Conversational Hawaiian: Fifth Edition 9780824893071

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CONVERSATIONAL

HAWAIIAN

CONVERSATIONAL HAWAIIAN

BY

SAMUEL H. ELBERT, PROFESSOR OF PACIFIC LANGUAGES AND LINGUISTICS SAMUEL A. KEALA, LECTURER IN HAWAIIAN ILLUSTRATED BY JEAN CHARLOT

UNIVERSITY OF HAWAII PRESS

HONOLULU

COPYRIGHT 1 9 6 1

BY T H E UNIVERSITY OF HAWAII PRESS

Library

of Congress

Card

Catalog

Number

61-11251

First Edition, College of General Studies, University of Hawaii, 1951 Second Edition, College of General Studies, University of Hawaii, 1955 Third Edition, University of Hawaii Press,

1961

Fourth Edition, University of Hawaii Press,

1963

Fifth Edition, University of Hawaii Press, M A N U F A C T U R E D IN T H E U N I T E D S T A T E S O F A M E R I C A B Y T H E T O N G G P U B L I S H I N G

COMPANY

1965

PREFACE TO THE FIFTH EDITION Conversational Hawaiian in its various editions has been used in Hawaiian classes at the University of Hawaii and elsewhere since 1951. The third edition of 1961 was a completely new and enlarged version. Changes in the fourth and fifth editions have included some corrections, additional drill on grammatical points still troubling students, and new songs. Efforts have been made to present grammar rules not in lifeless illustrative sentences but in conversations (lively ones, not just la plume de ma tante). English to Hawaiian exercises are few--such intellectual puzzles may be fun but do not lead to acquisition of spontaneous conversational ability. The new key to language learning, especially as enunciated by Nelson Brooks (see Bibliography), has been our guide in this and in other matters. The required vocabulary has been limited to about eight hundred Hawaiian words and idioms; these may be translated by nearly a thousand English words. A capsule justification for vocabulary limitation follows: new words are of little value until the student knows how to fit them into the patterns of the language; ability to speak is seriously retarded if the student dissipates his energy in memorizing words before he knows what to do with them. The words have been selected on the basis of frequency of use in conversation and in texts, or because of cultural importance. The texts include items of cultural interest, as legends, songs, proverbs, riddles, and letters. Following the suggestion of Theodore Andersson, new words are no longer entered in vocabularies at the ends of lessons but are introduced in italicized phrases and sentences so that the student learns them with a minimum of pain, in context, and not as citation forms. Words that have been entered in four previous lessons are starred as a warning to students that they should by this time have been mastered. The English in the dialogues is primarily a key to facilitate memorization of the Hawaiian; hence it is sometimes awkward and unidiomatic. The grammar is largely based on that in the Introduction to the HawaiianEnglish Dictionary, which students are urged to consult frequently as their learning progresses. A diagram illustrating the Hawaiian phrase has been introduced at the end of the fifth edition of Conversational Hawaiian, but the grammar in this book is unobtrusive. Class time should be spent in repetition and drill, not in grammatical debate; talking in the language, not about it. Instructors are urged to keep the students' eyes off the book by using flash cards of various kinds. For example, the drill at the bottom of page 43 might be conducted by showing pictures of canoe, hat, lei, house, and sarong. The students might be cautioned to emphasize the italicized portions of new dialogue. The authors are grateful to the Committee for the Preservation of Hawaiian Language, Art, and Culture, for making funds available for publication of previous editions of the book; and to the University of Hawaii and especially to Thomas Nickerson, director of the University of Hawaii Press, for assistance in many ways for many years.

Jean Chariot, senior professor of art and author of Hawaiian plays in English and in Hawaiian, designed the book and generously supplied drawings that serve as conversation pieces and that make grammar lively and stories meaningful. The late Samuel Wilder King permitted inclusion in lesson 59 of his inaugural address as governor. Curtis Manchester called our attention to the letter from Kamehameha n, one of the earliest written documents in the Hawaiian language. Kawena Johnson and Jean Chariot contributed a Hawaiian version of "The Three Bears. " Noelani Kanoho discovered the pathetic dog song and furnished texts for other songs. Ka'upena Wong allowed us to include his "Alika Spoehr Hula. " Marvel Hart kindly provided the pictures of Liholiho and Kamamalu from the Collection of Hawaiiana at the Honolulu Academy of Arts. The following were our ever-helpful critics: Jacob Adler, John E. Aguiar, Don E. Johnson, Dorothy M. Kahananui, and Alberta Pualani Anthony. Mr. Johnson and Mrs. Anthony also read proof. Floyd Cammack recommended that conversations precede presentation of grammatical rules. Ronald Brown suggested the diagram in lesson 35. FredKalani Meinecke counted word entries and prepared the Hawaiian-English and English-Hawaiian vocabularies. Estelle Freitas with accuracy and care provided class copy and suggested many visual improvements. Blanche Kort and Elsie Tanaka took great pains in the final stages of composition, make-up, and proofreading. Aldyth V. Morris, managing editor of the University of Hawaii Press, gave invaluable suggestions about format at all stages of the production, and with f i r m but charming insistence saw the work through publication. Koana Wilcox suggested important corrections and additions for the fourth edition, as did O. Southard for the fifth. Mary Kawena Pukui permitted the inclusion of three of her own songs, and again with wit and insight helped us to understand the intricacies of the complicated and rich Hawaiian language. To all who helped, and above all to our students,

mahalo nui loa. S, H. S. A.

E. K.

CONTENTS Suggestions for Learning Hawaiian Pronunciation of Hawaiian

Ha'aw ina 'Ekahi Ha'awina 'Elua Ha'awina'Ekolu Ha'awina 'Eha Ha'awina'Elima Ha'awina 'Eono Ha'awina'Ehiku Ha'awina 'Ewalu Ha'awina 'Eiwa

7 n 15 17 18 23 25 27 30

Ha'awina'Umi

31

Ha'awina 'Umi-kuma-kahi Ha'awina ' Umi-kuma-lua Ha'awina 'Umi-kuma-kolu Ha'awina'Umi-kùmà-hà Ha'awina 'Umi-kuma-lima Ha'awina'Umi-kùma-ono Ha'awina 'Umi-kuma-hiku Ha' awina ' Umi-kuma-walu Ha'awina'Umi-kumà-iwa

Ha'awina Ha'awina Ha'awina Ha'awina Ha'awina Ha'awina Ha'awina Ha'awina Ha'awina

Ha'awina Ha'awina Ha'awina Ha'awina Ha'awina Ha'awina Ha'awina Ha'awina Ha'awina

3 5

34 39 40 43 46 48 56 60 62

Ha'awina Iwakàlua

67

Iwakalua-kuma-kahi Iwakalua-kuma-lua Iwakalua-kuma-kolu Iwakalua-kuma-ha Iwakàlua-kuma-lima Iwakalua-kuma-ono Iwakalua-kuma-hiku Iwakalua-kama-walu Iwakalua-kuma-iwa

70 72 74 77 79 81 84 86 90

Ha'awina Kanakolu

92

Kanakolu-kuma-kahi Kanakolu-kuma-lua Kanakolu-kuma-kolu Kanakolu-kuma-ha Kanakolu-kuma-lima Kanakolu-kuma-ono Kanakolu-kuma-hiku Kanakolu-kùmà-walu Kanakolu-kùmà-iwa

94 97 99 102 107 111 113 115 117

CONTENTS Ha'awina Kanaha

119

Kanaha-kuma-kahi Kanaha-kuma-lua Kanaha-kuma-kolu Kanaha-kuma-ha Kanaha-kuma-lima Kanaha-kuma-ono Kanaha-kuma-hiku Kanaha-kuma-walu Kanaha-kuma-iwa

122 125 127 129 131 133 134 136 140

Ha' awina Kanalima

142

Kanalima-kuma-kahi Kanalima-kuma-lua Kanalima-kuma-kolu Kanalima-kuma-ha Kanalima-kuma-lima Kanalima-kuma-ono Kanalima-kuma-hiku Kanalima-kuma-walu Kanalima-kuma-iwa

147 149 154 156 161 164 166 172 174

Ha'awina Kanaono

176

Kanaono-kuma-kahi Kanaono-kuma-lua Kanaono-kuma-kolu Kanaono-kuma-ha Kanaono-kuma-lima Kanaono-kuma-ono Kanaono-kuma-hiku Kanaono-kuma-walu

178 181 183 185 187 191 196 198

Ha'awina Ha'awina Ha'awina Ha'awina Ha'awina Ha'awina Ha'awina Ha'awina Ha'awina Ha'awina Ha'awina Ha'awina Ha'awina Ha'awina Ha'awina Ha'awina Ha'awina Ha'awina

Ha' awina Ha'awina Ha'awina Ha'awina Ha'awina Ha'awina Ha'awina Ha'awina Hawaiian-English English-Hawaiian

Vocabulary Vocabulary Selected Bibliography

Index of Grammatical Rules Index of Songs and Chants Index of Stories and Other Texts Hawaiian Phrases

201 210 221 223 224 224 225

ILLUSTRATIONS Ka mea he'e nalu ho'okano The dancing pronouns Kamehameha me Ka-'ahu-manu me na malihini haole O-words are one's birthright A-words are one's achievements

frontispiece 22

37 49 52

Na pea 'ekolu, Goldilocks, me 'ekolu 'iole makapo

64

He aha ka mana'o o Nanakuli?

87

Ua kau ma ka po'ohiwi

104

Pa'aikahana

110

' A'ahu i k a ' a h u ' u l a

138

Huhu wela loa 'o Pele

146

Luka Ke'elik51ani, he mea ali'i

151

Ka po'e hula

157

Ka poepoe honua

160

Liholiho

168

Kamamalu

169

E kau mai ana i luna o ka 'eheu

190

Kia'i 'ia e ka mo'o nui

193

CONVERSATIONAL

HAWAIIAN

SUGGESTIONS FOR LEARNING HAWAIIAN The objectives of the Hawaiian course a r e : (1) ability to speak, and (2) ability to read. Learning to speak is often called the o r a l - a u r a l approach to language learning. T h i s is because speaking (oral) also involves understanding what is heard (aural). Learning to speak demands f i r s t m a s t e r y of the new melody and the new sounds. Hawaiian melody is not like English melody. There are fewer ups and downs in pitch, fewer variations in s t r e s s levels, and often there is a slight r i s e before a pause. Proper melody and speed are even more important than good pronunciation of individual sounds. If the melody and speed sound Hawaiian, slight m i s pronunciation of individual sounds will not be noticed. The difficult sounds in Hawaiian include the " p u r e " vowels (without accompanying glides), the only slightly aspirated p and k, and the glottal stop. Understanding comes from hearing Hawaiian. F o r this the laboratory is s u premely helpful, as is every opportunity that can be found to practice -with Hawaiian s p e a k e r s and with fellow students. The student is to mimic the tapes and the Hawaiian he h e a r s . Local persons will have little difficulty, but mainland-reared persons will have to break with many English habits. The patterns that constitute the language must be memorized, the dialogues repeated—out loud—until they can be reproduced flawlessly and e f f o r t l e s s l y . We admire the skill of a tennis player who s e e m s to perform without effort.

First

attempts of even brilliant students at dialogue are halting, but with repetition c o m e s e a s e and finally a native-like sound. The keynote to s u c c e s s is participation. You don't learn to swim by reading about it in a book or by wishful thinking, but by getting into the water. Any skill c o m e s from practice and involvement. And so With language learning. Learning to read Hawaiian is easy for one learning to speak. Since the writing largely follows the sounds there is no difficult alphabet to learn. Here are some study suggestions. Any f e a r of public display is fatal. Verbosity, use of cliches and banalities, e x hibitionism, and other t r a i t s that you may ordinarily deplore a r e invaluable in 3

attaining fluency. Shyness and pride must be overcome: one must notmind making mistakes or showing ignorance. Eventually scoffers respect intelligent perseverance. Babble to yourself in Hawaiian. Put even the most banal thoughts into Hawaiian. Do not translate them from English into Hawaiian. Think in Hawaiian. Use triedand-true patterns. Speak Hawaiian with your classmates, outside of class as well as in. This gives you oral training and ear training. Hawaiian can be a "fun language" that your outside friends won't understand, and that you may prefer to use on a telephone party line. Space your homework, laboratory hours, and classes. Thirty minutes' study a day is more effective than an hour every other day, but snatches of conversation several times every day with deliberate application of new patterns is still better. The least effective procedure is postponing study, and cramming before examinations. Such foolish techniques make little provision for oral training and none at all for ear training. Keep up with the class. If you fall behind you will be uncomfortable in class and will hold back the entire class. Writing out Hawaiian is a good aid to memory. Vocabulary cards, with the Hawaiian phrase or sentence on one side of the card and an English translation on the other, speed up learning. Carry these cards or slips around with you. Study the as-yet-unmastered phrases several times a day, while riding the bus, eating, or even while brushing your teeth. Above all, learn the new words in and sentences,

phrases

not in isolation.

Review unceasingly. Three ways in which Hawaiian differs from English cause special difficulties: (1) A common word order is VERB plus SUBJECT plus OBJECT. (2) Adjectives follow nouns. (3) Abstract and frequently mass nouns take articles (the beauty, the God, the Sunday, the school). Concentrate on these special difficulties. A language is a set of habits. Habits are acquired by repetition. Language learning is repetition. It is not intellectual but muscular. Repeat and repeat. The only key to success is overlearning.li

you speak a word four times on four occasions,

and hear it on four occasions, it is usually mastered. 4

May this be true of your Hawaiian: I will be METICULOUS yet GARRULOUS. Here is your first lesson in Hawaiian: 'A'a i ka hula. Waiho i ka hilahila i ka hale. E kaupe aku no i ka hoe, e ko mat i ka hoe, e hoe.

Dare to dance. Leave embarrassment at home. Put forward the paddle, draw the paddle toward you, paddle.

PRONUNCIATION OF HAWAIIAN The Hawaiian phonemes are listed below. English examples are approximate. The Hawaiian vowels'are "pure," i.e., without glides. They are either of short or long duration. The consonants p and k have less aspiration (i.e., they are "harder") than similar English sounds in initial position. (Pairs distinguished by single phonemes follow descriptions in parentheses.) i as ee in keep (lohi, lohe; wai, wae). e as in bet. Long e suggests the English a in tame. Final short e approaches the i sound in bit. a as a and o in above. Long a is like the lengthened a in father, o as in only (malu, malo, pau, pao). u as the oo in moon, with well-rounded lips. p, h, I, m, n about as in English paper, hill, lame, me, no. k as in kodak. On Niihau, k, except at the beginning of a sentence, is frequently replaced by t. ' glottal stop similar to the break between vowels in fast pronunciation of oh-oh (kou, ko'u). w after o and u usually a lax w as in well (auwe); after i and e usually a lax v, less tense thanEnglish v in veil ('ewa, iwi). Initially and after a, some people use the w-like sound and others use the y-like sound, and many use both variants, but to Hawaiians the two variants are one and the same sound. A glide sound that suggests English y may separate e and i from following vowels. In Hawaiian this glide makes no difference in meaning and is therefore not written. Similarly, a M^-like glide may separate o and « f r o m following vowels (i y a, Mau w i). A before ¿and u sometimes assimilates to e and o: kaikaina is usually keikeina,

5

ikaika is ikeika;

mau is sometimes mou. A is probably shorter before i and u

than before e and o. Neighboring vowels may also be separated in slow speech by slight hiatus, in which case there is no intervening y- o r w - g l i d e and neither vowel is influenced by the other (ka+ uka, the uplands, kauka, doctor; kana + ono, sixty, kaona, hidden meaning; ka + inoa, the name, kaikaina, sibling; he + inoa, a name, race; ia, he, ali + ali, clear; loiloi, criticize,

heihei,

ilo, maggoty, ho 'o + ilo, winter;

hou, new, ho'o+ una, send). _/

'

'

It

y

All long vowels (shown by macrons) are s t r e s s e d (wahine, wahine; kaua, kaua, kauwa).Otherwise,

s t r e s s is usually;on the next-to-the-last syllable and on a l t e r -

nating preceding syllables, except that in five-syllable words the s t r e s s is commonly as in 'elemakule.

Ei, eu, oi,ou,

ai, ae,au,

aoin close juncture are con-

sidered diphthongs and the s t r e s s is always on the f i r s t member. Monosyllabic words are stressed, except that the following common particles are frequently (or always) joined in fast speech to following sounds: a and o (of), e (by, vocative), he (a), ¿(at, in, object marker, completed action), ka/ke (the), .ma (at, in), me (with), 'o subject marker). Fast speech differs from slow speech in the following ways in addition to those ways previously mentioned: 1. After a pause (however slight, but not after the hiatus indicated above by a plus sign) word-initial vowels are preceded by non-significant glottal stops that are not written. 2. Meeting like vowels commonly fuse into a single vowel: aloha 'ia aku is aloha 'iaku, e hele ana au is e hele anau. The f i r s t of like vowels separated by a glottal stop is frequently lost: Hawai'i may be Hawa'i, pua'a may be pu'a, ka mea e loa'a ana may be ka mea e lo'ana. The spelling used in this book differs from conventional spelling in indication of glottal stops and long vowels, and in the separation by hyphens of parts of proper names. This helps the student pronounce unfamiliar words.

6

HA'AWINA 'EKAHI (LESSON ONE)

A.

Hawaiian words used in English. You already know many Hawaiian words that are commonly used and mispronounced in English in the Hawaiian Islands. Many of these words have meanings in addition to the meanings in English. (For example, kama'aina is commonly used as a verb meaning " t o know thoroughly.") The common meanings of these words used in English are listed below, and it will be assumed that all the students know these words. Additional meanings of these words will be introduced gradually in the lessons.

akamai aloha

hana haole hapa haole

heiau holoku huhù hula imu kahili kahuna kama1 âina kapa kapu kokua kuleana laulau lei

1515 lu' au luna mâhalo makai

smart love, affection, good morning, good-by work white person one of Caucasian and Hawaiian ancestry ancient temple gown with a train angry hula earth oven feather standard of royalty priest native-born person tapa taboo help private property, responsibility steamed leaf package of food lei

make malihini malo mauka mu' umu' u ' ono Pake pali pau_ pa'u pilau pilikia pohô popoki puka pupule wahine

7

stupid Hawaiian feast foreman thank you, thanks towards the sea, seaward dead visitor, tourist, newcomer loincloth towards the mountains, inland gown without a train delicious Chinese cliff finished, over sarong rotten trouble out of luck cat hole (perforation) crazy woman

'Ekahi: ho' omau 'ia (One: continued) Work phrases. For reference: memorize these important words as soon as you can. They will enable the class to be conducted in Hawaiian. Courtesy

phrases

Classroom,

Please. E 'olu' olu ' oe (be kind you). Thank you. Mahalo. Excuse me. Kala mai ia'u. How are you ? Pehea ' oe ? Fine. Maika'ino (good indeed). Classroom

questions

What ? He aha ? Pehea ? I have a question. He ninau ka'u (a question mine). How do you say in Hawaiian — ? Pehea ka ' olelo Hawai' i ? (What's the word Hawaiian — ? ) ? What's the meaning of Pehea ka mana' o o — ? End of

commands

Let's sing. Mele kakou (sing we). Look at the English side. N2na i ka 'ao'ao haole. Look at the Hawaiian side. Nana i ka 'ao'ao Hawai'i. Read. Heluhelu. Mimic. Ho'opili. Repeat. ' Olelo hou (speak again). Speak English. 'Olelo haole. Speak fast. 'Olelojawlwi. Speak Hawaiian. ' Olelo Hawai'i. Speak loudly. Leo nui (voice big). Speak slowly. 'Olelo lohi. Take the part of Frank. ' O ' oe 'o Palani. It's the same. Like pu. Continue. Go on. Ho'omau.

class

Enough. Lawa. Class is finished. Pau ka papa. Hawaiian words from English. The many words taken from English into Hawaiian will be easy if you remember the most important sound shifts: English

Hawaiian

P, b, f

t, d, th, s, z, sh, ch, j, k, g 1, r

p

k 1

Every introduced word ends in a vowel (often a), and adjoining English consonants are either separated by a vowel, or one of the consonants is dropped. The words in the first ten lessons from English include: Kepani, Kolea, kula, palaoa, pepa, pia, Pilipino, pipi, Pokoliko, puke, Pukiki, puna.

8

'Ekahi: ho'omau ' i a

D.

Ke ana 'ekahi ( f i r s t pattern): H E + N O U N SUBJECT +

DEMONSTRATIVES

This is the f i r s t pattern, and one that you w i l l use e v e r y day. P r a c t i c e reading the Hawaiian side without looking at the English, thinking the English translation to yourself. Then cover up the Hawaiian, look at the English, and reproduce the Hawaiian. Do not be satisfied in your study until you can reproduce the Hawaiian without hesitation. Sentences containing new words are in italics. This is to help you to learn these words in phrases, and to facilitate reviewing. New words not in italics need not be m e m o r i z e d .

(1) He pepa keia. He kanaka keia.

(1) This is a paper (a paper this). This is a person/man (a man this). This is a pencil. This is a book. That (far away) is a woman/ lady.

He penikala keia. He puke keia. He wahine keia.

(2) That ( f a r ) is a person. That (near the person addressed) is a paper. That ( f a r ) is a pencil. That (near) is a lady. That ( f a r ) is a book.

(2) He kanakakela. He pepa kena. He penikala keia. He wahine kena. He puke keia.

puke maika' i kena. puke hou keia. hale hou keia. penikala hou keia.

(3) That ( f a r ) is a good woman (a woman good that). (Note that the adjective f o l l o w s the noun.) That (near) is a good book. This is a new book. This is a new house. This is a new pencil.

puke pono keia. kanaka pono keia. hale nui keia. penikala nui kena. wahine nui keia.

(4) That This This That This

(3) He wahine maika'i keia. (Maika'i is often p r o nounced meike'i.) He He He He (4) He He He He He

9

is a righteous/honest book. is a righteous man. is a big house. (near) is a big pencil. is a large woman.

' Ekahi: ho'omau ' ia

(5) He aha keia? He aha keia mea? He puke. He aha keia? He pepa. He aha keia? He penikala. He aha keia? He kanaka pono. He aha keia? He wahine. (6) He He He He He

aha aha aha aha aha

keia? keia ? keia? keia ? keia?

He He He He He

(5) What is this? What is this thing? A book. What's that? A paper. What's this ? A pencil. What's this? An honest man. What's that ? A lady.

wahine maika'i. (6) What's this? A good woman. What's that ? A new book. puke hou. What's this? A big house. hale nui. What's that? A new pencil. penikala hou. What's this? A righteous person. kanaka pono.

ADVICE. It is not easy to write Hawaiian. It is especially hard to remember to write glottal stops and macrons (long marks over vowels). Copy carefully the Hawaiian in this and other lessons. This is a good way to memorize.

A Hawaiian alphabet song composed by Mary Kawena Pukui for her eldest grandson, La'akea. (For reference.) E na hoa kamali'i, E a'o mai käkou I pa' ana' au ka pi' äpä.

O fellow children, Let us learn together Till we've memorized the alphabet. A, e, i, o, u, H, k, 1, m, n. P and w are the last two Of the pi'apa.

' Ä , 'e, 'i,_'ö, S He, ke, la, mü, nü. ' O pi me we na panina O ka pT äpä.

10

HA'AWINA 'ELUA

A.

Conversation. This and all other conversations in the book should be memorized. The student should be able to take both parts in the dialogue. He should practice until he can say the Hawaiian as rapidly as the English, with the Hawaiian side covered. Student. Good morning. Woman. Good morning. S. What's this? (S. shows book to W.) W. A book. S. Do you understand the book? W. I understand. S. Is the book good? {Anei indicates that the utterance is a question that can be answered by yes or no; its use is optional.) W. Yes, (it is) good. S. Is this pencil good? (S. shows pencil to W.) W. Yes, (it is) good. S. Is this chair good? W. Yes, (it is) comfortable. S. Is this land cool ? W. Yes, (it is) cool. S. Good-by. W. Good-by.

Haumana. Aloha kakahiaka. Wahine. Aloha kakahiaka. H. He aha keia ? W. H. W. H.

He puke. Maopopo ia'oe'ka. puke? Maopopo ia'u. Maika'i anei ka puke ?

W. H.

'Ae, maika'i. Maika'i keia penikala?

W. H. W. H. W. H. W.

' A e , maika'i. Maika'i anei keia noho? 'olu'olu. 'Ae, 'Olu'olu keia 'aina? 'Ae,'olu'olu. Aloha kaua. Aloha.

B.

Idioms. Maopopo ia'u. I understand (understand to-me). Maopopo ia'oe. You (singular) understand. Aloha kakou. Greetings/farewell (more than two people). Aloha ahiahi. Good evening. Aloha kakahiaka. Good morning.

C.

Review of he, a. HE precedes nouns'. (1) He He He He He

(1)

*ai maika'i keia. 'olelo maika'i keia. haumana hou keia. puke hou keia. 'aina nui kena. 11

That This This This That

is good food/poi. is a good speech/language. is a new student. is a new book. (near) is a big land.

'Elúa: ho'omau ' ia

D.

(2) He ali'i au/wau. He haumana (haumana) au. He Hawai'i au. He wahine au. He ali'i maika'i 'oe„

(2) I am a chief. I am a student. I am a Hawaiian. I am a woman. You (singular) are a good chief.

(3) He He He He He

(3) That is a comfortable/cool This is a Hawaiian. That is a house. You are a good student. You are an honest person.

noho 'olu'olu kela. Hawai'i keia. hale kela. haumana maika'i 'oe. kanaka pono 'oe.

chair.

Ke ana 'elua (second pattern): maika' i au, I am well. maika'i ka puke, the book is good.

VERB

SUBJECT or K-WORD+SUBJECT

The sentences mke ana 'ekahi all begin he. They might be called VERBLESS sentences. Ke ana 'elua illustrates a sentence with a verb. The f i r s t word (not a particle) in any Hawaiian sentence is by definition a verb, regardless of what we may consider such a word in English.

E.

(4) Maika'i au. Maika' i ' oe. Maika'i ka puke. Maika' i ka penikala. Nui ka hale.

(4) I am well/good/handsome. You are well/good/handsome. The book is good. The pencil is good. The house is big.

(5) Maika' i ka pepa. Pono ka puke. Maika' i ka s âina. Maika'i ka ha'awina. Maika'i ka 'olelo.

(5) The The The The The

paper is good. book is moral. land is good. lesson is good. language is good.

K-words. Certain words beginning with k- are called fe-words. Thus far we have learned ka, keia, kena, kela. In the he- pattern, these words (except ka) follow the noun because they do not directly qualify the noun. When they directly qualify a noun (this man, this book), they precede the noun. 12

'Elua: ho'omau 'ia

(6) 'Olu'olu keia

ali'i.

(6)

'Olu'olu keia 'äina. 'Olu'olu keia noho. 'Olu'olu keia 'ölelo. Pono këlâ wahine hou.

(7)

F.

(7)

Maika' i ka haumana. 'Olu'olu ka noho. Pono ke kanaka Hawai'i. Maika'i keia puke. 'Olu'olu këlâ haumana.

This chief is

This This That That

polite/kind.

land is cool. chair is cool/comfortable. speech is polite/kind. new woman is honest.

The student is good/well. The chair is comfortable. The Hawaiian man is honest. This book is good. That student is polite.

Dinner phrases (for reference). A läua ' o B. Üi'. Haku hale. Mai mai mai mai'. Komo mai'. Aläua'oB. Üi'. H. Mai mai'. E 'olu'olu 'oe, noho i keia noho. A. Mâhalo. H. E Pi, e 'olu'olu 'oe, noho i keia noho. B. Mâhalo.

A and B. Halloo! Host. Come come come come'. Come in'. A and B. Halloo'. H. Come come'. Please, sit in this chair. A. Thank you. H. O B, please, sit in this chair. B. Thank you.

(The following are typical questions that H might ask.) H. Do you want water ? Do you H. Makemake 'oe i w a i ? Makewant coffee ? Rum/liquor ? make 'oe i kope ? L a m a ? P i a ? B e e r ? Salt? Pepper? B r e a d ? Pa'akai? Pepa? Palaoa? Pipi? B e e f ? P o i ? Sweet potatoes? Poi? ' U a l a ? Puna? ' 5 ? Pahi? Spoon? F o r k ? Knife? Glass? KT aha? P ä ? Köpa'a? Kalima? Plate? Sugar? C r e a m ? A. Yes. I would like some water. A. 'Ae. Makemake au i wai. B. No. Don't want coffee. B. 'A'ole. 'A'ole makemake i Enough. kope. Lawa. A. How's that beef ? A. Pehea kenä pipi ? B. This beef is delicious. B. 'Ono keia pipi. A. How's that bread? A. Pehea kenä palaoa ? B. This bread is good. B. Maika® i keia palaoa. A. How's that tea ? A. Pehea kenä kl ? B. This tea is cold. B. Anuanu keia ki. A. Pehea ka i' a ? Ka mea ' ono ? A. How's the fish? The cake? B. 'Ono ka mea'ono. Hauna keia B. The cake is delicious. This fish smells bad. 13

'Elua: ho'omau ' i a

A. Pehea ka pia ? B. We la loa. A. E 'olu'olu ' oe, ha'awi mai i 'uala, pa* akai, pepa. B. Hiki. A. Auwe'. Ma'ona'. Mahalo.

G.

A. How's the beer ? B. V e r y hot. A. Please, give me sweet potatoes, salt, pepper. B. Okay. A. Boy! Full'. Thank you.

Names. Choose a Hawaiian name if you don't have one. 'Au-i-ke-kai-loa, swim/travel in the distant.seas Ehu-nui-kai-malino, great spray calm sea Hina Ke-ehu-iki-awakea, little spray in the afternoon Ka-lani, the heavenly chief Ka-li-o-ka-lani-'olapa-ka-uilaku* i-ka-hekili-i-ka-maka-oka-'opua, the chill of heaven, the flash of lightning, the roar of thunder in the face of the cloud bank.

Suggestions:

Ka-makani, the wind Kanaloa, name of a major god Ka-ua-noe, the misty rain Ka-ulu-kukui, the candlenut grove Ke-ao-makani, the windy cloud Ke-kai-malu, the peaceful sea Kinilau, great quantities Lei-aloha, beloved child Maile-lau-li'i, small leafed maile Noe-lani, mist of heaven Pele, volcanic eruption Pili-aloha, loving comrade Pua-nani, pretty flower

Names from English: 'Alapaki, 'Analu, 'Elikapeka, Helena, Kale, Kamuela, Kawika, Keoki, Keoni, Kimo, Kini, Koleka, Kona, Lahela, Likeke, Lopaka, Luke, Makaleka, Mele, Palani, Pila, Poloika, Wiliama.

H.

Nominative 'o and vocative e. Ke-koa. E Melia, maopopo ia'oe ka puke? Melia. _ Maopopo. E Ke-koa, 'o wai kela haumana? K. ' A ' o l e maopopo, e Melia. M. E ka malihini, 'o wai kou inoa?

The-warrior. O Plumeria, do you understand the book?

Malihini. 'O Leo-lani. lani ko'u inoa.

P. Say, stranger, what is your name?

Plumeria. Understand. O Thewarrior, who is that student? T.

'O Leo-

Don't know, Plumeria.

Stranger. Royal-voice. voice is my name. 14

Royal-

HA'AWINA 'EKOLU A.

Review of he pattern: (1) He He He He He

wahine 'oe. Hawai'i 'oe. haole 'oe. haumana 'oe. ali'i maika'i 'oe.

(1)

You You You You You

are are are are are

(2)

He He He He He

noho kela. 'aina kèla. '51elo kela. kanaka kela. puke hou kela.

(2)

That That That That That

is is is is is

(3) He He He He He

wahine au. haumana au. Hawai'i au. pepa kena. noho nui kéna.

(3) I am I am I am That That (4)

(4) He noho 'olu'olu keia. He hula maika'i keia. He kanaka maika'i keia. He kuleana hou kela. B.

a a a a a a a a a a

woman. Hawaiian. haole. student. good chief.

chair. land. speech/language. person. new book.

a woman. a student. a Hawaiian. (near) is a paper. (near) is a big chair.

This is chair. This is This is That is That is

a cool/comfortable a good hula. a good person. delicious food. a new kuleana.

Ke ana 'ekolu: ke ali'i, ke kanaka, ka wahine. Ke and ka both mean "the" and are fe-words that always precede nouns. Ke is used before all words beginning with a- and k- (ke ali'i, ke aloha, ke kanaka) but usually not before words beginning 'a- (ka 'ai). Ke is also used before words beginning with o- and e- (but not 'e-).Ka is used before words beginning with other letters. (5) Noho Noho Noho Noho (6)

au ma Honolulu. (5) I live/stay in Honolulu. The student lives in Mo'ili'ili. ka haumana ma M5' ili' ili. ka wahine i La'ie . The woman lives at La'ie. ke ali'i ma ka hale. The chief stays in the house.

'Ólelo au. 'Ólelo ke ali'i. ' Ólelo Hawai' i ke kanaka. ' Ólelo ka wahine maika' i. 'Ólelo maika'i ka wahine.

(6)

15

/ speak. The chief speaks. The person speaks Hawaiian. The good woman speaks. The woman speaks well.

'Ekolu: ho'omau ' i a (7)

'Ai ka haumana.

'Ono ka 'ai.

(7)

'Olelo ke kanaka: aloha kakou. 'Olelo ka wahine: aloha kakahiaka. 'Olelo au: aloha ahiahi. 'Olelo Hawai'i kakou.

I say: good evening. We/let's speak Hawaiian. (8)

(8) Hele ka haumana. Noho ka haumana. Hele ka wahine i Waikiki. Noho ' oe ma Waikiki ? 'Ae, noho au ma Waikiki. C.

(10) Is the food good ? The food is good. Is the house big? The house is big. Is the person courteous ? The person is courteous.

Review: he. (11) This is a good chief. (He ali'i maika'i keia.) This is a new student. That (near) is a new chair. This is a good man. That (near) is a good land.

E.

The student goes. The student stays. The woman goes to Waikiki. Do you live at Waikiki ? Yes, I live at Waikiki.

Review: k e a n a ' e l u a . VERB + K-WORD+SUBJECT. (9) Is the chief well ? (Maika'i ke ali'i?) The chief is well. Is the student new? The student is new. Is the chair comfortable ?

D.

The student eats. The food is delicious. The man says: hello everybody. The lady says: good morning.

(12) This That That This This That

is good food. (far) is a big house. (far) is a courteous person. is a good pencil. is a polite Hawaiian. (far) is a kind student.

Contrasting two patterns. VERB + K-WORD + SUBJECT (13) Is the student new? The student is new. Is the chair comfortable ? The chair is comfortable. Is this land good ? This land is good. Is the house big? The house is big. Is the student kind ? 16

HE pattern This is a new student. That (near) is a comfortable chair. This is a good land. That (far) is a big house. This is a kind student.

HA'AWINA 'EHA A.

He kama'ilio

A

'ana.

conversation.

(The teacher appoints students to take parts, saying, 'o 'oe 'o Palani, 'o 'oe 'o Hina. Students reply hiki, okay.) Palani. E 'olu'olu 'oe, 'o Frank. Please, what is your wai kou inoa ? name ? Hina. ' O Hina. Hina. Hina. P. He Pake ' o e ? F. Are you Chinese? H. 'A*ole. He Hawai'i au. H. No. Fm Hawaiian. P. Noho 'oe ma Waikiki? F. Do you live at Waikiki? H. 'A'ole. 'A'ole maika'i H. No. Waikiki is not good. ' o Waikiki. P. Noho 1 oe ma Maui ? F. Do you live at Maui? H. 'A'ole. Noho au ma H. No. I live on Kaho'olawe. Kaho' olawe. P. 'Ölelo haole 'oe ? F. Do you speak English? 'Ae. Mäkaukau. H. Yes. (I'm) clever/proficient. H. F. Do you speak Hawaiian? P. 'Ölelo Hawai'i ' o e ? H. Not very well. H. 'A'ole mäkaukau loa. F. Do you speak Japanese ? P. 'Ölelo Kepani ' o e ? H. (I) don't speak Japanese. H. 'A'ole ' ölelo Kepani. F. Does that student speak P. 'Ölelo Päke ' o kelä haumana? Chinese ? H. 'A'ole 'ölelo Pake kelä H. That student doesn't speak haumana. 'A'ole 'ike. 'A'ole Chinese. (He) doesn't know how. 'oia¿ölelo Pake. He doesn't speak Chinese. P. 'Olelo Pake 'oe? F . Do you speak Chinese? H. 'A'ole au 'ölelo Pake. H. I don't speak Chinese. 'A'ole au 'ike. I dorit know how. P. Hula ka wahine ? F. Does the woman hula? H. 'A'ole 'oia hula. H. She doesn't hula. B.

'A'ole (no, not) occurs in three positions: by itself; followed by verb plus noun subject; followed by pronoun subject plus verb. In fast speech 'a'ole is commonly pronounced 'a'ale. 'A'ole 'A'ole 'A'ole 'A'ole 'A'ole

They don't know/see. The students don't count. The teacher is not kind. The chair is not comfortable. That house is not big.

läkou 'ike. helu na haumana. 'olu'olu ke kurau. 'olu'olu ka noho. nui kelä hale.

17

HA'AWINA 'ELIMA He kama'ilio 'ana.

A.

Keaka. Aloha kaua. Lani. Aloha kaua. K. ' O wai kou inoa ? L. 'OLaniKeawe. K. E Lani, noho 'oe ma Manoa? L. ' A ' o l e . Noho mákou ma La' ie. K. Auwe noho'i el 'A'ole kokoke. L. 'A'ole pilikia. K. Pehea kou makuahine ? L. Aloha 'ino'. MaH ko mákou makuahine. K. Pehea kou makuakane ? L. Maika'i ko mákou makuakane. K. Hele 'oe i ke kula ? L. 'Ae, hele no. K. 'O wai ke kumu? L. ' O K a m i k a . K. *He kumu mákaukau? L. ' A e , makaukau loa. K. He kumu Kepani ? L. Tsal Kamika. 'A'ole ia he inoa Kepani'. K. He inoa Pake ? L. 'A'ole loa'. He kumu hapa haole. K. Pehea ke kula? He kula maika' i ? L. ' A e , maika'i ke kula, maika'i na noho, nui na puke, maika'i na papa'ele'ele, akamai na haumana, maika'i na lole, hou na kama'a. K. Auwe noho* i e'. Hou loa ? L. ' A e , 'olu'olu na noho, pono na puke, akamai na haumana, makaukau na kumu.

18

A conversation. Jack. Hello (we two). Lani. Hello (we two). J. What's your name? L. Lani Keawe. J. Say Lani, do you live at Manoa ? L. No. We live at L a ' i e . J. Goodness'. Not near. L. No trouble. J. How's your mother? L. Oh dear'. Our mother is sick. J. How's your father? L . Our father is fine. J. Do you go to school? (Hawaiian: THE school.) L. Yes, just go. J. Who is the teacher? L. Smith. J. Is he a qualified teacher ? L. Y e s , well qualified. J. Is (he) a Japanese teacher L. Oh'. Smith. That's not a Japanese name'. J. A Chinese name ? L. Certainly notI (He) is a hapa haole teacher. J. How's the school? A good school? L. Y e s , the school is good, the chairs are good, there are many books, the blackboards are good, the students are smart, the dresses are good, the shoes are new. J. Man.' V e r y new ? L. Yes, the seats are comfortable, the books are morally suitable, the

' E l i m a : ho'omau ' i a students are smart, the teachers are qualified. J. A very fine school, isn't it ? L. Yes. A new school. A good school.

K. He kula maika'i loa. 'A®ole anei ? L. ' Ae. He kula hou. He kula maika s i. B.

Inclusive and exclusive pronouns. Inclusive f o r m s (including the person addressed) kakou

makou

we

ko kakou

Exclusive forms (excluding the person addressed)

our

we

ko makou

our

Translate the words for we, our, us in the following. Translate nothing else. Think over each sentence and determine whether the inclusive or exclusive forms are needed. The speaker is addressing a kama'aina friend whom he has not seen in a long time. 1. We (my wife, children, and I) want you to come over to our new house. 2. Our cook is sick, so we'll all just eat what we can find. 3. Our kitchen is modernized. 4. But we are not good cooks. 5. We'll take pot luck. 6. We all hope you can join us (same as we) and we'll have a good time in our new house even though we don't eat much. C.

Ke *ana ' e l i m a : na (plural article). Na indicates "the" before nouns D be translated by English plurals. Unlike other monosyllabic particles, na is always stressed, regardless of position. The Japanese live on O'ahu. The haole/Caucasian people live on Maui, The Chinese people stay in the house. The new d r e s s e s are fine. The new hula dances are good.

Noho na Kepani i O'ahu. Noko na haole i Maui. Noho na Pake i ka *hale. *Maika' i na lole hou. Maika' i na hula hou.

•Warning'. This word has been used in at least five lessons. It should be learned thoroughly by now'.

19

' E l i m a : ho'omau ' ia

D.

He

keia?

D.

Is this a

Ku. He pepa Pake keia? Lono. 'Ae, he pepa Pake kênâ.

Ku. Is this a Chinese paper? Lono. Yes, that's a Chinese paper. That is not a Chinese paper. K. Is that a Hawaiian mu'umu'u? L. Yes, that's a Hawaiian mu'umu'u. That is not a Hawaiian mu'umu'u.

' A ' o l e he pepa Pake kênâ. K. He mu'umu'u Hawai'i *këlâ? L. 'Ae, he mu'umu'u Hawai'i këlâ. ' A ' o l e he mu'umu'u Hawai'i këlâ.

. Ku points to shoes, blackboard, book,

(The dialogue continues in the same v dress, chair, etc. and Lono answers.)

E.

?

Hanohano Hanalei, by Alfred U. Alohikea. Hanohano Hanalei i ka ua nui, E pakika kahi limu o Manu'akepa. I laila ho' i au i ' ike iho ai I ka hana hu' i konikoni i ka ' ili. Aloha kahi one o pua rose I ka ho'ope 'ia e ka hunakai. ' Akahi ho' i au a ' ike i ka nani'. Hanohano Hanalei i ka ua nui.

The glory of Hanalei is its great rain, Slippery seaweed of Manu'akepa. There I felt Tingling coolness of the skin. Greetings, O sand and rose flowers Drenched by sea spray. Never have I seen such splendor'. The glory of Hanalei is its great rain.

Kilakila kahi wai o Namolokama I ke kau 'ia mai ho'i e ka 'ohu. He 'ohu ho'i 'oe no ka 'äina A Hanalei a'e ha'aheo nei. Kilohi i ka nani Mamalahoa I ka ho'ope 'ia e ke këhau. 'Elua wale iho no mäua, I kolu i ka hone a ka 'ehu kai.

Majestic streams of Namolokama Mist-covered. You are the mist of the land That Hanalei cherishes. Behold the beauty of Mamalahoa Drenched by the dew. She and I are two, Three, with the soft murmur of sea spray.

•Warning'. This word has appeared in at least f i v e lessons.

20

m c 3 O C O s-, a, bc c •!-< u c m TS