An interview with Thoidingjam Lakshmipriya Devi and Huidrom Anuradha Devi. daughters of Maharaj Kumari Angousana Devi, of the Shree Shree Govinda Jiu Jalakeli Pala of Manipur. On getting their education, the establishment of Dhanamanjuri University in Manipur by their grandmother Maharani Dhanamanjuri Devi; their education and teachers at Tamphasana Girls High School founded by their aunt Maharaj Kumari Tamphasana Devi; and the founding of Tombisana Boys High School by their second aunt Maharaj Kumari Tombisana Devi.

Thoidingjam Lakshmipriya Devi talks about the Jalakeli. She is the President of the Shree Shree Govinda Jiu Jalakeli Pala. The interview is in Manipuri and in 8 parts: 1) How I came to the Jalakeli 2) My mother Maharaj Kumari Angousana Devi 3) My grandmother Maharani Dhanamanjuri Devi: How she started the Choir of the Daughters-in-Law 4) The Songs of the Choir of the Daughters: The Patronage of the Maharajas 5) How I organize the Jalakeli 6) My aunt Maharaj Kumari Binodini Devi: Why she never joined the Jalakeli 7) Where and When the Jalakeli is Offered 8) Remembering their Names: The Invisibility of Women in Manipur's Recorded History The Jalakeli is a HIndu Vaishnav women's performance ritual offered by the two choirs of the Shree Shree Govinda Jiu Jalakeli Pala. The main summer ritual is held every year on Buddha Purnima, the full moon of Kalen (9 May 2017) at the Shree Shree Govindajee Temple of the Royal Palace of Manipur. It is a cycle of songs sung in classical Manipuri sankirtana style by the royal women descendants of Maharaja Narasingh of Manipur (1792-1850). The songs praise Lord Krishna and Lady Radha as they come out to play with …

Recording of the Deputy Commissioner of Chandel, Indian Administrative Services officer, Mr. Nobert Disinang, speaking about the importance of preserving culture. He talked about the need to preserve Lamkang traditional dress, ornaments, and dance as the observed the uniqueness of Lamkang cultural items when compared to other tribes. Mr. Disinang shared these thoughts at a seminar he was invited to by the Lamkang students.

Recording of a translation and discussion of Lamkang proverbs with conversation about the process in Manipuri (Meiteiron).

Photograph of a Manipuri manuscript, viewed through a plastic barrier. It is written in the Meithei Mayek script, a Brahmic abugida which has been in use since the 11th century. This specific manuscript discusses the art of the architecture and science of construction of houses, buildings, bridges, and walls.

This is a diagram of the layout of a traditional Meithei house adapted from Chaki-Sircar's 1981 work. This diagram describes traditional customs and includes the Manipuri words for areas of the house.

These are analytical notes on the noun phrases that appear in the retelling of the Pear Story narrated by O. Bimola Devi. Each noun phrase in the text was coded for shape (full, pronoun, or zero), semantic role, morphemes present, referent (boy, basket, farmer, etc.), information status (active, first mention, old, previous subject), and clause type (main, subordinate). This is one of seven retellings of the Pear Story coded in this way. The purpose of this study is to understand how these various factors affect the shape of noun phrases in Manipuri.

This is the interlinear-glossed text of an excerpt of the speech 'The Right Attitude, the Right Form', or 'Čəpčábə Phirép, Čəpčábə Wárép', originally given in 1989 by a political campaigner in Imphal, Manipur. The first page provides context of the status of the Manipuri language, noting that politically sensitive information has been redacted from the text. The interlinear-glossed text includes phonetic transcription, phonemic transcription, morpheme boundaries, word-level translation, and free translation.

The Pear Story is a video stimulus commonly utilized in language documentation. Speakers are shown the silent six minute video and then asked to describe the events in the video. In the video, a young boy steals a basket of pears from a farmer, then shares the stolen pears with three boys. This is the interlinear-glossed text of O. Bimola Devi's retelling of the Pear Story including phonemic transcription, word-level translation, and free translation. The morpheme /nə/ is shown in red in the phonemic transcription.

This is a word list based on animals mentioned in "Manipuri to Manipuri and English Dictionary" by N. Kelchandra Singh and a book of Manipuri flora and fauna. The word list consists of four main columns (from left to right): the Latin name of the animal, the Manipuri name of the animal, the genus the animal belongs to, and the English name of the animal. There are two additional columns for notes from the researchers indicating the page numbers this species is found in the dictionary. Some rows are highlighted in light blue, It is written in the roman alphabet.

This is an excerpt of Chainaron (The Art of War), a historical Manipuri manuscript originally written in the 16th century, during the reign of Maharaja Mangyamba of Manipur. Chainaron is a manuscript that outlines the rules of chivalry and includes stories about the settlement of the conflict. This excerpt is written in the Manipuri language, with text in the Bengali script. It includes an English preface written by N. Khelchadra Singh.

Old district map of Manipur state drawn for the reference grammar of the Manipuri language. Reproduced from Chelliah, Shobhana L. (1997). A grammar of Meitei. Berlin: Mouton de Gruyter.

This is a transcription of a Manipuri speaker's reading of the Prodigal Son parable from Luke 15:11-32. The first half is in Manipuri and the second half is a word-level English translation of the Manipuri. The English translation includes notes from the transcriber on the right side indicating grammatical features such as semantic roles, relative clauses, and complementizers.

The Pear Story is a video stimulus commonly utilized in language documentation where speakers are shown the silent six minute video and then asked to describe it. In the video, a young boy steals a basket of pears from a farmer, then shares the stolen pears with three boys. This is a transcription of a retelling of the Pear Story by Harimohon Thounaojam in Manipuri. It is divided into two columns: Manipuri transcription is on the left; a loose word-by-word English translation is on the right.

The Pear Story is a video stimulus commonly utilized in language documentation where speakers are shown the silent six minute video and then asked to describe it. In the video, a young boy steals a basket of pears from a farmer, then shares the stolen pears with three boys. This is a recording of Gopendro’s retelling of the Pear Story.

This is a retelling of Kerkuhanjaba, a traditional Manipuri story.

The Pear Story is a video stimulus commonly utilized in language documentation. Speakers are shown the silent six minute video and then asked to describe the events in the video. In the video, a young boy steals a basket of pears from a farmer, then shares the stolen pears with three boys. This is a transcription of Harimohon Thounaojam's retelling of the Pear Story marked for tone.

The Pear Story is a video stimulus commonly utilized in language documentation. Speakers are shown the silent six minute video and then asked to describe the events in the video. In the video, a young boy steals a basket of pears from a farmer, then shares the stolen pears with three boys. This is a transcription of Dr. H. Brojen's retelling of the Pear Story in Manipuri. The transcription includes tone marking.

The Pear Story is a video stimulus commonly utilized in language documentation. Speakers are shown the silent six minute video and then asked to describe the events in the video. In the video, a young boy steals a basket of pears from a farmer, then shares the stolen pears with three boys. This is a transcription of three retellings of the Pear Story in Manipuri by Dr. H. Surmangol Sharma, Gopendro Namairakpam, and O. Bimola Devi.

These are analytical notes on the noun phrases that appear in the retelling of the Pear Story narrated by O. Bimola Devi. Each noun phrase in the text was coded for shape (full, pronoun, or zero), semantic role, morphemes present, referent (boy, basket, farmer, etc.), information status (active, first mention, old, previous subject), and clause type (main, subordinate). This is one of seven retellings of the Pear Story coded in this way. The purpose of this study is to understand how these various factors affect the shape of noun phrases in Manipuri.

This is a retelling of My Friend the Oil Lamp, a modern Manipuri folktale, narrated by Radhe Sham Singh.

This is a word list of Manipuri written in the roman alphabet with accompanying English glosses. There are several minimal pairs from varying semantic domains.

The Pear Story is a video stimulus commonly utilized in language documentation. Speakers are shown the silent six minute video and then asked to describe the events in the video. In the video, a young boy steals a basket of pears from a farmer, then shares the stolen pears with three boys. This is the interlinear-glossed text of Dr. H. Brojen's retelling of the Pear Story including phonemic transcription, morpheme boundaries, word-level translation, and free translation.

The Pear Story is a video stimulus commonly utilized in language documentation. Speakers are shown the silent six minute video and then asked to describe the events in the video. In the video, a young boy steals a basket of pears from a farmer, then shares the stolen pears with three boys. This is the interlinear-glossed text of two retellings of the Pear Story in Manipur including phonemic transcription, morpheme boundaries, word-level translation, and sentence-level free translation.