Salish Audio Files

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LISTEN TO THE VOICES OF SALISH AND PEND D'OREILLE TRIBAL ELDERS
At the heart of The Salish People and the Lewis and Clark Expedition are the elders’ oral histories, recorded in Salish and presented in the book in a bilingual, Salish-English format. Now, as you read the text, you can also listen to the elders’ voices from the Salish-Pend d'Oreille Culture Committee’s original recordings.

Book Details:
The Salish People and the Lewis and Clark Expedition by the Salish-Pend d'Oreille Culture Committee and Elders Advisory Council, University of Nebraska Press (2003 and 2008)
Click a Category and then a Passage
  • Passages from the SPCC Oral History Archives [+]

    Dedication, Page v— read by Shirley Trahan

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    Stacks Image 2904
    Shirley Trahan
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    Esq̓ey̓ ye q̓ey̓min
    x̣͏ʷl̓ qe es puteʔm qe x̣͏ʷl̓čmusšn
    u yetɫx̣͏ʷa sqlqélix͏ʷ
    u y̓e putiʔ c̓n̓en̓n̓es.

    This book is written
    because we respect our ancestors
    and the people here today
    and the generations yet to come.

    Pages 2-6 — Mitch Smallsalmon

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    Stacks Image 2943
    Mitch Smallsalmon
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    Ɫu tsq̓si…
    neɫi l es milk̓͏ʷ ye st̓úlix͏ʷ
    u es t̓uk̓͏ʷ ɫu maliyémistis ɫu sqélix͏ʷ…
    X̣est! X̣est es ay̓ew̓ti,
    x̣est es p̓ox̣͏ʷtil̓ši ɫu
    sx͏ʷsix͏ʷlts ɫu tsq̓si sqélix͏ʷ.
    I x͏ʷuk̓͏ʷ ye st̓ulix͏ʷ,
    i x͏ʷuk̓͏ʷ ye air, ye nwíst,
    esyaʔ u x̣e.

    A long time ago.…
    all over this land
    the people's medicine was put here…
    It was good! Their home life was good,
    they were growing up in a good way,
    the children of the long-ago people.
    The land was clean,
    the air was clean,
    everything was good.

    Pages 12 - 14 — Pete Beaverhead

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    Stacks Image 2911
    Pete Beaverhead
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    K͏ʷem̓t ɫiʔé iʔs meyeʔm, kʷem̓t ɫu k̓͏ʷɫpaʔx̣nten,
    čn nté č̓ tl̓ čeɫl nq̓͏ʷoqey smx̣͏ʷop
    u č̓ msɫnq̓͏ʷoqey
    cič̓ciʔ.
    U npƛ̓mú ec̓x̣ey
    ɫu i tmi.
    Ɫu iqs cmeyyeʔ ɫu in qnqeneʔ,
    i slsileʔ,
    i sx̣px̣épiyeʔ,
    in lilaw̓iyeʔs,
    t̓pt̓úpiyeʔs ɫu es nmicinms….

    _________________________

    K͏ʷem̓t tl̓ šeʔ cx͏ʷuy,
    ye cčč̓ʔe,
    u wíʔičis ɫu suyapi.
    Nqʷon̓míʔis ɫu suyapi,
    i pqpiq,
    u es upupus.
    Ec̓x̣lús teʔs čɫix͏ʷx͏ʷmu
    x̣ʷl̓ is piq i k͏ʷils.
    K͏ʷem̓t ɫu číʔicntm ɫu t suyapi
    k̓ʷ ƛ̓e cnt̓ešlš ɫu suyapi,
    k͏ʷem̓t x͏ʷpx͏ʷéʔepis ɫu ep spum ɫu sic̓m,
    še k̓͏ʷɫsux͏ʷmeʔis l šey̓
    u qs ɫaqqí.
    Cuti ɫu ilmíx͏ʷm,
    “N̓em x͏ʷpx͏ʷépntp ci sic̓m, ci ep spum
    m l šey̓ m ɫaʔ́aqq.
    X̣͏ʷa es siy̓úʔuy̓ti.”
    Es nte es siy̓úʔuy̓ti,
    u i pqpiqs.

    ______________________

    Tl̓ šeʔ es ctax̣͏ʷllu cx͏ʷuy u miyip
    epɫ nčc̓x̣͏ʷc̓x̣͏ʷéʔepletn ɫu suyapi.
    K̓͏ʷ ɫu qs cníʔek͏̓͏ʷ
    ɫu ʔes šʔit qs cníʔek̓͏ʷmi ɫu suyapi
    u ƛ̓e qe tumistmɫls
    ɫu qe st̓úlix͏ʷ ɫu l amotqn.
    Cuys,
    “Qʷu aqs x͏ʷic̓štm t ƛ̓iyéʔ
    čiqs ƛ̓emí t st̓úlix͏ʷ.
    Epɫ st̓ulix͏ʷ. N̓e ɫu čn wičm t st̓ulix͏ʷ."
    K͏ʷemt cuys ɫu amotqis, ɫu
    king,
    “N̓em aq st̓úlix͏ʷ."
    K͏ʷem̓t ɫi ɫu, i c̓y̓ú qe es wičɫlt ɫu qe
    st̓úlix͏ʷ u ƛ̓e qe tumistmɫlt.

    _________________________

    K͏ʷem̓t cnt̓éʔešls
    U nšt̓úʔulex͏ʷm t scčacé.
    U k͏ʷem̓t hoy c̓x̣ey ƛ̓e ƛ̓x͏ʷupmntm.

    _________________________

    Ɫu es šʔí sqélix͏ʷ wíʔičis,
    k͏ʷem̓t k̓͏ʷnk̓͏ʷéʔen̓štm t sq̓l̓q̓l̓é
    t scɫk̓͏ʷɫik̓͏ʷ.
    Šey̓ ɫu nx̣éʔseʔelsmis, léʔemtmis,
    ɫu t sqélix͏ʷ.
    K͏ʷem̓t č̓ šey̓ u qe nunnx͏ʷeneʔ.

    _________________________

    K͏ʷem̓t es mi-i-i-ilk͏ʷ yetɫx̣͏ʷa ye st̓úlix͏ʷ, qe
    st̓úlix͏ʷ, ye es čsunk͏͏ʷ —
    u c̓x̣ey̓ t lč̓ntéʔes x̣͏ʷl̓ qe nplé.
    Qe qx͏ʷqeyx͏ʷɫlt ɫu pn tl̓ qe snlclciʔtn.
    U qe cuɫlt ɫu t suyapi,
    “Ihéʔ ɫu aqs sqlix͏ʷúlex͏ʷ.
    Aqɫ nlciʔtn.”
    U qe eɫ ɫsx͏ʷsux͏ʷmešls
    tes hehen̓mɫʔu
    acre,
    t qeq st̓úlix͏ʷ, t qeqɫ čmštín.
    Qe cuɫlš, “Ihéʔ ɫu aqɫ čmštín,
    aqɫ st̓úlix͏ʷ.”
    K͏ʷem̓t nx͏ʷʔit, č̓e k͏ʷtnúlex͏ʷ
    ɫu smʔawʔúlex͏ʷ
    u eɫ k̓͏ʷúʔul̓is
    ɫu t suyapi
    u qe tumistmɫls x͏ʷic̓šmis nʔeyʔeysis ɫu t
    suyapi u cnpilš
    u qe p̓in̓mɫlt.
    K̓͏ʷ unex͏ʷ či qeqs šimi ci
    eighty acres,
    qeqs snlciʔtn.
    Hoy čtax͏ʷlle nʔeyʔeysis ɫu t suyapi,
    ɫu st̓lt̓úlix͏ʷ— qe tumi-i-istmntm
    u put u qes miš…


    So this, that I am telling, when I
    thought about it,
    I think it is from three hundred snows ago
    to four hundred snows ago, and even
    beyond that time.
    And it's the end, like of what is known.
    What I am going to tell is what was
    passed on to me by my paternal
    grandmothers, my maternal grandfathers,
    and my paternal grandfathers, by their
    great-great-grandparents,
    their great-grandparents...
    _________________________

    Then from there, time passed until it was
    closer to our time now,
    and the Indians saw the whiteman.
    They felt pity for the white people,
    because they were white,
    and they had beards.
    The white men looked as if they were
    cold because their faces were white and
    red. Then, when the Indian people were
    met by the whitemen (because they had
    already landed), the Indian people then
    spread out their fur blankets and
    motioned to the white men to sit on the
    blankets. Their chief told them, “Spread
    out the fur blankets
    so that the white men can sit on them.
    Maybe they are cold.” The Indians
    thought the white men were cold because
    they were white-faced.
    _________________________

    From that time on, it became known
    that the white people had laws.
    Right then, when the white men were to
    come across the ocean for the first time,
    they had already taken ownership of our
    land for their king or leader. The
    whiteman told their leader,
    “You give me a ship to go across to look
    for some land.
    There is land. I will see land."
    He told his leader, his king,
    “It will be your land.”
    They hadn’t even seen our land yet, and
    they had already taken ownership of it.

    _________________________

    The whiteman crossed and landed, and he
    stuck a flag and pole in the ground. And
    then it's like they already won our land.
    _________________________

    The first Indians they saw,
    the whites showed them necklaces,
    that had been strung.
    The people liked them and were glad to
    get them. Then from that
    we believed and trusted them.
    _________________________

    Today, this land a-a-a-all over,
    our land, this island —
    had been tied it up for us.
    They chased us from our homes.
    And the whiteman told us,
    “This is to be your land.
    It is where you will live.”
    Then they set it up, surveyed it
    in 80 acres, to be our land, for each of us
    to possess what was left over.
    We were told, “Here, you can have
    what's left for your land.”
    It was a vast area of land, and there was a
    lot left over after they gave us those
    pieces, and the white people arranged it
    so that we sold the land;
    we sold it, and it was bought by the
    whiteman, and they came in
    and crowded us out.
    It
    is the truth, all we got was that eighty
    acres, for our place to live.
    That’s when the whiteman began buying
    it, all the lands — we so-o-o-old it, and
    now it is almost all gone...

    Pages 15 — Mitch Smallsalmon

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    Mitch Smallsalmon
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    K͏ʷem̓t l šey̓ u es čšín, u ɫu x̣͏ʷa l čen̓
    u ax̣ey u ɫu es šʔí suyá cx͏ʷuy,
    ɫu es custm Columbus.
    K͏ʷem̓t ɫu cnt̓ešlš, u wičis ye st̓úlix͏ʷ,
    t̓ipncú ɫu tl̓ ƛ̓iyéʔs
    u nšt̓ulex͏ʷis ɫu scčacé.
    C̓x̣ey es lemti,
    es lemti tix͏ʷ st̓úlix͏ʷ.
    U wičis, we wičis ye sqélix͏ʷ,
    tutupiyew̓t,
    es tʔacc̓x̣.
    K͏ʷem̓t ta es misten,
    ta ciqs cu ɫu, ɫu l šey̓
    u ec̓x̣ey̓ ɫu sc̓k̓͏ʷɫpaʔax̣s ɫu suyá.


    _______________________

    K͏ʷem̓t ck̓͏ʷɫčí u ƛ̓e,
    ƛ̓e p̓ix̣is ye st̓úlix͏ʷ.
    ƛ̓e wičm t qs st̓úlix͏ʷ,
    u ta x̣͏ʷa es k͏ʷestc ci,
    cniɫc snčc̓x͏ʷeples.
    Ɫu c̓x̣ey qs nčmeɫx͏ʷ
    ye t qe sqélix͏ʷ,
    k̓͏ʷ ɫu t st̓úlix͏ʷ c̓x̣ey ta es čsewpleʔis
    čmi neɫi
    k͏ʷem̓t č̓ snčc̓x̣͏ʷepletis
    u tk̓͏ʷuntes.


    Then that’s when people said
    the first whiteman here came
    from what you call Columbus.
    When he came across and saw this
    land, when he got off his ship,
    he put his flag in the ground.
    I guess same as saying he was glad,
    glad to have and own some land.
    He did see the Indians
    standing in groups
    all staring at him,
    but I’m not going to say
    what was on their minds —
    I mean, about the white people.

    ________________________

    Then, just as soon as he was on the
    ground, just like he put a brand on this
    land. He found the land,
    but I don’t think he carried
    any kind of important papers about
    laws. And to come here
    and take away and claim our Indian
    land — he didn’t even have permission
    from anyone to take our land,
    but I guess they thought they’d just
    go ahead and use their own laws.

    Pages 20 — Mitch Smallsalmon (read by Shirley Trahan)

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    Mitch Smallsalmon
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    Neɫi ɫu tsq̓si
    ɫiʔe sqélix͏ʷ
    ɫu es x͏ʷlx͏ʷílt
    l milk̓͏ʷ u esnpyélsi…
    Ta ma l šey̓ u ec̓x̣ey
    ɫu sqélix͏ʷ ɫu tsq̓si.
    Esyaʔ ɫiʔe x͏ʷix͏ʷey̓uɫ —
    x͏ʷʔit ɫu x͏ʷix͏ʷey̓uɫ.
    X͏ʷʔit ɫu tʔe stem̓
    u ɫiʔe st̓úlix͏ʷ i x̣est
    u ɫiʔe sx̣aap i x͏ʷuk̓͏ʷ.

    Of course, long ago
    the Indian people
    who were living
    were happy all the time…
    You know, that’s how Indians
    were a long time ago.
    All these animals —
    there were many animals.
    Plenty of everything,
    and this land was good.
    And the air here was clean.

    Pages 23 — Pete Woodcock

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    Pete Woodcock
    painting by Dwight Billedeaux
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    N̓e tma ɫu tsq̓si
    l še u ec̓x̣ey
    ɫu sqélix͏ʷ.
    Ye sp̓eƛ̓m, ye sx̣͏ʷeʔli,
    ye seč
    ci esyaʔ —
    u es k̓͏ʷl tk̓͏ʷneʔi ɫu sqélix͏ʷ
    ɫu x̣͏ʷl̓ n̓e ʔistč.

    You know, a long time ago,
    this is the way it is
    with the Indian people.
    The bitterroot, the camas,
    wild onion,
    and everything else —
    the Indian people are gathering and storing
    for the winter months ahead.

    Pages 23 — Pete Beaverhead

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    Pete Beaverhead
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    K͏ʷem̓t n̓e ci eɫ nk̓͏ʷu spq̓niʔ
    še ƛ̓e es t̓ix͏ʷllm,
    tʔe stem̓ ɫu eɫ es k̓͏ʷul̓lm.
    Šey̓ ɫu c̓x̣ey tʔes
    šlčmncuti ye sp̓iqaɫq,
    u ye scx̣ect,
    u y̓e sqq̓m̓e,
    u y̓e sčɫip.
    L milk̓͏ʷ u es q̓͏ʷapmi,
    l milk̓͏ʷ u es tix͏ʷm.


    Then the following month,
    they do something different,
    they are working on something.
    Things are rotating, going in a circle all the
    time, like the berries or things you pick,
    the roots and things you dig,
    and the fishing,
    and the hunting.
    They are constantly moving,
    gathering things all the time.

    Pages 25 — Pete Woodcock

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    Pete Woodcock
    painting by Dwight Billedeaux
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    Ɫu t q͏ʷoyʔe c̓x̣ey cwičtn ɫu ilmilk̓͏ʷ
    ɫu isnk͏ʷsqélix͏ʷ,
    tma ɫiʔe qepc x̣͏ʷa put stem̓ ɫu spq̓niʔ,
    še tix͏ʷntm ɫu qs cʔiʔiɫis.
    Ɫu tin p̓x̣͏ʷp̓x̣͏ʷot x̣eʔect ɫu t sp̓eƛ̓m…
    Wis x̣eʔect ɫu t sp̓eƛ̓m
    k͏ʷem̓t čtax̣͏ʷlle x̣eʔect ɫu t,
    ɫu t sx̣͏ʷeʔli… seč… qɫ nmeƛ̓mn
    ɫu l sq͏ʷoleʔeps.
    K͏ʷem̓t tiʔix͏ʷis ɫiʔe qʔes custm
    šaw̓tmqn, y̓e Snč̓l̓e q̓͏ʷomqeys.

    What I have seen when I was growing up
    was my fellow Indian people,
    during some month in the spring,
    starting to gather their food.
    My parents would dig bitterroot…
    After they were done digging bitterroot
    then they would start to dig
    camas… onions… to be a mixture
    in their camas baking.
    Then they would pick what we call
    šaw̓tmqn (tree moss), this Coyote’s hair.

    Pages 26 — Mose Chouteh

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    Mose Chouteh
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    Ɫu tsq̓síp, ɫu es custm swiqɫc̓eʔ
    — ɫu l sʔánɫq —
    put c̓ʔék̓͏ʷ ɫu x͏ʷy̓é,
    še im̓š ɫu qe p̓x̣ʷp̓x̣ʷot
    t čɫčewšlš,
    es tixʷcní t q̓ʷeyq̓ʷay.
    Še put č̓eyʔiʔilš,
    še eɫ ct̓kʷk̓͏ʷelp.
    Eɫ im̓š —
    es custm es ʔem̓šl̓wi.
    Put qepc,
    še eɫ ct̓kʷk̓͏ʷelp.
    Ɫu qe p̓x̣ʷp̓x̣ʷot, ɫu qe x̣ʷlč̓musšn.

    A long time ago, what is called swiqɫc̓eʔ
    — the summer hunt —
    just when the wild roses bloom,
    our parents and elders
    moved to the plains country,
    to harvest buffalo.
    Towards fall,
    they would move back home.
    Then they move back again —
    this is called es ʔem̓šl̓wi — moving from
    camp to camp. When spring came,
    they moved back home again.
    These were our parents, our ancestors.

    Pages 36 — Pete Beaverhead

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    Pete Beaverhead
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    Tl̓ šey̓ u x̣eyɫ xʷeʔúlexʷ
    ɫu uɫ ʔAmtqné,
    uɫ Snq̓ʷeymncú,
    uɫ Snk̓ʷɫxʷexʷem̓i.
    L še u xʷʔit sck̓ʷulsc ɫu Snč̓l̓é.
    Kʷem̓t t še u šiy̓ú-u-u-u-u-u
    ncčn̓šncu u c̓spnúʔuys
    ɫu kʷtkʷtu-u-unt xʷixʷey̓úɫ.


    From here there are many places,
    like ʔAmtqné,
    and Snq̓ʷeymncú,
    and Snk̓ʷɫxʷxʷem̓i.
    This is where Coyote did many things.
    Coyote we-e-e-e-e-ent through there,
    going all around and getting rid of
    all the hu-u-uge animals.

  • Place-names [+]

    Pages 41 - 50 Missoula Valley Area read by Tony Incashola

    2010Sept20TonyIncasholaStMary'sMissoulian
    Tony Incashola

    Page 41: area at the base of Evaro Hill.
    Salish name: Snɫp̓ú(pƛ̓m̓)
    Translation: Place Where You Come Out to a Clear Area


    Page 44: the Council Grove area.
    Salish name: Člmé
    Translation: Tree Limb Cut Off
    Other Salish name: Ncx̣͏ʷotew̓s


    Page 46: the Missoula area / confluence of Rattlesnake Creek & Clark Fork River.
    Salish name: Nɫʔay(cčstm)
    Translation: Place of the Small Bull Trout.


    Page 49: Pattee Canyon and trail to Deer Creek and ford of Clark Fork near Bonner.
    Salish name: Sloʔté.
    Translation: Two Valleys Coming Together to Make One Little Valley.


    .

    Pages 51 - 54 Blackfoot River Drainage read by Tony Incashola

    2010Sept20TonyIncasholaStMary'sMissoulian
    Tony Incashola

    Page 51: the Bonner area / confluence of Blackfoot and Clark Fork Rivers.
    Salish name: Nʔaycčstm.
    Translation: Place of the Big Bull Trout.


    Page 52: camas digging grounds near Potomac, Montana.
    Salish names: Qal̓sá and Epɫ ítx̣͏ʷeʔ
    Translation: Epɫ ítx̣͏ʷeʔ means It Has Camas


    Page 54: Lewis and Clark Pass.
    Salish names: Smítu Sx̣͏ʷcuʔsí
    Translation: Indian Fort Pass


    .

    Pages 55 - 64 Bitterroot Valley (North Half) read by Tony Incashola

    2010Sept20TonyIncasholaStMary'sMissoulian
    Tony Incashola

    Page 55: Lolo area / confluence of Lolo Creek & Bitterroot River.
    Salish name: Tmsmɫí
    Translation: No Salmon


    Page 58: Lolo Trail.
    Salish name: Naptnišá
    Translation: Trail to the Nez Perce


    Page 59: Lolo Hot Springs area.
    Salish name: Sntt̓mčqey
    Translation: Steam on a Ridge Top


    Page 60: Lochsa and Clearwater River system.
    Salish name: Ep Smɫí
    Translation: It Has Salmon


    Page 61: Bitterroot River.
    Salish name: Nstetčcx͏ʷetk͏ʷ
    Translation: Waters of the Red Osier Dogwood


    Page 62: Stevensville area.
    Salish name: Ɫq̓éɫml̓š
    Translation: Wide Cottonwoods


    .

    Pages 65 - 78 Bitterroot Valley (South Half) & Big Hole read by Tony Incashola

    2010Sept20TonyIncasholaStMary'sMissoulian
    Tony Incashola

    Page 65: the Bitterroot Mountains.
    Salish name: Čk͏ʷlk͏ʷlqéyn
    Translation: Red-Topped Peaks


    Page 66: Hamilton area.
    Salish name: Čɫc̓lc̓lé
    Translations: Scattered Trees Growing on Open Ground or Trees Standing in Water


    Page 68: Skalkaho Trail and Pass.
    Salish name: Sq̓x̣q̓x̣ó
    Translation: Many Trails


    Page 69: Sleeping Child Hot Springs.
    Salish name: Snetetšé
    Translation: Place of the Sleeping Baby



    Page 71: Darby area.
    Salish name: Snk̓͏ʷɫx͏ʷex͏ʷem̓í
    Translation: Place Where They Would Lift Something


    Page 72: trail along West Fork of Bitterroot River.
    Salish name: Snʔam̓šá
    Translation: A Trail Used Frequently for Moving Camp Back and Forth


    Page 73: the Medicine Tree.
    Salish name: Čq̓ʔé
    Translation: Where the Ram's Head Got Stuck


    Page 76: Ross's Hole.
    Salish name: K͏ʷtíɫ P̓upƛ̓m̓
    Translation: Big Open or Big Clear Area
    Other Salish name: Sk͏ʷtíɫ X̣súlex͏ʷ


    Page 78: Big Hole River.
    Salish name: Sk͏ʷumcné Sewɫk͏ʷs
    Translation: Waters of the Pocket Gopher


    .
  • Elder Contributions [+]

    Page 141 — Dolly Linsebigler

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    Dolly Linsebigler
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    Čn nte n̓em x̣e ye q̓ey̓min ɫuqs wiʔičms
    ɫu t, ɫu t qe sx͏ʷsix͏ʷlt ɫu t esyaʔ;
    qs mipnuʔunms l čen̓ u ec̓x̣ey es x͏ʷuyi
    ɫu suya, suyapi.
    U čn nte n̓em x̣e ye q̓ey̓min ɫuqs
    wiʔičms ɫu itox̣͏ʷ.
    U nex͏ʷ ɫu t qe sx͏ʷsix͏ʷlt
    qs mipnuʔunms esyaʔ ɫu sck̓͏ʷul̓s ɫu qe
    p̓x̣͏ʷp̓x̣͏ʷot ɫu qe x̣͏ʷlč̓musšn.
    U čnte n̓em x̣e ɫu x̣͏ʷl̓ qe sx͏ʷsix͏ʷlt.
    Iše čnte x͏ʷʔit k͏ʷmiʔ mimipnuʔuys ɫu t
    qe sx͏ʷsix͏ʷlt ɫu qe nk̓͏ʷul̓mn ɫu esyaʔ.
    Tl̓ šey̓ m nex͏ʷ mipnuʔuys
    ɫu t sx͏ʷsix͏ʷlts n̓e t čen̓ tix͏ʷ sx͏ʷsix͏ʷlt
    ɫu itox̣͏ʷ ɫu sx͏ʷsix͏ʷlts
    ɫu qe p̓x̣͏ʷp̓x̣͏ʷot qe Séliš.

    I think it will be good for all of our children
    to see this book;
    and all of us to learn how the
    white people are doing things.
    I also think it will be good for them to see
    in this book the truth.
    And then the children
    will learn all of the ways of our
    old people, our ancestors.
    I hope our children will learn more about
    all of our ways.
    Then from that, our children’s children,
    when they have children, they will learn
    the truth about the way the Salish lived,
    our old people.

    Page 144 - 148 — Pat Pierre

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    Pat Pierre
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    X͏ʷʔit ɫu tsq̓sip ɫu qe nk̓͏ʷul̓mn ɫu qe
    sqélix͏ʷ c̓x̣ey es nɫpɫetptmm…
    x͏ʷu-u-uy u c̓x̣ey, c̓x̣ey x̣͏ʷq̓͏ʷoʔscut ɫu
    šey̓. C̓x̣ey č̓e ič̓ tam u q͏ʷo es tax̣͏ʷllus ɫu
    qe nk̓͏ʷul̓mn.
    ________________________

    Tam qe esyaʔ u l še u qe ec̓x̣ey. Puti
    x̣͏ʷa qe čk̓͏ʷink̓͏ʷnš ɫu puti qe es ččnčn̓im
    ɫu, ɫu unex͏ʷ qe nk̓͏ʷul̓mn ɫu qe
    sqélix͏ʷ. . . .N̓em tl̓šey̓ m eɫ yoyootwil̓š
    ɫu qe nk̓͏ʷul̓mn.
    ________________________

    Ɫu tsq̓sip ɫu qe cčiciɫlt ɫu tl̓ nisq̓͏ʷo
    ɫu t suyapi u tl̓ šey̓ u c̓x̣ey ct̓ix͏ʷllm.
    Qe cqeyx͏ʷɫlt u ye lʔe.
    Ye l qe šnúlex͏ʷ lʔe u qe qe ƛ̣lip.
    Č̓e tam k͏ʷtnúlex͏ʷ ye qe st̓úlix͏ʷ.
    U ɫu tsq̓sip ɫu putuʔ t še
    u cniʔek̓͏ʷ ɫu suyapi, esyaʔ ɫiʔe u qe
    st̓úlix͏ʷ, tl̓ čsunk͏ʷ u č̓ čsunk͏ʷ,
    tl̓ ƛ̓áq̓lex͏ʷ u č̓ c̓altúlex͏ʷ.
    Esyaʔ u sqlix͏ʷúlex͏ʷ.
    ________________________

    K͏ʷem̓t esyaʔ u qe es yoʔstem ɫu qeqs
    sck̓͏ʷul̓. Ta qe es q͏ʷn̓mscut ɫu t sʔiɫn.
    Ta qe es q͏ʷn̓mnscut t stem̓. Šimi qeqs
    čtem̓tn esyaʔ u qe es k͏ʷestm…
    ________________________

    Esyaʔ ɫu qe, ɫu sm̓im̓iʔ iše t suyapi iše
    cmimiʔntes es cu t suyapi, es custm
    "History." T qʔenple qe es custm
    "Sm̓im̓iʔ." Esyaʔ ɫu scq̓eʔey̓s u itam.
    X̣͏ʷl̓ šey̓ yetɫx̣͏ʷa qe es k̓͏ʷul̓i,
    sk̓͏ʷl̓ɫq̓ey̓mini. Sqélix͏ʷ scuwewlš u es
    q̓ey̓q̓ey̓, sqélix͏ʷ sck̓͏ʷɫpaʔx̣s.
    ________________________

    N̓em l še m ax̣ey m mipnuʔuys sic
    st̓ulix͏ʷ ye l šimi aʔac̓x̣eys ye q̓ey̓min.
    Mipnuʔuys ɫu unex͏ʷ sm̓im̓iʔ ɫu l še u
    ec̓x̣ey ɫu tl̓tsq̓sip u yetɫx̣͏ʷa.
    N̓em mipnuʔuys k̓͏ʷeʔs yoʔoq͏ʷisti ci
    k̓͏ʷiƛ̓t itnm̓us ɫu scq̓eyq̓eʔeys.
    Yetɫx̣͏ʷa ye l qe q̓ey̓min
    esyaʔ u itox̣͏ʷ ɫu es meyyeʔm.
    ________________________

    U tlciʔ k͏ʷn̓ew pɫiɫt ɫu q̓ey̓min k͏ʷɫu,
    k͏ʷɫu qe esyaʔ qe q̓ey̓ntem.
    Šey̓ k͏ʷn̓ew ɫu isnk͏ʷɫp̓x̣͏ʷp̓x̣͏ʷot ɫu ƛ̓e
    sqlqélix͏ʷ ɫu ƛ̓e čx̣͏ʷect tl̓
    clčɫʔupnspentč, tq̓nčɫsʔupnspentč,
    sp̓lčɫʔupnspentč, k͏ʷɫu iše meyyeʔm ɫu
    putiʔ snɫk͏ʷk̓͏ʷmiʔis ye st̓ulix͏ʷ, k͏ʷn̓ew
    q͏ʷamq͏ʷmt ɫu esyaʔ u itox̣͏ʷ ɫu
    iscmeyyeʔ ɫu x̣͏ʷl̓ šey̓.
    ________________________

    X̣͏͏ʷl̓ šey̓ u qe es uwewlši t sqelix͏ʷ—
    tma yoyoot ɫu qe nuwewlštn.
    Yoyoot u ep snʔeys.
    Ta qes x͏ʷeʔcin še qe ʔawʔawntm x͏ʷʔit.
    Ta qe es x͏ʷeʔcin še ƛ̓e miip ɫu qe
    scntels.
    ________________________

    X̣͏ʷl̓ šey̓ u yoyoot ɫu qe nuwewlštn. X̣͏ʷl̓
    šey̓ u yetɫx̣͏ʷa qe es mimeyeʔm ɫu qe
    sccm̓el̓t qeɫ k͏ʷnnuʔunms ɫu qe
    nuwewlštn…
    ________________________

    X̣͏ʷl̓ šey̓ yetɫx̣͏ʷa u iše qe, qe cuti,
    "K͏ʷmiʔ l čen̓ u ec̓x̣ey u t esyaʔ qe
    snk͏ʷsqélix͏ʷ eɫ cp̓lč̓uʔusm, u eɫ k͏ʷeʔeys
    ɫu qe nk̓͏ʷul̓mn. Eɫ c̓nap ɫu l snihew̓sm.
    X̣eyɫ k͏ʷn̓ew q͏ʷu eɫ yoyoot. K͏ʷn̓ew
    q͏ʷu eɫ yoʔpy̓ewt. Ta t stem̓ qeqs
    mʔečtmɫlt k͏ʷɫu qe eɫ k͏ʷnnuntm esyaʔ
    ɫu qe nk̓͏ʷul̓mn."
    ________________________

    Še ye iʔs meyyeʔm yetɫx̣͏ʷa ye ye
    sm̓im̓iʔ, tsn̓e cn cu "History," itam.
    ̓e, ƛ̓e čn cʔac̓ɫq̓ey̓mi
    u ac̓ʔac̓x̣n ɫu scq̓ey̓s ɫu suyapi, itam,
    itam une. X̣͏ʷa snspu,
    x̣͏ʷa sck̓͏ʷɫpaʔx̣, x̣͏ʷa stem̓ ɫu
    q̓ey̓nteʔes…
    ________________________

    Ɫu t qʔenple ɫu qe sqelix͏ʷ, ɫu qe
    ʔuwewlš ɫu qe m̓im̓iʔim̓ ɫu putiʔ qe es
    mistem ɫu tsq̓sip qe m̓iʔm̓ʔintem, šey̓
    ɫu itox̣͏ʷ. Šey̓ ɫu n̓em, n̓em ɫu n̓e čna es
    sunum̓t čna ac̓x̣eys ye q̓ey̓min n̓em cu,
    "Šey̓ ɫu une." X̣͏ʷl̓ šey̓ u yetɫx̣͏ʷa qe
    q̓͏ʷeyɫmiʔ qe es k̓͏ʷɫ q̓ey̓mini. Sqelix͏ʷ
    sm̓im̓iʔs, sqelix͏ʷ scmeyyeʔs, šey̓ ɫu
    qeqs tk̓͏ʷum. Šey̓ ɫu qes šʔiti. N̓eqs
    mipnuʔunms ye, ye t k̓͏ʷiƛ̓t; ye t suyapi,
    ɫu t k̓͏ʷiƛ̓t qs mipnuʔunms. "ʔa, k̓͏ʷ ɫ še u
    ec̓x̣ey. K̓͏ʷ šey̓."
    ________________________

    Es oym ɫu sqelix͏ʷ ɫu tsq̓sip. C̓x̣ey es
    k͏ʷupm, es k͏ʷplwism.
    K͏ʷem̓t q̓eyiʔim t sm̓im̓iʔ še č̓ tam u es
    tax̓͏ʷllus. Yetɫx̣͏ʷa qeɫ tx̣͏ʷmip. K͏ʷmiʔ,
    k͏ʷmiʔ eɫ tx̣͏ʷox̣͏ʷ, tx̣͏ʷmil̓š esyaʔ ɫu qe
    scmeyyeʔ n̓e qes miiʔims,
    n̓e qs mipnuʔunms k̓͏ʷi
    tam ci ci suyapi scq̓ey̓s.
    Č̓ tam u es tax̣͏ʷllus.
    Ɫu sqélix͏ʷ es mistes putiʔ.
    ________________________

    Ɫu t q͏ʷoyʔe ɫu čn cp̓x̣͏ʷtil̓š u čn̓es
    sunum̓t es m̓im̓ištw̓e. Es meyyeʔstm ɫu
    šey̓ x͏ʷic̓ɫtn ɫu l isx͏ʷsix͏ʷlt. Esyaʔ ɫu l
    islsileʔ, isx̣px̣epeʔ,
    t̓pt̓upiyeʔ. Esyaʔ n̓em x̣͏ʷiʔic̓ɫtn qs
    yoʔnuʔunms esyaʔ ɫu qe nk̓͏ʷul̓mn ɫu
    maliyemistn…
    ________________________

    Qe es tx̣͏ʷmim ɫu qe sm̓im̓iʔ ɫu sqelix͏ʷ
    sm̓im̓iʔs ɫu tl̓ tsq̓sip u yetɫx̣͏ʷa. K͏ʷmiʔ,
    k͏ʷmiʔ esyaʔ ɫu uɫ p̓x̣͏ʷp̓x̣͏ʷot sqélix͏ʷ
    k͏ʷmiʔ esyaʔ u ep sm̓im̓iʔ meyyeʔs ɫu l
    še u ec̓x̣ey ɫu unex͏ʷ l še u ec̓x̣ey.
    Yetɫx̣͏ʷa qe es q̓͏ʷeyɫmiʔsti ye x̣͏ʷl̓
    q̓eymin n̓e qs mipnuʔunms ɫu i tox̣͏ʷ;
    putu lše u ec̓x̣ey. Tam ɫu suyapi
    sm̓im̓iʔs…
    ________________________

    Še yetɫx̣͏ʷa lemlmtš u čn̓ep scuwewlš.
    K͏ʷmiʔ, k͏ʷmiʔ sunum̓t ɫu isnk͏ʷsqelix͏ʷ
    ɫu iscʔuwewlš.
    Ɫu qe es lq̓laq̓isti iše čn č̓uč̓awm ɫu n̓e
    x̣est ɫu i šušw̓eɫ, n̓e x̣est nx̣saqs,
    isclq̓laq̓ist, iscč̓uč̓aw, in nk͏ʷul̓mn, n̓em
    x͏ʷu-u-uy put čen̓ m čn̓eɫ k̓͏ʷɫʔac̓x̣mist m
    wičn — hayo! Cɫp̓im ɫu isnk͏ʷsqélix͏ʷ,
    es ƛ̓eʔems ɫu x̣est nx̣stin ye l st̓úlix͏ʷ.
    Nyoʔpy̓ew̓tn qs x̣ésti.
    Šey̓, šey̓ ɫu iscč̓uč̓aw.
    ________________________

    K͏ʷmiʔ l še u ec̓x̣ey.
    K͏ʷmiʔ esyaʔ ɫu isnk͏ʷsqélix͏ʷ u
    cp̓lč̓uʔusm u eɫ qllx͏ʷwiʔil̓š.



    Many of the ways of our people of long
    ago, it is like they are being forgotten. . . .
    Those ways have, like, like separated
    from us as time went on. It is like our
    ways is going the wrong way.
    ________________________

    Not all of us are like that. There are still
    some of us who still hold on to the real
    ways of the people. . . . That is how our
    culture will become strong again.
    ________________________

    A long time ago, when we were met by
    the white people, from there on, our
    culture changed. We were chased until
    we came here. Here, in this area, is where
    we stopped. Our land is no longer big. A
    long time ago, when the white people
    came across the water, all of this land
    was ours, from island to island, from the
    south to the north.
    It was all Indian land.
    ________________________

    Then, we knew how to do all of our own
    ways. We were not without food. We did
    not go without anything. Whatever we
    needed, we had it all…
    ________________________

    All of our stories were told; when the
    white people came they called it
    “History”; we call it “Sm̓im̓iʔ” (our news).
    Everything they wrote is not right.
    That is why now we are working, making
    a book. The words of the Indian people are
    written in it; the Indian people’s thoughts.
    ________________________

    This is how the people will learn about
    our land, by reading this book.
    They will learn the real history from a
    long time ago to the present.
    The people will learn that the books that
    were written by others were lies; what
    they wrote was not the truth. Now, in
    our book, everything that is taught is
    straight.
    ________________________

    The book would be even thicker if
    everything was written in it.
    Then if my fellow elders
    older than fifty years old,
    sixty years old,
    seventy years old, if they
    would tell what they remember about the
    land, it would all be really nice, and it
    would be the true stories about that.
    ________________________

    That is why we are teaching our
    language—because our language has
    strength. It is strong and it has value. We
    do not say many words, but much is said.
    We do not say many words and already
    what we want to say is known.
    ________________________

    That is why our language has
    strength. That is why at the present time
    we are teaching our children to take back
    our language…
    ________________________

    That is why now we say, “I hope
    somehow all our fellow tribesmen will turn
    around and take back our ways. It will be
    put back in the middle. We would become
    strong again. We would be able to make
    our living again. Nothing would bother us
    if only we could take back all of our
    ways.”
    ________________________

    Now this that I am telling about, this
    news, a while ago I said “History”, it is
    not right. I was already in school when I
    looked at the writing of the white people,
    it was wrong. Maybe it was dreams or
    maybe someone’s thoughts that was
    written. . . .
    ________________________

    When our people spoke,
    told the stories
    that we knew of long ago, the stories
    were right. If someone listens to these
    stories, when someone looks at this
    book; they will say, “That is the truth.”
    That is why now we are doing our best to
    write this book. It is our peoples history,
    our stories that we are going to put in
    writing. That will be first. Then the white
    people will learn. “Yes, that is how it was.
    That is right.”
    ________________________

    The people of long ago were abused. It
    is like they were being pushed around.
    Then they would write history and it
    would turn out wrong. At the present
    time we will straighten it out. I hope, I
    hope the stories will all get straightened
    out, so that everyone will know that the
    white people’s writing is wrong. They are
    going in the wrong direction.
    The people still know the stories.
    ________________________

    Myself, when I was growing up I listened
    to the story telling. What was told to me
    I will give to my children. All of it to
    my daughters’ children, my sons’ children,
    my great-grandchildren. I will give it all
    to them so they may learn all of our
    ways, our medicines…
    ________________________

    We are straightening the history, the
    people’s history from a long time ago to
    the present. I hope that all of our elders
    of our people would tell their history and
    how it was, the real truth. At the present
    time, we are doing our best with this
    book, so that everyone will learn what is
    right, the truth. Not the white people’s
    history…
    ________________________

    So today, thank you that I have
    something to say. I hope, hope that my
    fellow tribesmen will listen to what I
    have said. When we went to sweat I
    have prayed that if my road is good, my
    sweats were good and my prayers and
    ways were good, it will go-o-o and
    someday I will look around and see —
    hayo! The people are lined up, doing the
    good things of this earth. We hope it will
    go in a real good way. That is my prayer.
    ________________________

    I hope that it will be that way.
    I hope all my fellow tribesmen will turn
    back to our ways.

    Page 150 — John Stanislaw

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    John Stanislaw
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    Ɫu ƛ̓e es t̓x͏ʷt̓x͏ʷmulex͏ʷ ɫiʔe…
    K͏ʷem̓t šey̓ ɫu tsq̓si k͏ʷm
    ta epɫ ɫp̓ɫp̓ulex͏ʷtn ɫu tsq̓si.
    L še u ec̓x̣ey es mlk͏̓͏ʷmúlex͏ʷ u ta epɫ
    ɫp̓ɫp̓úlex͏ʷtn…
    ________________________

    Č̓e čmi u epɫ q̓͏ʷɫox̣͏ʷmi ɫu stmtem̓ ɫu
    tɫp̓ɫp̓úlex͏ʷtn yetɫx̣͏ʷa…
    _______________________

    K͏ʷem̓t ye x̣͏ʷa x͏ʷuʔuy
    yecč̓ʔe ɫu ck̓͏ʷɫči
    ɫu suyapi…
    _______________________

    U k͏ʷem̓t ye cx͏ʷu-u-uy yečč̓ʔe x̣͏ʷa ɫu
    ck̓͏ʷɫči suyapi u k͏ʷem̓t cuntm,
    "L še mk͏ʷlciʔ," u we tam
    sqlix͏ʷuʔulex͏ʷ še
    l še u qmintm.

    At this time the land has changed…
    So long ago, of course, there were
    not any land measurements done. All
    over the land, there were not any lands
    measured…
    ________________________

    Now, there are fences around lands
    that have been measured out…
    ________________________

    Something happened to the Indian
    lands when the white people arrived
    here…
    ________________________

    Then in later years, when the white
    people arrived, the people were told,
    “This is where you will live,” even
    though it was not their aboriginal land
    where they were put.

    Page 151 — John Stanislaw

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    John Stanislaw
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    Iše x̣e ɫu n̓e es q̓ey̓q̓ey̓.
    X̣͏ʷa n̓em eɫ t qe sx͏ʷsix͏ʷlt, qe
    snk͏ʷsqélix͏ʷ…
    ________________________

    Tl še m es mimisteʔes, yosteʔes ɫu x̣͏ʷl̓
    qe nq͏ʷlq͏ʷeltn qe nuwewlštn.… Es
    čmiyepleʔ t šey̓ še n̓em el yoyoot ɫu
    qe sqlix͏ʷscut.
    ________________________

    X̣͏ʷa n̓em x̣͏ʷa c̓x̣ey taqs nɫeptmntm
    ɫu qe nq͏ʷlq͏ʷeltn
    ɫu qe cuut ec̓x̣ey.
    ________________________

    Ɫu tl čis cp̓ox̣͏ʷtil̓ši u q͏ʷu cuntm, "Ta
    qes nɫeptmntx͏ʷ ɫu an nuwewlštn," ɫu
    t p̓ip̓x̣͏ʷot u q͏ʷu cmeyeɫtm.
    ________________________

    Q͏ʷu es cunm, "Ta qes nɫeptmstx͏ʷ, ta
    qes x̣͏ʷelsstx͏ʷ ɫu an nq͏ʷlq͏ʷeltn u ɫu an
    nk̓͏ʷul̓mn."

    It is good when things are written down.
    Maybe it will be our children, our
    people…
    ________________________

    From this they will know and learn
    about our language… It is known
    that that our culture will become known
    again.
    ________________________

    In that way it is possible that our
    language and culture will not be
    forgotten.
    ________________________

    When I was growing up, I was told by
    my elders, “Do not forget your
    language.”
    ________________________

    I was told “Do not forget, do not let go
    of your language, or your culture.”

    Page 154 — Tony Incashola

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    Tony Incashola
    photo courtesy Missoulian
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    Ɫu x̣͏ʷl̓ in x̣͏ʷlč̓musšn,
    x̣͏ʷl̓ šey̓ učn̓es q͏ʷeyɫɫmiʔ yetɫx̣͏ʷa.
    X̣͏ʷl̓ šey̓ u qe es k̓͏ʷul̓m ɫu qe sck̓͏ʷul̓
    yetɫx̣͏ʷa, tam x̣ʷl̓ q͏ʷoyʔe, tam x̣͏ʷl̓
    qʔenple, x̣͏ʷl̓ qe sx͏ʷsix͏ʷlt, x̣͏ʷl̓ qe
    x̣͏ʷlč̓musšn ɫu nk̓͏ʷuʔul̓mis.
    X̣͏ʷl̓ šey̓ u qe es q̓͏ʷeyɫmiʔ yetɫx̣͏ʷa.
    X̣͏ʷl̓ šey̓ u qe es nte: k͏ʷmiʔ eɫ
    yoʔnuʔuys ɫu qe sx͏ʷsix͏ʷlt ɫu ʔune
    nk̓͏ʷul̓mis ɫu qe x̣͏ʷlč̓musšn. N̓e eɫ
    k͏ʷeʔeys ɫu nk̓͏ʷul̓mis n̓em x͏ʷuy m eɫ
    yoyotwil̓š esyaʔ ɫu sqélix͏ʷ ye l st̓úlix͏ʷ.


    It’s for my ancestors, that is why I’m trying
    hard at this present time.
    That is why we are doing the work that we
    do now. It’s not for me, it’s not for us,
    it’s for, for our children,
    for our ancestors’ ways.
    That is why we are working hard today.
    That is what we think: I hope our children
    will re-learn the real ways of our ancestors.
    If the children will take back those ways,
    everyone will go and get strong again on
    this land.