 This is a LibriVox recording. All LibriVox recordings are on the public domain. For more information or to volunteer, please visit LibriVox.org. Recording by Nicholas James Bridgewater. The Esperanto teacher. A simple course for non-Gramarians by Helen Fryer. Tenth edition. Perhaps to no one is Esperanto of more service than to the non-Gramarian. It gives him, for a minimum expenditure of time and money, a valuable insight into the principles of grammar and the meaning of words, while enabling him, after only a few months of study, to get into communication with his fellow men in all parts of the world. To place these advantages within easy reach of all is the aim of this little book. Written by an experienced teacher, revised by Mr. E. A. Millage, and based on the exercises of Dr. Zamenhof himself, it merits the fullest confidence of the student and may be heartily commended to all into whose hands it may come. W. W. Padfield. Preface. This little book has been prepared in the hope of helping those who, having forgotten the lessons in grammar which they received at school, find some difficulty in learning Esperanto from the existing textbooks. It is hoped it will be found useful not only for solitary students, but also for classwork. The exercises are taken chiefly from the exerzaro of Dr. Zamenhof. The compiler also acknowledges her indebtedness especially to the standard course of Esperanto by Mr. G. W. Bullen and to the Esperanto Grammar and Commentary by Major General George Cox. And while accepting the whole responsibility for all inaccuracies and crudenesses, she desires to thank all who have helped in the preparation and foremost among them Mr. W. W. Padfield of Ipswich for advice and encouragement throughout the work. And to Mr. E. A. Millidge for his unfailing kindness and invaluable counsel and help in its preparation and revision. Manor of using the book. The student is strongly advised to cultivate the habit of thinking in Esperanto from the very beginning of the study. To do this, he should try to realise the idea mentally without putting it into English words. E. G., when learning the word roso or colombo, let him bring the object itself before his mind's eye instead of repeating roso, rose, colombo, pigeon, or with the sentence la su no brilas, the sun shines, let him picture the sun shining. Having studied the lesson and learned the vocabulary, he should read the exercise, repeating each sentence aloud until he has become familiar with it and can pronounce it freely. Then, turning to the English translation at the end of the book, he should write the exercise into Esperanto, compare it with the original, and relearn and rewrite if necessary. Although this method may require a little more time and trouble at first, the greater facility gained in speaking the language will well repay the outlay. After mastering this book, the student should take some reader, such as Unua Legolibro by Dr. Caber, and then proceed to the Fundamenta Cresto Matillo, the standard work on Esperanto by Dr. Zamenhof. A very good Esperanto to English vocabulary is to be found in the Esperanto key, half penny, or in the whole of Esperanto for a penny. The Origin and Aim of Esperanto A few words as to the origin of Esperanto will perhaps not be out of place here. The author of the language, Dr. Ludwig Zamenhof, a Polish Jew, was born on December 3, 1859 at Bielostok in Poland, a town whose inhabitants are of four distinct races, Poles, Russians, Germans and Jews, each with their own language and customs, and often at open emity with each other. Tought at home that all men are brethren, Zamenhof found everywhere around him outside the denial of this teaching, and even as a child came to the conclusion that the races hated because they could not understand each other. Feeling keenly too, the disabilities under which his people specially laboured being cut off by their language from the people among whom they lived, while too proud to learn the language of their persecutors, he set himself to invent a language which should be neutral and therefore not require any sacrifice of pride on the part of any race. Interesting as is the story of Zamenhof's attempts and difficulties, it must suffice here to say that at the end of 1878 the new language was sufficiently advanced for him to impart it to school fellows like-minded with himself, and on December 17th of that year they fated its birth and sang a hymn in the new language celebrating the reign of unity and peace which should be brought about by its means. All mankind must be united in one family. But the enthusiasm of its first followers died down under the derision they encountered, and for nine years more Zamenhof worked in secret at his language translating, composing, writing original articles, improving, polishing till in 1887 he published his first book under the title of an international language by Dr Esperanto. Esperanto means one who hopes. That the idea which impelled the young Zamenhof to undertake such a work is still the main spring of his devotion to the cause is shown by the following extract from his opening speech at the second International Esperanto Congress in 1906. We are all conscious that it is not the thought of its practical utility which inspires us to work for Esperanto but only the thought of the important and holy idea which underlies an international language. This idea you all know is that of brotherhood and justice among all peoples. And again in his presidential address at the Third Esperanto Congress held this year 1907 at Cambridge he said we are constantly repeating that we do not wish to interfere in the internal life of the nations but only to build a bridge between the peoples. The ideal aim of Esperantists never until now exactly formulated but always clearly felt is to establish a neutral foundation on which the various races of mankind may hold peaceful, brotherly intercourse without intruding on each other their racial differences. On the foundation of a neutral language understanding one another the peoples will form in agreement one great family circle. Helen Friar, December 1907 End of section. This is a LibriVox recording. All LibriVox recordings are on the public domain. For more information or to volunteer please visit LibriVox.org recording by Nicholas James Bridgewater. The Esperanto teacher. A simple course for non-Gramarians by Helen Friar. The alphabet sounds of the letters. In Esperanto each letter has only one sound and each sound is represented in only one way. The words are pronounced exactly as spelt. Every letter being sounded. Those consonants which in English have one simple sound only are exactly the same in Esperanto. They are B D F K L M N P R T V Z R must be well rolled. Q W X Y are not used. C G H S which in English represent more than one sound and J are also used with the mark circumflex. SO CHO GO JO HO HO YO JO SO SHO C whose two English sounds are represented by K and S has the sound of TZ as in ITZ, ZAR. C with a circumflex like CH, CH in church match. G hard as in GO, GIG, GUN. G with a circumflex soft as in GENTLE, GEM or like J in just JU. H well breathed as in HORSE, HOME, HOW. H with a circumflex strongly breathed and in the throat as in the Scotch word LOCH. Ask any Scotsman to pronounce it. H with a circumflex occurs but seldom. It is in the Irish GH in LOCH and the Welsh CH. J like Y in YES, YOU or the J in hallelujah, FIORD. J with circumflex like the S in PLEASURE or the French J as in DEGENERE, JON DE ARC. S like the SS in AS, LESS never like S in ROSE. S with a circumflex like SH in SHE, SHALL, SHIP or the S in SUGAR, SHUR. In newspapers, etc. which have not the proper type, C with a circumflex, G with a circumflex, H with a circumflex, J with a circumflex, S with a circumflex are often replaced by CH, GH, HH, JH, SH or by C apostrophe, G apostrophe, H apostrophe, J apostrophe, S apostrophe and U with a brieve by U. U with a brieve is also a consonant and has the sound of W in WE as EUROPO or U in PERSUADE. The vowels A, E, I, O, U have not the English but the continental sounds. A always like the A in AR or in TART. E like the E in BEND but broader like E in THERE. I is a sound between E in MEET and I in IS. O like O in FOR or in the SCOTISH NULL or AU in AWT. U like the double O in BOOT. POUR. A, E, I, O, U are all simple sounds. That is, the mouth is kept in one position while they are being sounded. In learning them, lengthen them out and be careful not to alter the position of the mouth however long they are drawn out. In the compound sounds given below, the shape of the mouth changes. To get the correct pronunciation, sound each letter fully and distinctly, gradually bringing them closer until they run together when they become almost as follows. I, I, nearly like the I in IEL or I in NICE. Fine, A, nearly like A in VAIN. OI, OI, nearly like OI in BOI or OI in VOID. UI, UI, nearly like UI in HALILUYA. OW, like OW or nearly OW in HOUSE. Pronounced broadly, HOUSE. EOW, like IW or AEW in THEYWERE. AEW in WAYWORD. Practice saying, AYA, EYA, OYA, UYA, OWA, EOWA. Several times quickly, then gradually drop the final AH. AYA, EYA, OYA, UYA, OWA, EOWA. ACCENT. The accent or stress is always placed on the syllable before the last as ESPERRO. ESPERANTO. ESPERANTISTO. ESPERANTISTINO. YUNA, YUNULO, YUNULARO. All the syllables must be clearly pronounced, not slurred over. Exercise in pronunciation. AH as in BATH. BATRA, LANA, AGRABLA, MALVARMA, CLARA, BAFADO. EH as in BEND. BELA, MEM, FENESTRO, VENDREDO, TREEGE, LETERRO, IH, AS IN SI, MI, ILI, IMITI, VISITI, TRINKI, INSISTI. AH as in FOUR. HOMO, ROSO, COLOMBO, DORMO, THE R, ROLD, MORTO, POPOLO. OOH as in BOOT. UNU, DUM, BRULO, SURTUTO, VULTURO, MURMURI, AI, AS IN NICE. AIN, KAI, RAITO, TAILORO, FAIRO, BELA, EI, AS IN PLAY. VENO, HEIMO, PLAY, HEITO, OI, AS IN BOOT. PATROI, FOINO, HOMON, KOINO, SOILO, KONKOI, OI, AS IN HALLELUYA, TUI, CIU, TIU, AU, AS IN KAU. ANTAU, LAWBO, FRAULINO, KAUSI, AUSKULTU, AUDI, EU, LIKE EU, EUROBO, NEURALGIO, EU CARRIO, EU CARRISTO, REUMATISMO, SO, IQUALS, TZ, IN BITS. CELLO, FAZILA, BELEZO, OFFICIRO, PATZO, TICONIO, ZOLO, CHO, IQUALS, CHE, IN MATCH, CHU, ECH, CHE. CHAMBRO, CERPI, TRANCI, RICCIA, GO, AS IN GOOD, LONGA, LEGGI, GENUO, GENTO, GLITI, GROSO, JO, AS IN GEM, GEMI, GIS, GERDENO, SAGIA, MANGI, REGIO, HO, PRIVED, HARO, HIROONDO, HA RINGO, HISTORIO, HEDERO, HIMNO, CHO, IN THROAT, CHEMIO, CHOLERO, MECHANICO, ECHO, CHAOSO, YO, LIKE WHY, YUNA, MAJESTA, SIGNORO, CAIERO, YES, YA, JO, IQUALS, J, PONAJO, JETI, JOURNALO, JUS, JAUDO, JALUSO, SO, S, SUPER, SES, STARI, TRANS, VESPERO, SWINGI, SHO, SHE, FRESHA, SHELLO, KUSHI, SHTUPO, SHVITI, SHVELI, X, EXERTO, EXEMPLO, EXAMENO, EXECUTI, EXILI, EXISTI, KV, KVAR, KVIN, KVETA, KVANKAM, KVERKO, KVASAU, KV, GUIDI, LINGVO, KNA, KNABO, KNEDI, STI, STIO, STENO, STETRO, EXCITI, EXCENTO, STIENTO, SENTO, SENTO, CELLO, CELLO, SHELLO, SOLO, COLO, SI, CI, ETS, ECH, CRUZZO, CRUCCIO, PAGO, PAGIO, REGI, REGI, SEGI, SEGIO, HORO, HORO, PESI, PESI, STELO, STELO, SANGO, SHANGO, VERSO, VERSI, DISIRI, DISIRI, GUSTA, GUSTA, STUPO, STUPO, STALO, STALO, POSTO, POSTO, RESERVI, RESERVI, RUGIGI, RUCHIGI, RICIGI, RICIGI, RICETSÓ, STIZO, AIRO, OZÁANO, FEYINO, JU Hi, PEREI, PEREŮ, FOIRO, Vyro, ciuyara, voeyoi, troizi, furampi, quiiri, skvamo, zoologio, enui, detru, sprutzi, A useful mnemonic for the Esperanto vowels is pa, pair, pier, po, poor. But the sounds should not be dragged. It is helpful to note that the English words mate, rain, pain, bend, meet, beat, feel, lady, grow, loan, soft, mute, yes, mule, as pronounced in London. In London and south of England would be written in Esperanto thus mate, rain, pain, bend, meet, beat, feel, lady, grow, loan, soft, mute, yes, mule. End of the alphabet. Sounds of the letters. Lesson one of the Esperanto teacher. This is a LibriVox recording. All LibriVox recordings are in the public domain. For more information or to volunteer, please visit LibriVox.org. Recording by Nicholas James Bridgewater. The Esperanto teacher by Helen Fryer. Lesson one. In Esperanto a word generally consists of an unchanging part or root, which expresses the idea, and an ending which shows the use of the word. That is, whether it is a name, a describing word, etc. By changing the ending, the use of the word is changed. Notice carefully the words given below which end in or. It will be seen that they are all names. In Esperanto every name ends in or. In grammar names are called nouns. Notice further the words which end in us. They all express doing or being, action or state, which is going on at the present time, or which is accustomed at the present time. The words a and are not expressed. The is translated by la. Vocabulary. Patro. Father. Patro. Frato. Brother. Frato. Filo. Son. Theodoro. Theodore. Theodoro. Tyler. Taylor. Tyler. Leon. Lion. Leon. Best. Animal. Best. Colombo. Pigeon. Beard. Bird. Beard. Rose. Rose. Rose. Flora. Flower. Flora. Pomo. Apple. Pomo. Sun. Suno. Terra. Earth ground. Terra. Stone. Stone. Chamber. Room. Chamber. Fenestro. Window. Fenestro. Libro. Book. Libro. Crayono. Pencil. Crayono. Plumo. Pen. Plumo. Chapello. Hat. Chapello. Domo. House. Domo. Arbo. Tree. Starras. Is. Are. Am. Estas. Apartenas. Belongs. Apartenas. Brilas. Shines. Brilas. Cushas. Lies. Cushas. La. The. La. Kai. And Kai. Yes. Yes. Yes. Ne. No. Not Ne. Al. Al. Sur. On. Sur. En. In. En. Apud. By. Near beside. Apud. De. Of. From. De. Kie. Thing. Kie. Yenestas. Here is. Yenestas. Choo. Weather. Ask. Say. Choo. Antao. Before. In front of. Antao. Leono. Estas Pesto. Rozo. Estas Floro. Kai. Colombo. Estas Pierdo. La Rozo. Apartenas. Al. Teodoro. Las uno. Brilas. La Patro. Kie Estas la Libro. Kai la Crayono. Yenestas Pomo. Sur la Terra. Cushas Stono. Sur la Fenestro. Cushas Crayono. Kai Plumo. La Filo. Starras Apid. Yenestas Pomo. Sur la Terra. Cushas Stono. Sur la Fenestro. Starras Apud la Patro. Yen Cushas la Chapello. De la Patro. La Patro Estas en la Chambro. Antao la Domo Starras Arbo. Kie Estas Leono. Kie Estas Rozo. Kie Brilas. Kie Brilas. Kie Estas la Patro. Kie Estas la Patro. Kie Estas sur la Fenestro. Kie Estas la Plumo. Kie Estas la Plumo. Kie Estas la Plumo. Kie Estas la Plumo. Kie Estas la Plumo. Kie Estas la Plumo. Kie Estas la Plumo. Kie Estas la Plumo. Kie Estas la Plumo. Kie Estas la Plumo. ¿Churrozo estas bierdo? No. ¡Roso no estas bierdo! ¡Roso estas florro! Key to exercise. A father and a brother. A lion is an animal. A rose is a flower. And a pigeon is a bird. The rose belongs to Theodore. The sun shines. The father is a tailor. Where are the book and the pencil? Here is an apple. On the ground lies a stone. On the window lie a pencil and a pen. The son stands by the father. Here lies the hat of the father. The father's hat. The father is in the room. Before the house is a tree. Or stands a tree. What is a lion? What is a rose? What shines? What is the father? Where is the father? What is on the window? Where is the pen? Is a lion an animal? Yes, a lion is an animal. Is a rose a bird? No, a rose is not a bird. A rose is a flower. End of Lesson 1 Lesson 2 of The Esperanto Teacher This is a LibriVox recording. All LibriVox recordings from the public domain. For more information or to volunteer, please visit LibriVox.org. Recording by Nicholas James Bridgewater. The Esperanto Teacher, a simple course for nonchalmerians by Helen Friar. Lesson 2 Every describing word, that is, every word which tells the kind or quality of a person or thing, ends in a, as granda, large, ruja, red. A describing word is called an adjective. Vocabulary bella, beautiful, bella, blanca, white, blanca, blua, blue, blua, bona, good, bona, fidela, faithful, fidela, forte, strong, forte, fresher, fresh, fresher, yuna, matura, ripe, matura, nova, new, nova, nutra, nutritious, nutra, pura, pure, clean, pura, rich, rich, sana, healthy, sana, cielo, sky, heaven, cielo, festo, holiday, festo, fraulino, maiden lady, miss, fraulino, homo, hundo, dog, hundo, infano, child, infano, johano, john, johano, cayero, exercise book, cayero, lacto, milk, lacto, mano, hand, mano, neggio, snow, neggio, pano, bread, pano, paper, paper, tablo, table, clove, vino, wine, vino, enclo, uncle, enclo, ple, more, ple, all, than, all, said, but, tre, very, tre, la patro, estas, sana, infano, ne estas, matura, homo, la cielo estas, plua, leono estas, furta, la patro, estas, bona, la mano de jojano, estas, pura, papero, estas, blanca, blanca, papero, cucia, sur la tablo, yen estas, la cayero, de la yuna fraulino, sur la cielo, staras, la bela suno, la papero, estas, tre, blanca, sed, la nejo, estas, pli, blanca, l'acto, estas, pli, nutra, olvino, la pano, estas, frecia, la onclo, estas, pli, riccia, o la frato, yen cucia, ruja, rozo, la hundo, estas, tre, fidela, la libro, estas, nova, key to exercise, the father is well, a child is not a mature man, the sky is blue, a lion is strong, the father is good, the hand of John, John's hand is clean, some or a paper is white, white paper lies on the table, here is the young lady's exercise book, in the sky stands the beautiful sun, the paper is very white, but the snow is more white, whiter, milk is more nutritious than wine, the bread is fresh, the uncle is richer than the brother, here lies a red rose, the dog is very faithful, the book is new, end of lesson two, lesson three of the Esperanto teacher, this is a LibriVox recording, all LibriVox recordings from the public domain, for more information or to volunteer, please visit LibriVox.org recording by Nicholas James Bridgewater, the Esperanto teacher, a simple course for non-Gramarians by Helen Fryer, lesson three, when the name, noun, is required to denote more than one of the persons for which it stands, the letter j in Esperanto called yo is added to it, as brozoi, roses, colomboi, pigeons, and then every describing word, adjective, which belongs to it, must also have yo, as rugiai, rozoi, red roses, la colomboi, estas beelai, the pigeons are beautiful, when the noun stands for more than one, it is said to be plural, yo is the sign of the plural, vocabulary, yarro, year, yarro, canto, song, canto, knabo, boy, knabo, lilio, lili, lilio, tranquilo, knife, tranquilo, dento, tooth, dento, agrabla, agreeable, pleasant, agrabla, acra, sharp, acra, delicata, delicate, chata, flugas, fly, flies, flugas, diligent, diligent, lundo, monday, lundo, mardo, Tuesday, mardo, mercredo, wednesday, mercredo, jaudo, thursday, jaudo, vendredo, friday, vendredo, sabato, saturday, sabato, dimancho, sunday, dimancho, labirdo, flugas, la canto, de labirdo, estas agrabla, agrabla, kie estas laknavo, kie estas laknavo, la patro, estas sanai, la patro, estas sanai, infano, ne estas maturai homo, maturai homo, bono estas fortai, la mano, de johano estas purai, de johano estas purai, jen estas la cayeroi, de la yunai fraulino, de la yunai fraulino, de la yunai fraulino, la onkloi estas pli richai, la onkloi estas pli richai, o'l la fratoi, o'l la fratoi, la hundoi estas trevidela, la hundoi estas trevidela, la hundoi estas trevidela, blankai paperoi, kushas sur la tablo, blankai paperoi, kushas sur la tablo, en la ciambro, estas novai capeloi, kie estas la acrai tranciloi, kie estas la acrai tranciloi, bonai infanoi, estas diligentai, bonai infanoi, jen kushas purai, delikatai lilioi, la dentoi de leonoi estas acrai, kie to exorcise, the birds fly, the birds fly, the song of the birds is pleasant. the song of the birds is pleasant. where are the boys? where are the boys? the fathers are well, the fathers are well, children are not mature men, children are not mature men, children are not mature men, lions are strong. lions are strong, John's hands are clean, here are the young ladies' exercise books, the uncles are richer than the brothers, the dogs are very faithful, the dogs are very faithful, white papers lie on the table, white papers lie on the table, in the room are new hats, Where are the sharp knives? Good children are diligent. Here lie pure white, delicate lilies. The teeth of lions are sharp. End of Lesson 3 Lesson 4 of the Esperanto Teacher This is a LibraVox recording. All LibraVox recordings are in the public domain. For more information or to volunteer, please visit LibraVox.org. The Esperanto Teacher, a simple course for non-Gramarians, by Helen Fryer. Lesson 4 Me I Me See Thou See Lee He Lee She She She She Gee It Gee Gee Knee We Knee Thee You Thee Ealy They Ealy See Reflexive See Lesson 7 See Ony One They People Ony The above words are called pronouns, because they are used instead of repeating the noun. By adding a, the pronouns are made to denote a quality. In this case, possession, as Mia Libro My Book Via Pomo Your Apple Ilia Infano Their Child Mia My Mine Mia See Thy Thine See Lee His Lee She Her Hers She Gee It's Gee Knee Our Ours Knee Thee Your Yours Via Ilia Their Theirs Ilia See Reflexive See Lesson 7 See When the name, to which these pronoun adjectives belong is plural, they must of course take Your As Mia Libro My Books Via Pomo Your Apples Ilia Infano Their Children In speaking of relations and parts of the body, la is often used instead of mia, lia, etc. As La filo starras apud la patro. The son stands by the father or his father. For mine, ours, etc., mia, nia, etc., may be used either with or without la, as La Libro Estas Mia. Or La Libro Estas La Mia. The book is mine. Oni is used for one, they, people. When these words are indefinite in meaning. As in the sentences, here one can speak fearlessly. Tieci Onipovas Maltime Baroli. They say that he is rich. Oni diras que li estas richa. People often eat too quickly. Oni ofte manjas trop rapide. Vocabulary Avo Grandfather Avo Amico Friend Amico Gardeno Garden Jardeno Knabino Girl Knabino Russo Russian Russo Signoro Gentlemen Mister Sir Signoro Verro Truth Verro Venas Comes Venas Iras Goes Iras Legas Reads Legas Scribas Rites Scribas Bloras Cry, cries Bloras Volas Wills Wishes Volas Diras Says Diras Sidas Sits Sidas Venkas Conquers Venkas Manji To eat Manji Gentila Polite Gentila Silente Silently Silente Kiyu Who Which That Kiyu Chiyu Each one Every Chiyu Chiyui All All the Chiyui Laplay The most Laplay Tiel As So Tiel Kiel As Kiel Nun Now Nun Ankao Also Ankao Chiyam Always Chiyam El Out of El Char Because For Char Mi Legas Vi Scribas Li estas Knabo Kashi estas Knabino Ni estas Homoi Ni estas Infano Ili estas Rusoi Kie estas La Knabo Ili estas En la Jardena Kie estas La Knabino Ili Ankao estas En la Jardena Kie estas La Trancilo Ili kushas Sur La Tablo La Infano Ploras Chargi volas Mangi Signorro Vi estas Ne Gentila Signorroi Vi estas Ne Gentila Oni diras Kela vero Chiyam Venkas La Domo Apartenas Alli Mi venas De La Avvo Kai Mi iras Nun Alla Onklo Mi estas Tiel Forta Kiel Vi Nun Mi Legas Vi Legas Kai Li Legas Ni Chiyui Legas Vi Scribas Kaila Infano Scribas Ili Chiyui Sida Silente Kai Scribas Mia Hundo Vi estas Tre Fidela Li estas Mia Onklo Char Mia Patro Estas Liya Frato El Chiyui Mia Infano I Ernesto Estas La Pleyuna Kaila Patro Kaila Frato Estas In La Jardena Shia Onklo Estas In La Domo Kiel Estas Vi Ai Libroi Mia Libroi Kushas Sur La Tablo Iliai Krayonoi Kai Iliya Paperro Anka Kushas Sur La Tablo Kiyu Estas In La Chambro Kiyui Estas In La Chambro La Signoro Kiu Legas Estas Mia Amico La Signoro Al Kiu Vi Scribas Estas Tailoro Kiyu Kushas Sur La Tablo Kii Tu Exercise I read you write. He is a boy and she is a girl. We are men. You are children. They are Russians. Where are the boys? They are in the garden. Where are the girls? They also are in the garden. Where are the knives? They lie on the table. The child cries because it wants to eat. Sir, you are impolite. Gentlemen, you are impolite. They say that the truth always conquers. The house belongs to him. I come from grandfather and I go now to the uncle. I am as strong as you. Now I read, you read, and he reads. We all read. You write and the children write. They all sit silent and write. My dog, you are very faithful. He is my uncle, for my father is his brother. Of all my children, Ernest is the youngest. His father and his brothers are in the garden. Her uncle is in the house. Where are your books? Our books lie on the table. Their pencils and their paper also lie on the table. Who is in the room? Who are in the room? The gentleman who is reading is my friend. The gentleman to whom you are writing is a tailor. What is lying on the table? End of lesson four. Lesson five of the Esperanto teacher. This is a LibraVox recording. All LibraVox recordings are in the public domain. For more information or to volunteer, please visit LibraVox.org. The Esperanto teacher, a simple course for non-Gramarians by Helen Fryer. Lesson five, the use of final nor. In order to understand the meaning of a sentence, it is necessary to be able to recognize clearly and unmistakably what it is that is spoken about. That is what the subject of the sentence is. In English, this is often to be recognized only by its position in the sentence. For instance, the three words visited, John, George can be arranged to mean two entirely different things. Whether John visited George or George visited John. In teaching Esperanto to children, it is well to make sure before going further that they thoroughly understand what the subject is. The subject is that which we think or speak about. The word which stands for it is the subject of the sentence. Children may be required to underline the subject of each sentence in a suitable piece of prose or verse. In Esperanto, the sense does not depend on the arrangement. Johano visitis Georgon, and Georgon visitis Johano mean exactly the same thing. That John visited George, the N at the end of Georgon showing that Georgon is not the subject. There is no want of clearness about the following Esperanto sentences, absurd as they are in English. La patron mordis la hundo. The father bit the dog. Meaning the dog bit the father. La infanon gratis la cato. The child scratched the cat, meaning the cat scratched the child. La birdoin pa fisi Johano. The birds shot John, meaning John shot the birds. La musoin gaptis la knavo. The mice caught the boy, meaning the boy caught the mice. La coquidon mangis la onclo. The chicken ate the uncle, meaning the uncle ate the chicken. La bildon pentris la pentristo. The picture painted the painter, meaning the painter painted the picture. La fisoin vendis la fisiisto. The fish sold the fisherman, meaning the fisherman sold the fish. In these sentences, the subjects are once seen to be hundo, cato, Johano, knavo, onclo, pentris, for the final n in patron, infanon, birdoin, musoin, coquidon, bildon, fisoin, distinguishes these words from the subject. The use of n renders clear sentences that are not clear in English. John loves Mary more than John. May mean more than John loves George, or more than George loves Mary. In Esperanto it is quite clear. Johano amas marion pleol georgo means more than George loves Mary, because georgo is the subject of the second verse. In Esperanto it is quite clear. Because georgo is the subject of the second elliptical sentence. But Johano amas marion pleol georgo means more than John loves George, because the final n in georgo shows this to be not the subject. There are cases, however, in which it is not necessary to add n. The noun of pronoun being distinguished from the subject in another way. Examples are found in the first exercise. On the ground lies a stone. Before the door stands a tree. Not withstanding their position, ground and door are seen to be not the subject, because before them are the words on, before, which connect them with the rest of the sentence. It is on the ground, before the door, so with other sentences. The words on, before and others given in lesson 26 are called prepositions. Pre equals before. The noun or pronoun which follows them can never be the subject of the sentence. Remember then that n is added to every noun and pronoun other than the subject unless it has a preposition before it. The explanation usually given for the use of final n is that n is added to nouns and pronouns. A in the accusative case, the direct object. B when the preposition is omitted. The explanation given above seems to me, however, to be much simpler. Another use of final n is given later. Lesson 12, lesson 26. When the noun takes n, any adjective which belongs to it must also take n, as li donas al mi belan rujan floron. He gives me a beautiful red flower. Vocabulary. Letero. Letter. Letero. Letero. Letter of alphabet. Letero. Festo. Festival. Holiday. Festo. Tago. Day. Tago. Nocto. Night. Nocto. Mateno. Moltae. Many. Moltae. Obstina. Obstinate. Obstina. Joya. Joyful. Joyous. Joya. Hela. Bright. Clear. Hela. Luz. Amas. Vidas. Seas. Vidas. Gonas. Nose. Gonas. Havas. Has. Possesses. Havas. Luna. Moon. star, steelo, ventro, winter, ventro, forno, stove, forno, edzino, wife, edzino, bala, bala, desiras, desires, wishes, desiras, eraras, heirs, is wrong, eraras, volkas, calls, volkas, hate us, heats, hate us, hodiyaw, today, hodiyaw, malpli, less, malpli, kiam, wen, kiam, kia, what kind, kia, mi vidas leonon, mi vidas leonon, mi legas libron, mi legas libron, mi amas la patron, mi gonas Johanon, la patron ne legas libron, sed li skribas leteron, mi ne amas obstinain homoin, mi desiras alvi, bonan tagon, signoro, bonan matenon, joyan feston, mi desiras alvi, kia, joya festo, estas hodiyaw, in la tago, mi vidas la helan sunon, kai in la nocto, mi vidas la palan lunon, kai la belain steloin, ni havas pli freshan panon olvi, ne, vi erara signoro, vi apano estas malpli fresha ol mia, ni vokas la knabon, kai li venos, in la ventro, oni heitas la fornoin, kiam oni estas richa, oni havas multain amikon, li amas min, sed mi, lin ne amas, signoro po, kai li etzino, tre amas mia in infanoin, mi ankao tre amas i liain infanoin, mi nekonas la signoron kiu legas, ki to exercise, I see a lion, I see lions, I am reading a book, or I read a book, I am reading books, or I read books, I love the father, I know John, the father is not reading a book, but he is writing a letter, I do not like obstinate people, I wish you good day sir, good morning, a joyous festival, a pleasant holiday I wish you, what a joyful festival it is today, in the day we see the bright sun, and at night we see the pale moon and the beautiful stars, we have newer bread than you, no you are wrong sir, your bread is less new than mine, we call the boy and he comes, in the winter they heap the stoves, when one is rich one has many friends, he loves me but I do not love him, Mr. P and his wife love my children very much, I also love theirs very much, I do not know the gentleman who is reading. End of Lesson 5. Lesson 6 of the Esperanto Teacher. This is a LibriVox recording, all LibriVox recordings are in the public domain, for more information or to volunteer, please visit LibriVox.org. Recording by Nicholas James Bridgewater. The Esperanto Teacher, a simple course for non-grammarians by Helen Fryer, Lesson 6. We have seen already that the words which end in us express the idea of doing, action, or of being, state, and that they assert that this action or state is going on, or is accustomed at the present time, as mi vidas, I see, she estas, she is, i li suferas, they suffer, they are suffering. To say that the action or state took place at some past time, is is used, as mi vidas, I saw, she estas, she was, i li suferas, they suffered, they were suffering. To say that the action or state will take place at some time to come, in the future, os is used, as mi vidas, I shall see, she estas, she will be, i li suferas, they will suffer, they will be suffering. Words which assert something, or which express the idea of doing or of being are called verbs. The root only of the verbs will now be given in the vocabulary without determination. Vocabulary. Historio. History. Historio. Cuso. Cousin. Cuso. Plezuro. Pleasure. Plezuro. Horlogio. Clock. Horlogio. Laboro. Work. Laboro. Popolo. A people. Popolo. Virino. Woman. Virino. Agio. Age. Agio. Yaro. Year. Yaro. Permesso. Permission. Permesso. Respond. Answer. Respond. Far. Do. Make. Far. For bel. Drive away. For bel. Ritsev. Receive. Get. Ritsev. Don. Give. Don. Trove. Find. Trove. Renkont. Meet. Renkont. Salut. Greet. Salut. Salut. Racont. Relate. Tell. Racont. Visit. Visit. Visit. Dorm. Sleep. Dorm. Veek. Wake. Veek. Surge. Seek. Surge. Feen. End. Feen. Team. Fear. Team. A ting. Reach to. A ting. Surda. Death. Surda. Muta. Dom. Muta. Dolce. Sweet. Dolce. Three. Three. Three. Dequeen. Fifteen. Dequeen. Kial. Why? Kial. Hierau. Yesterday. Hierau. Morgau. Tomorrow. Morgau. Antau. Before. Antau. Post. After. Post. Yam. Already. Yam. Yamne. No more. Yamne. Ankorau. Still. Yet. Ankorau. Kial vi ne respondas al mi. Ju vi estas surda al muta? Kion vi faras? La knabo forpelis la birdoin. De la patro mi recebis libron, Kaj de la frato mi recebis plumon. La patro donis al mi dolcan pomon. Yen estas la pomo kion mi trovis. Hierau mi renkontis vi an filon, Kaj li gentile salutis min. Antau tri tagoi mi visitis vi an kuzon, Kaj mi a visito faris al li plesuron. Kiam mi venis al li, li dormis, Sed milin vekis. Mi raconto sal vi historio. Ju vi diros al mi la veron? Odia o estas sabato, Kaj morgao estos dimancho. Hierau estis vendredo, Kaj post morgao estos lundo. Ju vi am trovis vi an horlojon? Mi gin ankorau ne sercis, Kiam mi finos mi an laboron, Mi sercis mi an horlojon, Sed mi timas, Kaj mi gin jam ne trovos. Se vi nin venkos, La popolo diros, Que nur vi rinoyn vi venkis. Kiam vi atingos la agon de dek fin jaroi, Vi rizevos la permeson. Kii tu exercis? Why do you not answer me? Are you deaf or dumb? What are you doing? The boy drove away the birds. From the father I received a book, And from the brother I received a pen. The father gave me a sweet apple. Here is the apple which I found. Yesterday I met your son, And he politely greeted me. Three days ago, before three days, I visited your cousin, And my visit gave to him pleasure. When I came to him, he was sleeping, But I woke him. I will relate to you a story. Will you tell me the truth? Today is Saturday, And tomorrow will be Sunday. Yesterday was Friday, And the day after tomorrow will be Monday. Have you yet found your watch? I have not yet looked for it. When I have finished my work, I will look for my watch, But I fear that I shall not find it again. If you conquer us, the people will say that only women you conquered. When you attain the age of 15 years, you will receive the permission. End of Lesson 6, Recording by Nicholas James Bridgewater Lesson 7 of the Esperanto Teacher This is a LibriVox recording. All LibriVox recordings are in the public domain. For more information or to volunteer, please visit LibriVox.org. Recording by Nicholas James Bridgewater The Esperanto Teacher, a simple course for nonchrimarians by Helen Fryer. Lesson 7 Confusion is apt to occur in English. In the use of the words, him, her, it, them, his, hers, it's there, e.g. John loves his brother and his children. Whose children, John's, or his brothers? The boys brought to their fathers their hats. Whose hats, the boys, or their fathers? She gave her sister her book. Whose book, her own, or her sisters? This confusion is avoided in Esperanto by the use of the pronoun see, meaning himself, herself, itself, themselves, and seea, meaning his own, her own, its own, their own. See, seen, seea refers to the subject of the sentence in which it occurs. Therefore, in the sentence John loves his brother and his son, it must be, John loves his brother and his son. If it is his own son, because John is the subject, but we must say lian filon if the brother's son is meant. L'acnaboi al portis al si'a patroi si'a in chapeloin, means the boys brought to their fathers their own hats, because boys is the subject, but if we mean the father's hats, it must be ilian chapeloin. She gave to her sister her book. Must be si'a donis al si'a fratino si'an libron if it were her own book, but si'a donis al si'a frato si'an libron if it were her sister's book. L'iris al si' means he said to himself, but l'iris al li' means that he said it to another person. Si'a can only refer to the subject, it cannot be the subject itself or any part of it, therefore we must say, Signor Robo ca ilia edzino tre amas mia'in infanoin, because the subject is Signor Robo ca ilia edzino. Mem self is only used for emphasis, i.e. mimem, my own self. Vocabulary Gasto, guest, gasto. Vespero, evening, vespero. Mangio, meal, mangio. Pupo, doll, pupo. Aventuro, adventure, aventuro. Palazzo, palace, palazzo. Zorg, take care of, zorg. Guard, guard, guard. Am, love, am. Accompan, accompany, accompan. Love, wash, love. Montre, show, montre. Flag, tend, take care of, flag. Reven, come back, reven. Pre, concerning about, brì. Gis, until, as far as, gis. Tutte, quite, holy. Tutte, tutte ne, not at all, tutte ne. Kun, with, kun. El, out of, el. Elir, go out of, elir. Mi amas min mem, vi amas vin mem, li amas sin mem, kay chiu homo amas sin mem. Mi zorgas prishitiel, kiel mi zorgas primi mem. Sed shimem, tutte ne zorgas prisi, kay tutte sin ne gardas. Mi afratoi havis hodiau gastoin. Post la vesper manjo, ni afratoi eliris gun la gastoin el siya domo, kay accompanis ilin gisi liya domo. Mi lavis min en mia ciambro, kay shi lavis sin en siya ciambro. La infano serci sian pupon. Mi montris al la infano, kie kusias siya pupo? Shi racontis ali sian aventuron. Shi revenis al la palazzo de siya patro. Siya in floron shi ne flegis. Mi afratoi diris al Stefano, kay li amas lin pli ol sin mem. Kie to exorcise. I love myself, you love yourself, he loves himself, and every man loves himself. I take care of her, as I take care of myself, but she takes no care at all of herself, and does not look after herself at all. My brothers had guests today, after supper our brothers went with the guests out of their house, and accompanied them as far as there, the guests' house. I washed myself in my room, and she washed herself in her room. The child was looking for its doll. I showed the child where its doll lay. She related to him her adventure. She returned to her father's palace. Her flowers she tended not. My brother said to Stephen that he loved him more than himself. End of Lesson 7. Recorded by Nicholas James Bridgewater. Lesson 8 of the Esperanto Teacher This is a LibraVox recording. All LibraVox recordings are in the public domain. For more information or to volunteer, please visit LibraVox.org. Recording by Nicholas James Bridgewater. The Esperanto Teacher, a simple course for non-Gramarians by Helen Friar, Lesson 8. The cardinal numbers are 6 6 7 7 6 6 6 7 7 7 8 8 9 9 1000 1000 The numbers above 10 are written in red exactly as they are set down in figures. 11 12 12 12 13 13 13 13 19 19 20 20 30 30 90 90 20 20 20 20 20 20 20 40 47 47 80 85 80 136 136 136 20 208 20 13 359 13 11 1001 11 2877 2877 2877 2877 1097 1097 1907 1097 1097 1907 207 208 209 208 209 208 208 209 209 208 209 209 209 ringro, horror, hour, horror, minute, minute, second, second, month, month, week, demino, dato, date of month, etc. dato, pov, can be able, pov. Promen, take a walk, promen, consist, consist, elect, choose, elect, elect, forget, forget, CRE, CREATE, CRE, ESTU, SHOULD BE, ESTU, FACILE, EASILY, FACILE, Sankta, Holy, Sankta, Unui, Sam, Unui, Alia, Other, Alia, Chio, Everything, All, Chio, Molte, Much, Many, Molte, Per, By means of, Through, With, Per, Nur, Only, Nur, Malbona, Bad, Malbona, Crist Nascatago, Christmas Day, Crist Nascatago, January, January, February, February, March, March, March, April, April, April, May, May, May, June, June, June, July, July, August, August, September, September, September, October, October, October, November, November, November, Decembre, December, Decembre. Two people can do more than one. I only have one bush, but I have two ears. He walks with three dogs. He does everything by the ten fingers of his hands. Among his many children, one is good and the other is bad. Five and seven make ten two. Ten and ten make twenty. Four and ten eight make twenty two. Thirty and forty five make seventy five. In 1893, he has ten one children. Sixty minutes make forty one. And one minute consists of sixty seconds. Two men can do more than one. I have only one mouth, but I have two ears. He walks out with three dogs. He did everything with the ten fingers of his hands. Of her many children, some are good and others bad. Five and seven make twelve. Ten and ten make twenty. Four and eighteen make twenty two. Thirty and forty five make seventy five. One thousand eight hundred and ninety three. He has eleven children. Sixty minutes makes one hour. And one minute consists of sixty seconds. Eight a. The ordinal numbers, first, second, etc. are formed by adding a to the cardinal numbers as unua, first, unua, dua, second, dua, tria, third, tria, quara, fourth, quara, deca, tenth, deca, centa, hundredth, centa, mila, thousandth, mila. The compound numbers are joined together by hyphens and a is added to the last as deca, eleventh, la tridec, the thirty ninth page, la centa, quina, the hundred forty fifth som. Being adjectives, the ordinal numbers take the plural yo and accusative no when necessary. The ordinals are used to tell the hour as estas la trio, horror. It is three o'clock. The cardinal numbers are used for the minutes as a quarter past three is la trio, horror, gaidec, quina, ten minutes to five, la quara, horror, gaidec, januaro, estas la unua monato de la yaro. aprilo, estas la quara, novembro, estas la decunua, gaidecembro, estas la deca-dua. la dudecatago de februaro, estas la quindecunua tago de la yaro. La sepan tagon de la semaino dio electis ke ji estu pli sancta o la sesunua tagoi. Kion dio creiis en la sesatago? Kion daton ni havas ho diao? Ho diao estas la dudecsepa tago de marto. Crist nasca tago estas la dudecvina tago de decembro. Noviara tago estas la unua de januaro. Oni ne forgesas facile sian unuan amon. Ki tu exasais. Januari is the first month of the year. April is the fourth. November is the eleventh. And December is the twelfth. The twentieth day of february is the fifty-first day of the year. The seventh day of the week God chose to be, that it should be, more holy than the six first days. What did God create on the sixth day? What date is it today? Today is the 27th day of March. Christmas Day is the 25th of December. New Year's Day is the first of January. One does not easily