the plural (âwâw) for if you’re speaking to more than one father)

  • ka-wî-miyo-ohtâwîmâwi-kîsikanisin(âwâw)
  • ka-wî-mino-ohtâwîmâwi-kîsikanisin(âwâw)
  • ka-wî-mitho-ohtâwîmâwi-kîsikanisin(âwâw)

 

 

Posted in Father's Day, Video Lessons for Solomon Ratt's Intro Cree | Leave a comment