where you can ask your questions. And now the film is starting. I can invite to the stage the people of Chaos Macht Schule, so chaos making school. And we have people, like we have a teacher, we have someone working at a university, and someone from the Chaos community. Welcome to the stage. Welcome to our talk. Education and its journey to the new frontiers. The three of us are in this Chaos project where we educate schools, and we've been thinking about how to fill this curriculum on those topics in schools. We want to contrast our efforts to the efforts of politics in the recent past. The word Neuland that you see here is a citation of our Chancellor Merkel, who has described ITS new frontiers. We have integrated these technologies into large parts of the society, but in school you cannot feel much of it. So over the last 10 to 20, or even 30 years, IT teaching has not changed much. So calling IT a new frontier in school education is certainly adequate. So that you know who we are and from which perspective we observe this topic, I'm going to introduce ourselves. Stefan is a teacher in high school. He's also a member of the Chaos Club in Mannheim. We have Durina. She's a member of Chaos Club Hamburg. She's also a professor at the Technical University where she teaches computer science. And I'm Bunny from the project. We're all three of us are part of the Chaos Martjuli project. It is an initiative from the Chaos Club and we are aiming to further enthusiasm and self-determination, self-determined acting in the digital domain for students. And we go to schools for workshops. We introduce new technologies. We talk about the internet, social networks and similar topics. We always put them in contrast and talk about both society and technology and advantages, chances and risks. We've been doing this for 10 years and we've collected some experiences. Politics actually has brought some changes to digital education. Here in Germany it is part of the districts of the German districts. Education is divided into the federal districts so each county has its own education system and Chaos Martjuli is working in three different federal states. The discussion always mixes a number of different aspects and it's very difficult to understand individual aspects. So digital education is going to be introduced by Corona. Thank you for this introduction. So our title of the talk Education on the way to new frontiers doesn't come from nowhere. There are a lot of new developments in education. So one is how to work with new technologies within the classes. And also another one is about talking about IT classes in general to have them established at school from elementary schools up to higher education. And the other one is having technical equipment in school. It's important to look at all three of those and not just look at it and mix it up in one part but to differentiate it out into these three areas to actually find out where the problems are. So let's look at the technical equipment at schools. It could be a talk on its own. One issue is that there isn't enough technical equipment in schools, tablets, computers. Another issue is that technical equipment goes out of date or sometimes even gets stolen. On the other hand, you can also consider if maybe too much of technical equipment is just introduced. So there are different kinds of cloud services being developed and some are commercial and some are being developed at like specific educational institutions. One, there are different examples which are developed in different educational institutions where you can ask questions if you're not only reintroducing the wheel and could use those resources going into this development in better ways. But actually the technical equipment shouldn't be in the focus so much as there should be a very easy solution to it. In 2016 an educational minister promised millions of euros to equip schools with technical equipment. It's kind of simple to decide to equip schools with technical equipment by just politically deciding to spend money on it. But if we are talking about technical equipment the bigger problem is that teachers don't know a whole lot about it. They just get a short introduction how tools are working, how do you turn it on and off and how to work with special features tools to have. But they are left alone how to actually use them with their educational concepts how to introduce them into their classes.  So the technical equipment is a little bit like the children we see on the slide with too many presents and the child can only be concerned with one of them and is not able to look into the others but technical equipment is only one of the issues. One is how do classes can be supported by digital medias? When we are talking about this we are looking at different kinds of software. One of them is learning software for example software to learn vocabulary which might be more fun than just working with your ordinary school bag to cover up one part of the page to learn the vocab. But there is also software to support pupils to work together on projects even from at home and also there is administrative software where teachers and headmasters can use for administrative stuff like classenbücher which are class books to register certain stuff about the class. But all of this needs to be used in the right way. If you do it wrong it doesn't make sense, it's very hard. But in the end from our point of view all of these are only tools to create classes. It's not that different from working with an ordinary board or doing a chemistry class in a laboratory. If you really look at it we are not really in new frontiers in this area if I look at the technical point of it. They are being used for 20 years. They are being tried out, they are being used. Some are better, some are worse but that's also not the huge issue. We have come now to the third issue we have identified which puts digital topics as the content of the classes which we think is very interesting. In this area also again a lot of things are looked at in the same way where we should differentiate it more. We are talking about IT classes which means educating children on the basics of our technicalised world. This can mean programming languages but it can also be about networks like the internet or also about mathematical basics. From our point of view this is elementary for children, for pupils to understand our technologised world and how to be involved in it. We can discuss how many hours per year this kind of classes should take place or if it should be from the first class to the end or only some years. Other people when they are talking about IT classes actually mean how to use technology like how do you find Wikipedia, how do you use different kinds of slides or software. I think in this room we should be all of the opinions that isn't exactly the same but it is talked about as if it was the same. I've recently talked to a teacher who wasn't educated herself in doing IT classes but only had two days of IT classes herself but now was supposed to teach the students in IT. So how is this supposed to work? So she was saying, yeah I know it's a difference but I can't only do IT classes because I don't really know how to. I will also teach how to use stuff because I don't really have the education myself. And media competence as we understand it is about looking at the digital world as it is today, how to find your place in it and how to make your own decisions in this digital world. This means in the everyday of education learning how to use digital media on your own or with others, how to create digital products like movies or presentations or also be concerned about safety regarding media. Acquivity is fake news or also cyber bullying or bullying in general. So in this discussion we should see that both IT classes and how to use media, there is an important part missing which is self-determination regarding the use of media. So to be clear about the way we are discussing this we mean the capability of understanding and questioning digital developments and the chances and risk regarding this development and to know how this works and this is something different than simply understanding how the internet works or how to program a computer or how to work against cyber bullying. And we think in this area this should be stressed that this should be an important topic in all classes, not only IT classes. And we think this is the most important part of it and this is rarely discussed regarding the big discussion on education and in actual classes there is little development so in different classes they actually learn stuff and like they program stuff or they create networks but these are only individual cases and this is not actually surprising and in the training of teachers it's not a huge topic. There are some programs offered like I've been invited myself to talk about data security which is only a tiny part of the topic but it's only very little stuff offered in this regard and teachers don't have to attend these. So when these school students arrive at university and when I talk with them about the healthcare card or about technology in cars and the university students which turn up at university, they are very surprised by all the options we have regarding to technology and that's not just general students but they are actually studying technologies themselves. And I actually think all of these topics could be taught in schools with different age groups with little or no technical equipment. You could talk about GPS and geography or mechanical learning regarding languages and like we have discussed a lot of options what could it be done but isn't. We see a huge deficit. So we started questioning how do educational policies actually work how do you create the plans what is being taught in schools why doesn't it start developing in schools why doesn't it get introduced on policy discussions very high up there are discussions being held and Stefan will talk about how this is discussed in different federal states and look at the example of Baden-Württemberg. Thank you Dorina for introducing me so that you know what my topic is. I will bring a quotation from Claudia. She was the head of the Conference of Ministers. We wish that students can participate in the social life and they can participate in the democratic way in society and in the constructive formation and change that we currently can see. We look at citations very closely and on the right you see the device that our colleague uses to check terminology and politician's speech. So here is the brochure that this head of the Ministers Conference has published. This is the strategy paper that Dorina mentioned. This is the title page. So we have 16 states here in Germany that each of them decentralized takes decisions on the structure and content, their own decisions. Some have a different first language they all can make changes to the collection of topics themselves. So the Conference of the Ministers, of the Education Ministers, Cultural Ministers is not binding but it is more like an exchange medium. Somebody from the federal government also participates. So it is a very good system and it is actually within the spirit of the Hacker Effect where we like decentralization. Open educational resources are explicitly mentioned. These materials have a free license and they are listed in here and a different kind of working is possible in there. You can collaborate, you can share. And they are fully in compliance with the updated owner's right which is the German equivalent to the copyright. The focus is on using the media and it doesn't really talk about being self-actualized and the topic being able to participate. So the use of the digital media is emphasized. The focus point here does not find our approval. So it causes, it still demands that that education, that teachers get new training on how to use this and how to convey it. There will be problems because the costs will be borne by the distributed organization, by the local... So even though money has been promised to further this out of the billions that have gone to the banks and been taken back, nothing has materialized for education yet. So this is from a little bit earlier. There was a decision. So it talks about making it part of teachers' education and teachers' further education. So it's been clear for a long time that this should be done. And the 16 countries are asked to implement those. So the speaker's state has actually started doing this and he is a teacher so he knows this. And his minister, Miss Eisenmann, currently is the head of this working group. So he's taking one letter that has gone to all schools where teachers are encouraged to sign up for an initiative that's a teacher's training on digitalization. And if you read it carefully, then the focus is on the use of digital media. So actually it is a good encouragement for people to go to training and do new stuff. One aspect we find questionable. So if we start in 2018 training the teachers, when will it start actually percolating down to the students? When will it find a result in educated students? So we see that there will be a generational gap. There will be a gap of some students that have never received this education. In addition to the further education for teachers, there's the initial education of the teachers. And he's gone back to his old teacher training facility and the leadership there is deeply engaged in making those topics part of the curriculum for teachers. Again, in that case, the focus is on use of digital media and not an assessment of impact. He comes from Heidelberg. In that town there's an agency that only focuses on those topics. The town is using OpenStreetMap and doing creative projects with that. There's a project in the local library. Hackathons are being done. The mayor has made digitization a priority topic. So it all sounds very good. But from my work in Germany-wide, I understand that this is not the only place and others are not as far. And that's cause for concern. Here again is the scope for the topic that is to be conveyed to students. And it is ranked highly in the priority. And it will be implemented in fifth grade. There will be 30 weeks with one hour each for this topic. Everything else is up to the schools. The schools have many responsibilities and most schools will find it extremely difficult to do justice to the topic or even exceed it. The next point in my slides is new topics. Here it says computer science as a subject in school will be strengthened. Things like caliope mini are being mentioned and scratch is also being mentioned. So it helps getting acquainted with some areas of computer science. In some schools grade 7 gets a furthering course on computer science and he himself is teaching it. So different from the from the median building which covers impact analysis and using technology for one's own goals. Computer science is well defined or already much better defined than the other one. There will be an option, there has been and will be an option to choose computer science in grades 11 through 13. Now we have to make sure that we clearly distinguish between computer science and median building which is the the impact of media on technology. And this needs to be conveyed to the teachers as well so that they can clearly teach it in the one or the other course. So the conclusion if you look at the educational policies and the political discussion is that classrooms are still very analog which aren't as different from what I've seen in the 80s and 90s to my own time. Back in the days schools had separate classrooms and different from that computer rooms which were locked and only occasionally were visited in classes. And that's still the case in many schools and only very few schools have computers in their own classrooms. If you look closely at this picture behind the teacher there's a smart board so at least there's a little bit of digital stuff inside and if you look at Berlin there's actually quite a lot of smart boards in classrooms that's kind of common but you have also to see that with smart boards there's a lot of possibilities where you can do quite a lot of them but they are mainly used to show movies. So when I do workshops and schools when I go to classes I ask the students how do you house it with you? Do you use computers in schools? Do you use them for homework? And mainly the students say no they rarely use the internet maybe they use it for classes not for classes but for homework on their own but like not in the classes itself. So in conclusion when we look at the political discussions the consequences are fatal and become bigger the topic of media education isn't integrated in the teachers' trainings until the teachers are properly trained in this and arrive in the schools this will take even longer so until this topic reaches the schools it will take even longer and in addition to this there are already a lot of teachers in the schools or just finishing their own training and starting to teach and they will stay in the schools for many years longer and they aren't probably trained in this so they are still educating students without having this knowledge and further education for teachers is hard to realize because just going to a weekend about how media education won't be enough to actually help the teachers who have no idea and if you only talk about the technical equipment in schools we are missing out on the much bigger problem which is the education of the teachers so the expensive costs of buying new technology won't solve the problems as long as the teachers aren't able to use it properly it will just be thrown out money it's not enough to just put up computers but you have to tend to them and keep them up to date and these are costs which aren't considered by schools so the administration of the computers is mostly done by the computer science teachers and this teacher very often doesn't have a lot of time to do this so in practice a lot of this work gets done in the teachers free time and also computer science teachers aren't educated in administration so if you look at companies administrators get a lot of money and are specifically trained to this but if a teacher has to do this without training the technical infrastructure inside the school isn't well maintained and so if someone actually wants to use it it sometimes doesn't properly work a good example is the internet access at schools in a lot of schools you can't really count on this and when we go to the schools we often ask them can we count on the internet access and the schools often respond to with yeah we have internet access but like don't count on it working internet and digital media in general is giving possibilities to participate in society and not only to consume things and if you consider this you have to question whether politicians have understood this actually and another development is that huge IT companies are developing in the area of education and if politicians don't keep up to this this development will be reinforced for example Google with their Chromebooks is very common in American schools in German this isn't quite hasn't gone this far but Google has already started opening educational centers where they want to educate the society and want to reach a lot of people and the problem we are seeing here is that companies have their own financial interests and political interests and this is going to impact the content being taught there so maybe we should be talking about what should education generally be about should education and schools be a VT training to just train for one job but well actually maybe not maybe it should be teaching you for life in general schools should include job training but shouldn't be the job training so especially in our topic IT and technology students it's being discussed that students should learn certain skills to keep up in jobs and this discussion isn't a new one it has always been there and in the past it has somewhat worked but I think in future it's going to be more difficult I think in the past it kind of worked because back then you could very well see how jobs are going to be like and could train people for this but if you look at the present and at the future jobs are changing very fast and we can't really tell how they are going to look like when the students have finished schools so it's hard for schools to prepare students for an always changing job market but should be more about general education and should focus on people knowing how to use the media and how they can use it to be involved in society if we now look back to our history of chaos in schools we started helping schools with this topic 10 years ago we always had the idea behind our heads that the thing that we do is something transitory technology progresses faster than education, politics and we somehow expected that school will take on those topics because it should be its topics and secondly because the gap cannot be closed by us because we don't have the capacity now we realize that that isn't so transitory as we thought because politics basically isn't doing any of it and the gap left by politics is being filled by big corporations and that is something that we say very critically and so besides the workshops that we go to schools for we started taking our opinions into the education politics we've shown them at a conference we've demanded to make digital self determination a central topic educate the teachers relieve the teachers so that they can do this and these were just some of the demands that we made in May make your own contribution to education politics if you have children that go to school we would hope that you join us and now we will perform the questions and provide you some answers so we have 20 minutes for Q&As hopefully you've brought a lot of questions with you there are microphones all around in the hall just line up at the microphones thank you for chatting on the lights in the room so I can see stuff so there is the first question my name is Thomas I'm a teacher at the VET school so I'm trying to do digital education and with my colleagues I've realized the issue is in the fixed and close mindset that a lot of teachers have a fixed mindset and are telling themselves that they know everything about their topic and don't have to learn new things and this is a big hurdle to jump over if you look at primary school education this is very far away so what's your experience with this fixed mindset as a teacher myself I do teacher training myself and I see some of the situations partly I agree with your assessment there are colleagues which do have that mindset the school is a little bit like a bell under which you keep food and perhaps sometimes they don't really see what's outside this doesn't quite answer my question so we've talked a lot about that there are teachers that do not want this and what we this is why our demand is to educate the teachers and to force them to go to those trainings if you look for which teachers are against it then you're missing those teachers that would do more if you gave them the freedom to do so so the next question you haven't talked about the division within the educational system we have I've been a computer science teacher for years I've originally studied mathematics and so I've educated myself on IT and I'm from Lubig and the financial budget often isn't going through the policy process and if you look at the gymnasium which is the highest type of school where you can have a different degree they get a lot of money because they have a big lobby but if you look at the other types of schools which aren't valued as highly they don't get financial support coming from a poor city I come from Heidelberg and Heidelberg is a rich city and they find it simple more easy than others to have fashion schools but you can see how the real school is behind on computer science there are decisions for the whole state and the actual spending of a budget is up to the local communities and there was a change in the law so that communities could be supported in doing those things there is a question from the internet are there good examples for IT education in the different areas you have talked about for primary schools and where can you find material for this we don't want to advertise individual products there is free software that is available there is a project called the Kaliope Mini Kaliope Mini is a microcontroller with the blocks programming language but there is scratch from America and these are initiatives open source initiatives it is the target it is the aim that by third grade an engagement with programming languages happens in Hamburg I know an elementary school that has media technology part of their curriculum it doesn't happen in full context so if you look at 16 federal states we can see 32 different educational policies which one of those is the most developed regarding digital education which one is your favorite kind of state so difficult question to a decentralized organization Kaz Marchule is organized not as a central entity but in a distributed fashion and we haven't gone through those schedules individually and in a detailed fashion we are familiar with the strategy paper but we don't really know how the individual states have implemented it we did look at the Baden-Württemberg one very closely and we have earlier mentioned the deficits that it has the original problem of watching one calculates down to so hi I'm from Berlin and I work with school students at a university and through my studies at university I'm looking a lot about deductics so educational theories so I see issues everywhere so it's one time it's always promised that it will get better but there isn't a lot happening so there are methods like flipped classrooms which are well implemented in universities and the promises made by politicians the reason for our talk is the aim of this talk is to gather support and rally support for more money in education in the beginning of the talk you said classes are still very similar as they were 30 years ago so unfortunately it is a case that there are actually more people leaving schools or people who can't read or write so there might have been something different so when you're talking about general education if you look at the basics classic teaching methodologies which can be solved with paper is there a more general or radical approach to say let's keep our hands away from digital technology and actually use old technology to soften this change do we have another hour to discuss this? no I agree that it's not an argument that you need technology to teach computer science there is a very large portion of the curriculum that you could convey in an analog fashion but the children do use them devices and so it makes sense to use them but a large portion of the chances of the child depend on parents are able to provide oh there is another reason we find that students privately use technology and if we don't address those things in school then this is a deficit parents are not schooled in communicating those arguments so leaving it entirely up to the parents to address this topic I would find it difficult so there is not a microphone which is kind of hidden behind the cameras thank you very much for the overview about today's situation my question is kind of simple maybe it also has a simple answer your slogan is do something what can an individual actually do do you have any ideas about this? as Dorina said if you yourself have children during the parent's evening emphasize those topics make sure that they are tabled ideally then this eventually reaches the children a second thing is parents have offered to go into school and talk for a couple of hours if the teachers in school have not enough schooling thirdly there are many opportunities to participate in public discussion on education can we just participate in your project? the fifth of our demands is please start including experts into the topic it could be the context of Kauß-Maschule or project or it could be taking a class to a make-up space and look at it also this is a way to organize such an excursion or you can choose one of the initiatives Kauß-Maschule is one of them Jugendhakt youth hacks is another one so you can look for some other and choose one that suits your best and join it you can start entirely from scratch so here is the mailing list the bottom entry on the slide where you can join and there you will find many pointers to existing initiatives that you could join thank you very quickly band voice that's my topic so I can support schools and youth centers there is a limit of 16 embeds I think this is a limit if you have a cold class with tablets what should we do do you have any experience we don't have a recipe that we can present we have the same problem but my hope is the more people raise the problem the more likely it happens in our country we have a technology one of our problems is that the technology that we have set our minds on is vectoring and it just doesn't help enough and the Wanke billions were meant to to use those things and schools are bound to look for private offerings that's why you don't always need internet for that it becomes clear that digital self-actualization has become into focus because you don't need so much bandwidth to teach it are there any positive signs coming from other countries regarding the digitalization of schools are we the only ones or other countries struggling I personally have a friend in Finland not spoken with him and in Finland there is a trailer from the education ministry and I would like you to watch it it's very different from here let me refer to the keynote where we quoted Valholland and he said in 1984 in British elementary schools computers were being taught last question so the demand for media competence is an important one but if it's coming from companies or higher up in politics that's a different case so I myself find it hard to educate people on digital competencies without blaming them but also pointing out that there are other powers at play it is important to raise awareness for the problem and last year at the chaos congress we've shown things where complex technical events are made transparent and you are surprised how quickly students understand the implications and become aware of problems like data retention laws so the time is up thank you for the talk you've been listening to the translation by Katie and OS 10.000


Number two, alcohol. When you drink alcohol, it has been shown that it can make something called C-reactive protein go up in your body. C-reactive protein is like a sign in your blood that shows if there is inflammation happening in your body. So alcohol can make this sign go up, indicating that there might be more inflammation in your body. Number three, saturated fats. If you want to eat healthier, avoid fried foods like French fries and fast food. Instead, cook your food by grilling or sauteing. If you need to use oil, try using olive oil. This is part of the Mediterranean diet, which focuses on fresh and wholesome foods to keep you healthy.


Hi and welcome to the session. I am Asha and I am going to help you with the following question which says, a person writes a letter to four of his friends. He asks each one of them to copy the letter and mail to four different persons with instructions that remove the chain similarly assuming that the chain is not broken and that it costs 50 paisa to mail one letter, find the amount spent on the postage when eight set of letters is mailed. To start with the solution, a person writes a mail to persons and he asks each person to write the same mail four times and send it to four different persons again. So again he sends to four different persons, he again sends to four different persons, third one also and the fourth one also. So first the number of letters posted were four and in the second chain the number of letters posted will be 16. The number of letters posted will form a GP, the number is four then these four persons write four letters each and so send it to sixteen persons. Now sixteen different persons again write four four letters each and so the mail letter to sixty four persons and the GP series goes on like this. Note that small eight is four, the common ratio which is greater than one. So the number of letters posted is equal to into R is again four raised to the power eight minus one upon four minus one since for a GP series A, AR, AR square and so on, sum of n number of terms as A into R raised to the power n minus one if R is greater than one. So this is further equal to four upon three into four raised to the power eight minus one which further implies four upon three inside the bracket four raised to the power eight is equal to four raised to the power four minus one into four raised to the power four plus one A square minus B square is equal to A minus B into A plus B and therefore four raised to the power eight can be written as four raised to the power four whole square. This is further equal to four upon three into two hundred fifty six minus one into two hundred fifty six plus one is equal to four upon three into two fifty five into two fifty seven which implies four upon three into six five five three five which is further equal to eight seven three eight zero postage the rate of fifty paisa per letter is equal to rupees fifty upon hundred into the number of letters posted to eight seven three eight zero so this is equal to rupees five into eight seven three eight which is further equal to rupees four three six nine zero therefore end on postage when the eight set of letter is made is rupees four three six nine zero so this completes the session take care and have a good day


section 36 being lesson 35 of the Esperanto teacher this is a LibriVox recording all LibriVox recordings are in the public domain for further information or to volunteer please visit LibriVox.org the Esperanto teacher a simple course for non-grammarians by Helen Friar lesson 35 de and da de means of from or by it denotes one possession as la chapello de la patro the father's hat to the agent of an action as la letero estis gribata de iohano the letter was written by John three cause limortes de febro he died of fever for starting point from or since as de tio tempo ne nio l'invidis since that time nobody has seen him livenis de pariso he came from Paris da means of it is used afterwards signifying quantity when the noun following has a general not a particular sense as deck duo da culeroy a dozen spoons Funto da teo a pound of tea pezzo da parno a piece of bread but if some particular tea bread etc is specified de must be used as Funto de la teo pound of the tea pezzo de la parno a piece of the bread la cannot be used after da vocabulary plato place or square plato velo sale velo drapo cloth drapo ovo egg ovo kilometro kilometre kilometro bordo show bordo amaso crowd amaso autuno autumn autuno turo tawa turo chevalo hos chevalo pezzo piece pezzo sumo sum sumo inco inc inco nai baro neighbor nai baro mesuro major mesuro so fair to suffer so fair signif mean to signify signif nigra black nigra plena full plena sentences la lumo de la luno the light of the moon en la mezzo de la plato starry's dormo in the middle of the square stood a house nipovis havi la adjon de dexas yaroi he might be of the age of 16 years la tempo de elia vivo estas pli malonga ol de nia their lifetime is still shorter than ours ili sin levis de apod la tablo they rose from beside the table me penses que vide tia yamner e venos I thought that you would never return from thence la shipano a de metis la velo in the sailors took down the sails li de iris de la chevalo he dismounted from the horse glas o devino estas glas o en q an tau s in trovis vino all kion on e usas por vino glas o da vino estas glas o plena a wine glass is a glass in which there was wine previously or which is used for wine a glass of wine is a glass full of wine al porto army metron da nigra drapo bring me a meter of black cloth metro de drapo signifus metron q coshis sur drapo au q estas usata port drapo metro de drapo would mean a yard measure which was lying on cloth or which is used for cloth me achetis deconda ovoi I bought a half score of eggs tio ti rivero havas 200 kilometro in da longo this river has a length of 200 kilometres sur la bordo de la maro staris amaso da homo on the seashore stood a crowd of people multae birdoi flugas en la autuno en pli varmain landuin many birds fly in the autumn into warmer lands sur la arbo sin trovis multae al multo da birdoi on the tree were many birds calcai homo sentas sin la plei feliciai kiam ilividas la suferuin de siai naibarui some people feel happiest when they see the sufferings of their neighbors en la ciambro sedis nur calke da homo in the room were only a few people da postia vorto montras che tio ci vorto havas signifon de mesuro da after any word shows that this word signifies measure ti estas pela pezzo da stofo it is a beautiful piece of stuff on the plate he put thousands of pieces of silver the lights glitter like hundreds of stars a boy bought a little bottle of ink they construct little towers containing many little chambers he gave them a great sum of money and of lesson 35 of the esperanto teacher lesson 36 of the esperanto teacher this is a librewox recording all librewox recordings are in the public domain for more information or to volunteer please visit librewox.org recording by paradise camouflage the esperanto teacher a simple course for non-crimerians by helen fryer lesson 36 pair and cone represent different uses of our word with so care must be taken to use the correct word pair signifies by means of it donates the instrument by means of which something is done as per a kilo niakas by means of an axe we show up cone means accompanying with accompanying he will go with me sen means without as teo senso quero tea without sugar it is used as a prefix they're not absence of something as sen utila without use useless compare with mal which denotes the exact opposite malutila means harmful noxious vocabulary envio envi folio leaf pentre paint pentrajo painting flower smell something redid prince king sun pale drive prince prince cover cover hondo wave jess sis membro member mold move something chui murai estas ornamentai per grandai pentrajoj per dieci per kia maniero oni povas veni in a landon de oro per tia maniero per uno envio she volis ludi con ili sem punteroro ile furkores kum kia atento se ausculti stil she raconte la play bella edi is this la yuna regido con la grande inigre oculio. Pienci al-Nagis la virinetto di mano con la bella prinso. Con plesuro. Con cio yaro la nombro della membro rapide freschis. La tataro resti sembona cevalo che hai semangio. I prescau sem vivo esti spelata della ondo. I li texis per cio furto. Setsen fadei. I semforte oveius. La folioi sin movis, o'r movigis sen cesi. I creyes sed nombra in berdoin.  She trod with her foot on the serpent. It covered the lovely lily with white foam. The body ended in a vicious tale. All the walls are decorated with great paintings. By here and by no other way the thief escaped. In what way can one come into the land of gold? In such a way. In one word the star Venus began to burn with envy. She wished to play with them, but they ran away in terror. With what tension she listened to these tales. The most beautiful of them was the young prince with the great black eyes. He first wham the sea maiden with the beautiful prince with pleasure. With every year the number of members rapidly increased. The tarter remained without a good horse and without food. Almost without life he was driven about by the weaves. They wove with all their might but without threads. Without a word he obeyed. The leaves moved ceaselessly. He obeyed numberless birds. End of Lesson 36. Section 37. Recording by Andy from Inveranum. M-E-L-Y-S dot W-E-S. Lesson 37 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 Paradise Camouflage. The Esperanto Teacher. A simple course for non-Gramarians by Helen Fryer. Lesson 37. Por Bro. Por means for in order to for the purpose of for the benefit of as we are chasing him on poor scriby. He bought ink in order to write. Por is one of the three prepositions used before verbs in the infinitive. Bro means for because of, on account of, for the seek of as he asked her for what reason or cause she weeps. Por looks forward to the aim or purpose of the action to that which comes after the action while Por looks back to what came before the action and calls it to be done. As in, I eat because of hunger in order to live. Vocabulary. Ofizo. Office. Vend. Cell. Mastro. Master. Convink. Convince. Celfo. Cofi. Contenta. Content. Pleased. Pieno. Property. Sata. Seiscieted. Causo. Cos. L'is incuratzis por esanici. She haves multegui por raconti. Lires in a prejion por fare la Confeson. Poriel. Pasigi la tempon. L'enio pli bonitaugas por si'a ofizzo. Olli. Li usis cein cein fortoin por contentigi si'an Mastron. Por mi'est astute agali chi'e a'in milogias. Preno la pagon por la Cafo. Li mortis pro au de Malsato. Mi haves tre' bonan Pieno. Chi'u estis vendita por Sjuldoi. Por la Cielo ne farea ti'on si. L'estis convinkita che Libro si ne devas timi. Prothio ci venus l'umas pli forte o'l multa'i alia'i steloi. Ci'u prothio au ci'u pro'ia alia'i causo. Mi n'eschias. Guit exercius. He treated himself in order to regain his health. She had a great deal to tell. He went into the church to make his Confeson. In order to pass the time somehow. Nobody is more fit for the post than he. He used all his might to place his master. For me it is all one wherever I live. Take the pay for the coffee. He died of hunger. I had a very good estate which was sold on account of debts. For heaven's sake do not do this. He was convinced that on his own account he need not fear. On this account venus gives more light than many other stores. Whether for that or for some other reason I know not. End of Lesson 37 The Esperanto Teacher Lesson 38 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 Paradise Camouflage The Esperanto Teacher A simple course for non-chrimerians by Helen Fryer Lesson 38 Brie, Lao Brie means concerning in regard to, about, as Ni Barolis Brinia Amigo We spoke about or concerning our friend. Brie Benci to think about, to consider Brie Baroli to speak about. Brie Scribi to describe. Lao means according to, in accordance with, as Lao Mia Opinio According to or in my opinion La Longe Lentuis Vocabulary Conco Ciel Affiero Affier Mater Comando Coman Bonestzzo Honosti Exteraggio Exterior Convena Suitable Proper Respectable Portret Portrait Psonge Dream Bonetso Goodness Shine Sim Apir Fuyo Time She wanted to believe that the Hebrew speaks about something else. Now the Virgin has everything. She can't wait for anything. That's what I don't think.  There are still many things about which they wanted to go. They can't even dream about it. She asked about that the evil spirit. I stay there according to the order of my sister. She asked Lao whether it was true. They had the permission to take a photo on her flight. She could take a photo on her plane and plant it. The conks stopped and stopped due to the flow of the water. According to her Exteraggio he left with a man. According to the order of the three on the tree the youngest daughter was the eldest daughter of her father. Lao was good and honest. What to exercise? She wished to believe that the Hebrew spoke of someone else. Now the woman has everything. She can't ask for anything. Do not think about this. One cannot truly say that about you. There were still many things about which they wanted to know. He could not even dream about her. She used to ask the old grandmother about that. I remain here by order of my chief. He began to go along this river. They had permission to go up always according to their own will. She could dig and plant as she pleased according to her liking. The shells closed and opened according to the flow of the river. From his outward appearance he seemed a respectable man. At the command three he will shoot at the tree. The younger daughter was the very picture of her father in her goodness and honesty. End of Lesson 38, Section 39. Recorded by Andy from Infernet. M-A-O-I-S dot W-S. Lesson 39 of The Esperanto Teacher. This is a LibriHawks recording. All LibriHawks recordings are in the public domain. For more information or to volunteer please visit LibriHawks. L-I-B-R-I-V-U-X dot org. Recording by Paradise Camouflage. The Esperanto Teacher. A simple course for non-chrimerians by Helen Fryer. Lesson 39. Contrao and Statao Cron. Contrao means against, opposite, or in opposition to, as li coragia batealis cone cone contrao nigai malamikoi. He courageously fought with us against our enemies. It is also used in the sense of overlooking as la fenestra contrao la strato, the window overlooking the street, and a facing as visaggio contrao visaggio, face to face, contrao dire, to contradict. And Statao means instead of, in the place of, I went to London instead of to Paris. I went yesterday to Statao Morgao. I went yesterday instead of tomorrow. And Statao Piediri liveturis. Instead of going on foot, he drove. Statao I, to take or be in the place of. And Statao I, to put in the place of, to replace by. Crom means nothing including, in addition to, besides, as, in aciambro esti snenio Cromli. In the room there was nobody except him. La cnavo estas granda, caicorom tio li estas bona. The boy is tall and besides that he is good. Vocabulary. Rimedo. Amines. Remedy. Sugero. Sugar. Gutimo. Custom. Grimo. Grim. Profesoro. Professor. Proposizio. Preposition. Reflector. Reflector. Vocalo. Vao. Fiancio. Bestrosa. Abomeno. Disgust. Flanco. Said. Ordinara. Ordneri. Teo. Ti. Vi haves Rimedo in contra o tio. Malsanoi. Kiyon povas fare li sola contra o cent homoi. Contra o sia gutimo. La professoro ne nio diris. G. Slugis contra o la reflectora. Contra o sia profesor. Nene nio diris. G. Slugis contra o la reflectora. Contra o sia propra volo. Si tion ci confessis. Li accentis ian abomenon contrao si. La contrao o flanco. Ili si digis una contrao la alia. Si estis maljusta contrao li. Contra o la ordinaro la nombro de la tatanzanto estis grande. Anstata o li onisendis lian fraton. Anstata o i liri li restis in la domo. Oculo anstata o culo. Kajdento anstata o dento. Anstata o kafu li donis al miteon, sokero, sed sen cremo. Anstata o la oni poves ancau diri li, sed nuer pust prepozitio, kiu finigias per vocalo. E nasalono staris ne nio crom li kai liya fian cino. Crom la malplena texilo ne nio estis. Crom ni mem ne avis tre malmulte por emporti. Si volis avi crom la rucai floroi nur uno pelan statuol. Ciu dormis crom la direk tilisto apuzia direk tilo. Crom la membroi al veturas multe da gasto. Kii to exercise. You have remedies against all diseases. What can he alone do against a hundred men? Contrary to his custom, the professor said nothing. It flew against the reflector. Against her own will she confessed this. He began to feel a certain disgust against himself. The opposite side. They sat down one opposite the other. She was unjust towards him. Contrary to usual, the number of dancers was greed. Instead of him, his brother was sent. Instead of going out, he remained in the house. An eye for an eye and a tooth for a tooth. Instead of coffee, he gave me tea with sugar but no cream. Instead of la, one can say Allah. But only after a preposition which ends in a val. In the drawing room, there was nobody except him and his fiance. Besides the empty room, there was nothing. Besides ourselves, we had very little to bring in. She wished to have, beside the red flowers, only one beautiful statue. All slept save the steersman beside his tiller. In addition to the member's many guests' journey there. End of Lesson 39. Recorded by Andy from Invernan. M-E-L-Y-S dot W-S. Lesson 40 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. This recording by Nicholas James Bridgewater. The Esperanto teacher. A simple course for non-Gramarians by Helen Friar. Lesson 40. Malgrau spite po ye. Malgrau means in spite of, notwithstanding, as li succesis malgrau cio. He succeeded in spite of everything. Spite is a stronger expression than malgrau. It means in defiance of all opposition, despite, as li farris tion spite la malpermeso. He did that in spite of being forbidden. Po means at the rate of, as mi agetis dec duon da ovoi po uno benso. I bought a dozen eggs at the rate of a penny each. Po duone by haves. Po grande wholesale. Po malgrande retail. As already said, see lesson 26, ye is the only preposition which has no meaning of its own. It is used when a preposition is needed and none of the others properly express the idea as la cruccio estas plena ye aqvo. Or la cruccio estas plena de aqvo.  Mi enuas ye la heimo. I am tired of home. Vocabulary. Mastrumaggio. Household affairs. Mastrumaggio. Fungo. Mushroom. Fungo. Senso. Sense, meaning senso. Regulo. Rule. Regulo. Glarezzo. Clienas. Glarezzo. Accusativo. Accusative. Accusativo. Nobelezzo. Nobility of birth. Nobelezzo. Honor. Honor. Honor. Liberezzo. Freedom. Liberty. Liberezzo. Culpo. Fault. Culpo. Simila. Similar. Like. Simila. Comuna. Comantu. Comuna. Cri. Cry. Cri. Sopir. Cipher. Longfor. Sopir. Exempli. For example. Example. Li multe labori, sed malgrao cio li nesubtesis. Estis ancora suficie verme, malgrao che la suno staris malalti. They are severely punished, but they, despite their misdeeds, sin against the freedom of the people. Swear all my sins to help them, they will be forgiven. For my four children, I have spent twelve people, and to all other children, I have given three people. They can be paid up to five coins. That book has sixty pages. That's what I read every day after fifteen pages. I finish the whole book in four days. I have spent four books after six days. We were only occupied by a few masterpieces. The building is a similar structure. They ran away when the sheep cried, and they, as soon as the wind blew, the sky covered the clouds. I ran away from the last chariot. She estis tre fiera e sia nobilezzo. La hundo sin tere maljoyi sia li. Ne niu el ili estis tia plena e desiroi, kia la plei yuna knabino. Ye vorto de honoro. He worked hard, but in spite of everything he did not succeed. It was still fairly warm, notwithstanding that the sun was low. They will be severely punished if, notwithstanding the prohibition, they shall offend against the freedom of the road. Despite all my endeavours to prevent him, he went away. For my four children I bought twelve apples, and each of the children I gave are the rate of three apples. They may cost three to five shillings each. This book has sixty pages. Therefore, if I shall read every day at the rate of fifteen pages, I shall finish the whole book in four days. I bought four books at six pence each. We were only engaged about some household affairs. The structure is similar to a mushroom. They ran away when the woman cried out at them. In the evening the sky became covered with clouds. For fear of Karagara I ran away. She was very proud of her high rank. The dogs sincerely mourned for him. None of them was so full of desires as the youngest girl. On word of honor. Forty-a. If we need to use the preposition and the sense does not show to us which preposition to use, then we can use the common preposition, ye. But it is good to use the word ye as perhaps more poorly. In the state of the word ye, we can also use the accusative without preposition.  The last time I saw him at you or the last time. I spent two days and one night. I disappear from my lost happiness or my lost happiness. The direct rule follows that if we do not know any verb whether it is possible to use the accusative whether it is active or not we can always use the accusative. For example, we can say obey the father and obey the father. In the state obey the father. But we do not use the accusative when the clarity of the sense does not show. For example, we can say forgive the poor friend and forgive the poor friend and forgive the poor friend and forgive the poor friend and forgive the poor friend. Key to exercise. If we need to use a preposition and the sense does not show us what preposition to use, then we can use the general preposition ye. But it is well to use the word ye as seldom as possible. Instead of the word ye, we can use the accusative without a preposition.  The last time I saw him with you I travelled two days and one night. I sigh for my lost happiness. From the said rule it follows that if we do not know as to any verb whether it requires the accusative case after it or not, we can always use the accusative. For example, we can say obey alla patro and obey la patron instead of obey ye la patro. But we do not use the accusative when the clearness of the sense forbids it. For example, we can say pardoni alla malamico and pardoni la malamicon but we must always say pardoni alla malamico li'en culpone. End of lesson 40 Section 42 of being lesson 41 of the Esperanto teacher. This is a LibriVox recording. All LibriVox recordings are in the public domain. For further information or to volunteer please visit LibriVox.org. The Esperanto teacher. A simple course for non-Gramarians by Helen Friar. Lesson 41 Suffixes arge and ex. Arge denotes a thing, one made from or of the substance named or two having the quality or character named or three resulting from the action expressed by the word to which it is added as ovo and egg or vagio something made of eggs and omelette mirinda, wonderful, mirindarjo a wonderful thing, a wonder trovi, to find trovagio or trovitagio a thing found. ets denotes quality It forms the name of a quality as bona, good, bonezzo, goodness riccia, rich, riccezzo, richness acurata, accurate, prompt acuratezzo, accuracy mola, soft, molaggio a soft thing, molezzo, softness amico, a friend amicaggio, a friendly act amicchetto, friendliness, friendship etso, quality vocabulary cucco, cake, cucco ligno, wood, i, the substance ligno alcoholo, alcohol, alcoholo araneo, spider araneo, ceremonio ceremony, ceremonio heroho, hero, heroho frandaggio, a dainty frandaggio, acido acid, acido vinagro, vinegar, vinagro sulfuro, sulfur sulfuro azotacido, nitric acid azotacido lago, lake, lago obiecto, object, thing, obiecto tren, to drag tren, photograph photograph, photograph confit, to preserve with sugar confit, pack to pack, pack la ceterai, the rest, the reminder la ceterai mirinda, wonderful, mirinda pesa, heavy, pesa opportuna, convenient opportuna sentences la fotografisto, fotografismin and I sent my photograph to my father, the photographer photographed me and I sent my photograph to my father, I speak my friend, you talk nonsense my friend, I drank tea with cuckoo and confit, I drank tea with cake and jam, and water is a fluid water is a fluid I did not want to drink the wine because it had no clearings I did not wish to drink the wine for it had in it a certain madness on the table there were various sweets I ate deliciously I ate a tasty omelette when I had a adventure I did not take with me a lot of packaging when I travel anywhere I never take with me much luggage ice cream is sweet ice cream and ice cream ice cream is sweet frozen ice cream is sweet frozen dainty the whole surface of the lake was covered with many leaves and various other crevices the whole surface of the lake was covered with floating leaves and various other plants the fireman sells firewood and the fireman makes tables chairs and other firewood objects the timber merchant sells wood and the joiner makes tables chairs and other wooden objects I use non-alcoholic I use no sort of alcoholics the patroness of Maluna conducted the housework his old mother carried on the management of the house Malbonan exterrajeon li'havis respondis la hebreo an evil appearance he had answered the Jew she prepensis la faretagioen de la tago pacinta she thought over the doings of the past day she estas t'il malpesa chial araneajo it is as light as a cobweb la trenagio de la vesto estis longa the train of the dress was long ilisid mauvas chial vivai estajoi they move like living beings li'hamas tionci knabinon pro sciabelezzo caibonezzo he loves this girl on account of her beauty and goodness li'heroezzo treplacis al me his heroism greatly pleased me mi vivas konili en granda amikezzo I live with them in great friendship n'estas ja en la proximezzo de la rivero we are in fact close to the river t'ioci estas la plei grava ezzo this is the most important quality cortega ceremonio postulas malopportunezon court ceremony necessitates inconvenience we are in fact close to the river tioci estas la plei grava ezzo court ceremony necessitates inconvenience la riccezzo de tioci homo estas granda the wealth of this man is great but his foolishness is still greater entiui ci botteleto e cintrovas or trovigas diversai acidoe vinagro e cintrovas the wealth of this man is great but his foolishness is still greater acidoe vinagro sulfuracido azotacido cae aliai in these little bottles are various acids vinegar sulfuric acid nitric acid and others la acidezzo de tioci vinagro estas tre malforta the acidity of this vinegar is very weak fiavino estas nur e avumena acidaggio your wine is only some abominable acid thing tioci grande altaggio ne estas natura monto this great eminence is not a natural mountain la altezzo de tio monto ne estas tre grande the height of that mountain is not very great and of lesson 41 section 43 being a lesson 42 of the Esperanto teacher this is a LibriVox recording all LibriVox recordings are in the public domain for further information or to volunteer please visit LibriVox.org the Esperanto teacher a simple course for non-grammarians by Helen Fryer lesson 42 the suffix is a, ui, and ing the suffix a denotes a place specially used for a certain purpose as tombo, a tomb, tombeio, a cemetery civalo, a horse, civalio, a stable malibera, a captive malibereo, a prison ui denotes that which contains or produces or bears as countries, fruit trees, receptacles, etc as anglo and Englishman angluo, England hispano, espanid, hispanuyo, Spain lando is also used as scotlando, Scotland pomo, an apple, pomuyo, an apple tree arbo is also used as pomarbo abelo, a bee, abeluyo, a beehive sukeruyo, a sugar basin uyo, a receptacle ing signifies a holder, a case or sheath for one thing as fingro, a finger fingringo, a thimble piedo, a foot piedingo, a stirrup glavo, a sword glavingo, a sword sheath ingo, a sheath vocabulary scatolo, a box scatolo, hoofo, hoof hoofo, pantalono trousers, pantalono cigaro, cigar, cigaro tubo, a tube tubo, monacho monk, monacho magazino, magazin warehouse, magazino obiecto, object, thing obiecto, glavo sword, glavo concil, to counsel to advise svit, to sweat to perspire svit, sorb to absorb sorb ban, to bathe oneself or another ban sentences ladomo en kiu oni lernas estas lernio kai ladomo en kiu oni prejas estas prejio the house in which one learns is a school and the house in which one prays is a church la cuiristo sidas en la cuireio the cook sits in the kitchen la cuiristo concilas al mi iri and svit banio the doctor advises me to go into a vapor bath la cevalo metis unuhufon sur serpentioon the horse put one hoof on a serpents nest la virino promenades tra belegai arbaroi kai herbeiioi the woman used to walk through lovely woods and meadows ni venis en sian logioon he came into his lodging li haltis apud la pordego della monacheio he stopped by the gate of the monastery la russoe lodjas en russoio kai la germanoi en germanuio the russians live in russia and germans in germany mi as gribilaro consistas el incuio sabluio calche da plumoi, crayono kai incurbilo my writing materials consist of an inc stand a sand box, a few pens, a pencil and a blotta en la pocho de mia pantalono mi portas monuioon kai en la pocho de mia sur tuto mi portas paperuioon pli grandan paperuioon mi portas sub la braco in my trousers pocket i carry a purse and in my overcoat pocket i carry a pocket book a larger portfolio i carry under my arm metu sulla tablon la succheruioon la teioioon kai la te crucioon put on the table the sugar basin the tea caddy and the teapot magaseno en chi oni vendas cigaroon ou chambro en chi oni tenas cigaroon estas cigareio scatoleto ou alia obiecto en chi oni tenas cigaroon estas cigaruio tubeto en chi oni metas cigaroon kiam oni gin fumas estas cigaringo a shop in which one sells cigars or a room in which one keeps cigars is a cigar store a box or other object in which one keeps cigars is a cigar case a little tube in which one puts a cigar when one smokes it is a cigar holder scatoleto en chi oni tenas plumon estas plumuio kai bastoneto sur chi oni tenas plumon pur scribadi estas plumingo a little box in which one keeps pens is a pen box and a little stick on which one holds a pen to write is a pen holder en la candelingo cides brulanta candelo in the candlestick was a burning candle End of Lesson 42 of The Esperanto Teacher Section 44 being Lesson 43 of The Esperanto Teacher This is a LibriVox recording All LibriVox recordings are in the public domain For further information or to volunteer please visit LibriVox.org The Esperanto Teacher A simple course for non-Gramarians by Helen Friar Lesson 43 The prefix ge The prefix bo The suffix id The prefix pra And the suffix is Chia and Nya The prefix ge signifies both sexes taken together as ge patroi Parents Ge fraatoy Brothers and sisters Ge rei joy King and Queen The word formed is of course always plural The prefix bo denotes relationship by marriage as bo patro father-in-law bo filo son-in-law The suffix id signifies the offspring or descendant as rei jo a king rei jido a king son a prince kato a cat kati do a kitten shafo a sheep shafido a lamb The prefix pra means of generations ago great grand as avo grandfather pra avo great grandfather It is also used for descendants as pra nepo great grandson praa primitive or primeval The suffix chia is added to men's names and nya to women's names to form pet names part of the name being left out as petro peta petio pet claro clara clario clary patio from patro papa paño mama vocabulary altaro alter altaro parenzo relation parenzo doctor doctor as in doctor of law etc doctoro stato stato condition stato coco cock coco gratul to congratulate gratul devein to originate to descend from devein adres to address as in a letter adres telegraph telegraph to telegraph telegraph sentences patro caipatrino cu ne estas nomatoi che patroi A father and a mother together are named parents petro anno cae alizabeth estas miai che fratoi Peter, Anne and Elizabeth are my brother and sisters che signoro en ho diao vespeire venos al ni mister and mrs. n will come to us this evening la che fiancioi staris apud la altaro the engaged couple stood by the altar mi gratulis telegraph la unain che edzoin I congratulated the young married pair by telegraph la gereggioi forveturis cordovon the king and queen left Cordova she edzinigis cu si acuso quancam si aige patroi volis si edzinigi cu allia persono si married her cousin although her parents wished to marry her to another person la patro de mia etzino estas mia bo patro mi estas lia bo filo cae mia patro estas la bo patro de mia etzino my wife's father is my father-in-law I am his son-in-law and my father is the father-in-law of my wife ciui parenzoi de mia etzino estas miai bo parenzoi secve si a frato estas mia bo frato si a fratino estas mia bo fratino mia frato cae fratino che fratoi estas la bo che fratoi de mia etzino all my wife's relations are my relations by marriage consequently her brother is my brother-in-law her sister is my sister-in-law my brother and sister are the brother-in-law and sister-in-law of my wife la etzino de mia nevo cae la nevino de mia etzino estas miai bo nevinoi the wife of my nephew and the niece of my wife are my niece's by marriage firino cio curatsas estas curatsistino etzino de curatsisto estas curatsista etzino a woman who treats the sick is a lady doctor the wife of a doctor is a doctor's wife la dr. etzino ae visites hodiau la che doctoro in p mrs. dr. ae visited dr. and mrs. p today li ne estas la visto li estas la vistinezzo he is not a laundryman he is a washerwoman's husband la filoe nepoe de regio estas regidoi the sons, grandsons, and great-grandsons of a king are princes la hebreo estas israelidoi cio li devenas de israelo the Hebrews are Israelites for they are descended from Israel cevalido estas nematura cevalo kokido nematura coco povido nematura bovo birdido nematura birdo a foal is an immature horse a chicken an immature fowl a calf an immature ox a fledgling an immature bird tio belatero trovisin entre praa a statu that beautiful land was in a very primeval state Johanon Nicolaon Erneston Wilhelmon Marion Klaron and Sofion their fathers were called Johancio or Jocio Nicolcio or Nicoccio or Niccio Ernetio or Ercio Vilhelcio or Vilhecio Vilhecio or Vilcio Vilhecio or Vilhecio Manio or Marinho Clanio or Caissonio or Sofinho John Nicholas Ernest William Mary Clara and Sofia are called by their parents Johnny or Jack Nick, Ernie, Will or Willie or Bill or Billy Polly or Molly Clary and Sophie End of Lesson 43 Section 45 being Lesson 44 of the Esperanto teacher This is a LibriVox recording All LibriVox recordings are in the public domain For further information or to volunteer please visit LibriVox.org The Esperanto teacher a simple course for non-Gramarians by Helen Fryer Lesson 44 The suffix is ebb, ind and em These three suffixes are used to form adjectives ebb means possible to be what the word to which it is added signifies as Vd to see Vdebla able to be seen Audi to hear Audebla able to be heard or audible Morvi to move Morvebla movable Ebbla possible Eble possibly Ind means worthy of What the word denotes as Honourable Honourable worthy of honour Honti to be ashamed Hontinda shameful Indo Worth Worthy of Em means having an inclination towards or propensity for or being disposed towards something as to forget Servi to serve Servema willing to serve, obliging Ema fond of The difference between the three suffixes is shown by the following words Credebla possible of belief Credinda worthy of belief Credema having a tendency to believe readily Credulous Legebla able to be read Leginda worthy of being read Legema fond of reading inclined to read Vocabulary Starlo steel Starlo Spirit Bagatelo trifle Bagatelo Flex To bend Loud To praise Renvers To turn over Renvers Memor To remember Excite Excite Venge To revenge Credeble Probably Credeble Compreneble Compreneble Sentences Starlo estas flexebla Sedfero ne estas flexebla Steel is flexible But iron is not flexible Ne cil crescajo estas mangebla Not every plant is edible Vitro estas rompebla Cae travidebla Glass is breakable and transparent Via parolo estas Tute ne comprenebla Cae via lettero estas ciam scribitai Tute ne legeble Your speech is quite incomprehensible and your letters are always written quite illegibly. La malummo estas ne trapenetrebla The darkness is impenetrable The darkness is impenetrable Li racontis al mi historio Tute ne credeble He related to me a story all together incredible Eble mi povos helpi al vi Perhaps I will be able to help you Cio vi amas via patron? Do you love your father? Cia dimando Compreneble Compreneble Compreneble What a question Of course I love him Mi credeble ne povos veni al vi ho diao Cia mi pensas cia mi mem havos ho diao gasdoin Probably I shall not be able to come to you today for I think that I myself shall have guests today La tablo staras malrecte Cae credeble baldao renversidius The table stands askew and will probably soon fall over Li faris cian eblon He did his best Li estas homo ne credinda He is a man unworthy of belief Via ago estas tre laudinda Your action is very praiseworthy Tiu ci gravatago Restos po mi ciam memorinda This important day will remain for me forever Memorinda This important day will remain for me forever memorable Giestas vesto de granda indo It is a coat of great worth Gine estas inda yedanko It is not worthy of thanks La cipanaro Montreigas ne inda Yesia estro The crew show themselves unworthy of their leader Lia edzino Estas trelaboremba Gine estas inda yedanko Lia edzino estas trelaboremba kaisparemba Se ci estas ankao trebabilemba kai criemba His wife is very hardworking and economical but she is also very fond of talking and noisy Lia estas tre ecoloremba Kai eksi tijas ofte Cie la pleymal granda bagatelo Taman li estas trepardonema Li ne portas longela coleron Kai li tute ne estas kai li tute ne estas vengema He is very irasable and often becomes excited at the merest trifle Nevertheless, he is very forgiving He does not bear anger long and he is not at all revengeful Lia estas trecredema eksh la pley necredeblein aferoin kioin racontas alila pley necredindai homoi li tui credas He is very credulous even the most incredible things which the most untrustworthy people relate to him he immediately believes li estas treporeema kai eksh unu polveron vi ne trovos sur lia vesto He is very cleanly and you will not find even one speck of dust on his coat li estas bonega knavo se treema credi spiritoin He is an excellent boy but very apt to believe in spirits and of lesson 44 the suffix um the prefix dis denotes separation of scattering as jeti to throw dis jeti to scatter shiri to tear dis shiri to tear into bits doni to give dis doni to distribute the suffix um has no definite meaning it is used in only a few words of which the most important are ay rumi from ayro air to expose to the air ay rumi ventumi from vento, wind to fan ventumi columo from colo, neck color columo manumo from mano, hand cuff manumo butonumi from butono, button to button, butonumi gustumi from gusto, taste to taste something gustumi comunumo from comuna common, a community comunumo cruzumi from cruzo cross, crucify cruzumi malvarmumi from malvarma cold, take cold malvarmumi mastrumi from mastro master, keep house mastrumi plenumi from plena, full fofil, plenumi brulumo from bruli burn, inflammation brulumo calcanumo from calcano, heel heel of boot calcanumo vocabulary risultato result, risultato angulo, angle corner, angulo tolo, linen tolo cemizo, shirt cemizo ating, attain reach to, ating shir tear, shir quankam although, quankam simila, similar simila grava, important grava we always agreed to prepare a very important affair but we couldn't achieve any result but we did unfortunately often, people get angry and fortunately often, they get angry I wrote the letter and threw it into every corner of the room after that we decided the will was decided in a few directions I wanted to plenumi a big wish in bad weather we can easily malvarmumi he disbuttoned the super west she played with her 20,000 cemizo columns and etc in similar objects we call, stollage although, they are not always made at all we came together to talk over very important business but we could not reach any result and we parted misery often unites people and happiness often separates them I tore up the letter and threw it bits into every corner all corners of the room after this they separated for home the road branched in several directions I willingly fulfilled his desire in bad weather and he might easily take cold he unbuttoned his overcoat she played with her fan shirts, collars, cuffs and other similar things we call linen although, they are not always made of linen the suffixes on obl, op have already been explained in lesson 9 arch a new suffix arch has gradually come into use during the past few years its meaning is well shown in the following examples dormo house domaccio hovel domaccio virino woman virinaccio hag ridi you laugh ridaci to grin maliciously ridaci cevalo horse cevalaccio a sorry nag, a screw cevalaccio obstina persistent stubborn obstinaccia pigheaded obstinaccia popolo popolaccio popolaccio morti to die mortaci to die the death mortaci lingvo language lingvaccio a jargon lingvaccio this suffix should only be used sparingly end of lesson 45 the esperanto teacher joining words, conjunctions exclamations interjections and compound words this is a LibriVox recording all LibriVox recordings are in the public domain for further information or to volunteer please visit LibriVox.org the Esperanto teacher a simple course for non-grammarians by Helen Fryer joining words, conjunctions exclamations interjections and compound words certain words are used merely to join words or sentences those already learnt are kai and kai said but said char because for char ankao also ankao ol than ol se if se ao or ao chu weather chu ke that ke kvazao as if kvazao kvankam although kvankam almenau at least almenau tamen however tamen do then therefore do the following are also useful kai kai both and ao either or chu ao weather or neck neck neither nor ech se even if sa me kiel the same as sa me kiel chu chu weather weather exclamations interjections the following are simply exclamations of joy, grief surprise etc aha aha ah halo hai mm mm oh oh ho hove alas for wai fi for shame nu well now nu do well now then ya indeed yen there look behold bis again on ko kia wot bonne good alright brave bravo bra vera effektive really adiau goodbye bonvenu welcome compreneble of course vivo long live and tauen forward chu vera is it true chu ne is it not compound words it is often convenient to form compound words as posh karto for peli chiu minute senmove tele to keto when this is done the word expressing the principal idea is placed last generally it is sufficient to use the root of the qualifying word but if the sound or sense requires it the whole word is taken as unotaga means of one day unotaga of the first day end of lesson the aspiranto teacher section 48 arrangement of words in the sentence this is a LibriVox recording all LibriVox recordings are in the public domain for further information or to volunteer please visit LibriVox.org the aspiranto teacher a simple course for non-grammarians by Helen Fryer arrangement of words in the sentence in English the sense often depends entirely on the order of words e.g. the sentence John saw George would mean something quite different if reversed George saw John but in aspiranto thanks to the accusative N the endings R and E for participles and the pronoun C the order of words may be varied without altering the sense georgon vidis johano means exactly the same as johano vidis georgon but though the meaning can in most cases be understood whatever the order of the words it is best to adopt the simplest arrangement and to follow the natural course of thought which is first that about which we think then that which we think about it English students may frame their sentences exactly as they would in their own language in aspiranto as in English the arrangement is sometimes altered either for emphasis as laudata estudio praised be God or to please the ear as oni min admiras instead of oni admiras min people admire me note care must be taken in placing the word ne its usual place is before the verb when it negatives the whole sentence study the effect of placing ne in different positions in the sentence mi desiras vidi johano cae lian fraton I wish to see John and his brother one mi ne desiras vidi johano cae lian fraton I do not wish to see John and his brother two mi desiras ne vidi johano cae lian fraton I wish not to see John and his brother I wish to avoid seeing them three mi desiras vidi ne johano cae lian fraton I wish to see not John but his brother four mi desiras vidi johano cae ne lian fraton I wish to see John and not his brother ne tu te means not quite while tu te ne means not at all jamne means no longer not yet is ancorao ne words which are already international such as microscope telephone automobile etc are adopted unchanged except as to the spelling and termination as telephone automobile end of lesson section 48 the esperanto teacher section 49 words used with the object this is a LibriVox recording all LibriVox recordings are in the public domain for further information or to volunteer please visit LibriVox.org the Esperanto teacher a simple course for non-grammarians by Helen Fryer words used with the object as already said when an adjective or participle or a noun is added to the object simply as a describing word it takes n like the object as li perdis sian novan Libron ao sian Libron novan he lost his new book she tranquiligues la criagantan infanon ao la infanon criagantan she pacified the screaming child li visitis sian fraton Johanon he visited his brother John John shows which brother but if the adjective, participle or noun is used not merely to describe indirectly to tell something about the object it does not take n a comparison of the following sentences will make this clear 1. Litrovis la polmoin maturain he found the ripe apples litrovis la polmoin maturain he found that the apples were ripe 2. Litrovis la cruchon rompitan he found the broken jug litrovis la cruchon rompitan he found that the jug was broken 3. Litrovis la cruchon rompitan he found that the jug was broken 3. Litrovis la drapon rujan he died the red cloth litrovis la drapon ruja he died the cloth red 4.  It rendered the gun useless. This is a LibriVox recording. All LibriVox recordings from the public domain. For more information or to volunteer, please visit LibriVox.org. Recorded by Nicholas James Bridgewater. The Esperanto teacher, a simple course for non-Gramarians by Helen Fryer. Complete Grammar of Esperanto by Dr. Zamenhof. A. Alphabet. A. Po, co, co, to, e, fo, go, jo, ho, ho, i, jo, jo, co, lo, mo, no, o, po, ro, so, so, to, o, wo, vo, so. Remark. Presses which do not possess the accented letters can use instead of them, C-H-G-H-H-J-H-S-H-U. B. Rules. 1. There is no indefinite article. There is only a definite article, La, alike for all sexes, cases and numbers. Remark. The use of the article is the same as in the other languages. People who find a difficulty in the use of the article need not at first use it at all. 2. Substantives have the termination o. To form the plural the termination jor is added. There are only two cases, Nominative and Accusative. The latter is obtained from the Nominative by the addition of the termination no. Other cases are expressed by the aid of prepositions, the genitive by der, the dative by al, the ablative by per, or other prepositions according to sense. 3. The adjective ends in a. Case and number as with the substantive. The comparative is made by means of the word pli, the superlative by play, with the comparative the conjunction al is used. 4. The fundamental numerals, they are not declined, are 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11. The tens and hundreds are formed by simple junction of the numerals. To mark the ordinal numbers the termination of the adjective is added. For the multiple the suffix obl, for the fractional on, for the collective op, for the distributive the word pa. Substantival and adverbial numerals can also be used. 5. Personal pronouns, mi, vi, li, shi, ji, referring to thing or animal, si, ni, vi, ii, li or ni. The possessive pronouns are formed by the addition of the adjectival termination. Declension is as with the substantives. 6. The verb undergoes no change with regard to person or number. Forms of the verb time being present takes the termination us. Time being, past, ease. Time about to be, future, os. The conditional mood, us. The ordering mood, u. The infinitive, i. Participals with an adjectival or adverbial sense, active present, ont. Active past, int. Active future, ont. Passive present, at. Passive past, eat. Passive future, ot. All forms of the passive are formed by the aid of a corresponding form of the verb esti. And a passive participle of the required verb. The preposition with the passive is de. 7. Adverbs end in e. Degrees of comparison as with the adjectives. 8. All the prepositions require the nominative. 9. Every word is read as it is written. 10. The accent is always on the penultimate syllable. 11. Compound words are formed by simple junction of the words. The chief word stands at the end. The grammatical terminations are also regarded as independent words. 12. When another negative word is present, the word ne is left out. 13. In order to show direction, words take determination of the accusative. 14. Each preposition has a definite and constant meaning. But if we have to use some preposition, and the direct sense does not indicate to us what special preposition we are to take, then we use the preposition ye, which has no meaning of its own. Instead of the preposition ye, we can also use the accusative without a preposition. 15. The so-called foreign words, that is, those which the majority of languages have taken from one's source, are used in the Esperanto language without change, merely obtaining the spelling of the latter. But with different words from one root it is better to use unchanged only the fundamental word and to form the rest from the latter in accordance with the rules of the Esperanto language. 16. The final vowel of the substantive and of the article can be dropped and replaced by an apostrophe. End of The Complete Grammar of Esperanto by Dr. Zamenhoff. 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, Simple Course for Nongromarians by Helen Fryer. Common, useful expressions. Tio estas, i.e. that is, tio estas, caitzedere, etc. caitzedere, caitiel plou, and so on, caitiel plou. Ciel, e.g., as, for example, ciel, e.g., ciel eble, plei, baldao, as soon as possible, ciel eble, plei, baldao. Ciel, ay, no casos, whatever happens, shall happen. Ciel, ay, no casos. Con dice que, on the condition that, con dice que, con la condicio que, on the condition that, con la condicio que, bon antagon, signoro. Good day, sir, bon antagon, signoro. Ciel, vi fartas, how do you do? Ciel, vi fartas? Tre, bone, mi dankas. Very well, ay, thank you. Tre, bone, mi dankas. Mi dankas v'in, ay, thank you, mi dankas v'in. Dankon, thanks, dankon. Molte da dankoi, many thanks, molte da dankoi. Vi estas tre gentila, you are very kind. Vi estas tre gentila, or vi estas tre afabla. Vi estas tre complesa, you are very obliging. Vi estas tre complesa. Mi malsatas, ay am hungry, mi malsatas. Mi soifas, ay am thirsty, mi soifas. Al mi estas varme, ay am warm. Al mi estas varme, al mi estas malvarme. I am cold, al mi estas malvarme. Kiu estas tie, estas mi. Who is there? It is I. Kiu estas tie, estas mi. Si diju mi petas, vi seated, ay beg you. Si diju mi petas. Con plesuro, with pleasure. Con plesuro. Kiu on vi besonas, what do you want? Kiu on vi besonas. Ciu vi mi incompreenas? Do you understand me? Ciu vi mi incompreenas? Vi estas brava, you are right. Vi estas brava. Vi estas malbrava, you are wrong. Vi estas malbrava. Tio estas vera, that is true. Tio estas vera. Estas vera ke? It is true that. Estas vera ke? Ye kiu ma horro vi foriros? At what time are you going? Ye kiu ma horro vi foriros? Kiu ma horro estas? What time is it? Kiu ma horro estas? Kiu on costas tio chi? How much does this cost? Kiu on costas tio chi? Giu costas tri shillings. It costs three shillings. Giu costas tri shillings. Kii e vi estas? Where are you? Kii e vi estas? Kii en vi iras? Where are you going? Kii en vi iras? Kii an a jon li havas? How old is he? Kii an a jon li havas? Solao unus semeno? A week ago. Anzao unus semeno. Post do tagoi, in two days. Post do tagoi. Livenos jawdon. He would come on Thursday. Livenos jawdon. Pas igu al-mila panon mi petas fin? Pas mi the bread I beg you, please. Pasigualmi la panon mi petas fin? Estas l'imem. It is himself. Estas l'imem. Tion pli bone. So much the better. Tion pli bone. Oni diras che, they say that. Oni diras che. Ne niu tion diras. Nobody says that. Ne niu tion diras. Chi o casis? What has happened? Chi o casis? Ci uvi conas signoron a? Do you know Mr. A? Ci uvi conas signoron a? Mis cias chi li estas, sed mi ne conas l'in. I know who he is, but I do not know him. Ci u estas letteroi per mi? Other letters for me? Ci u estas letteroi per mi? Rapidu. Be quick. Rapidu. Ne diru tion. Do not say that. Ne diru tion. Ne fa rution. Do not do that. Ne fa rution. Ne fa rution. Do not do that. Ne fa rution. Chia estas la vetero? Chiaan vetero ni havas? What kind of weather is it? Chia estas la vetero? Chiaan vetero ni havas? Pluvas. Nejas. It rains. It snows. Pluvas. Nejas. Pluvis la tuta nocton. It rained all night long. Pluvis la tuta nocton. Estas bele, vermege. It is fine. Hot. Estas bele, vermege. Ci u mi tion faru? Shall I do that? Ci u mi tion faru? Letters. A. Beginnings. Estimata. Esteemed. Estimata. Estiminda. Estimable. Estiminda. Respectinda. Respectworthy. Respectinda. Honorinda. Honorable. Honorinda. Patro. Amico. Father. Friend. Samideano. Fellow thinker. Samideano. Cunlaboranto. Fellow worker. Cunlaboranto. Signoro. Sir. Signoro. Signoroi. Gentlemen. Sirs. Signoroi. Signorino. Madam. Mrs. Signorino. Fraulino. Miss. Fraulino. B. Endings. Cun corai amicai salutoi. With hearty, friendly greetings. Cun corai amicai salutoi. Cun alta grande estimo. With high, great esteem. Cun alta grande estimo. Cun miai ciui bondesiroi. With my all good wishes. Cun molte da amo. With much love. Cun molte da amo. Via. La via. Yours. Via tre vin amanta. Your very loving. Your very loving. Your very loving. Via. Tre sin tere. Fidele. Yours very. Sincerely. Faithfully. Ci am via. Yours always. Ci am via. Tre sin tere via. Very sincerely yours. Tre sin tere via. End of common useful expressions. Section 52. Translations from various languages. Pardonata foresto, corrector, naivezzo and hawk. This is a LibriVox recording. All LibriVox recordings are in the public domain. For further information or to volunteer, please visit LibriVox.org. The Esperanto teacher. A simple course for non-Gramarians by Helen Friar. Translations from various languages and some hilarious anecdotes. Pardonata foresto. Oni invitis junulon al festeino. Respondante alla invito li diris mi venus plezure se mi estos viva. Ho! diris la invitanta signorino. Se vi estos sen viva, nivi ne attendos. Festeino. Bankit. Dinaparti. Festeino. El tutmonda anecdotaro. Corrector. Juno fraulino. Ho, senor professoro. Qu'ion pobus raconti tiuci maliuna quverco, sedgi pobus paroli. Professoro. Ci dirus, pardonum in mia fraulino. Mina estas quverco, sed tilio. Tilio, lime tree. Tilio. El tutmonda anecdotaro. Naivezzo. Knabino sesiala havis caton ca pupon. Iu demandis shin. Qu'ion alla dou si preferas. Si ne volis respondi. Fene, si diris ali in la orelon. Mi preferas mi an caton, sed ne diru mi petas fin, tion al mia pupo. El unua legolibro, de cabe. Hawk. Qu'ion la fama angla admiralo Hawk estis an corau knabo, ca ila patro unua foie prenis lin suscipon, li admonis lin bone conduti, ca il donis, tia mi esperas vidi vin capitano. Capitano, e criis la knabo, cara patro, se mi ne esperus farigi admiralo, mi ne consentus estimaristo. Admoni, tu admonis, admoni, conduti, to behave oneself, conduti. El unua legolibro, de cabe. End of lesson. Efika Ruzo from The Esperanto Teacher. This is a LibriVox recording. All LibriVox recordings are in the public domain. For further information or to volunteer, please visit LibriVox.org. The Esperanto Teacher. A simple course for non-grammarians by Helen Fryer. Efika Ruzo. Iu velagiano petis si antre avara naibaron, kelimetu sur la limon inter la du jardenoi palis an barilon, ca la naibara kokinaro vagadis dum la tuta tago en lia jardeno. Taman la avorulo rifuzis, ca jam la naibara intensis al vocila helpon de la djugistoi, kiam li shaene contenta kwi etigis. Subite, je chi esmero, oni ekviris la malamatan avorulon starigi tre fortan lignan baridon. Ser amico demandis la velagianoi, raconto kia maniere bi etingis tion. No tre simple li diris, iun matenon misendis ala naibara tre auqvar ovoin, dirante ke liai kokinoy demetis ilin en mia jardeno. Jam la secvintan tagon li komensis construi la barilon, tio estas ciam pli malcara oldoni okupadon ala advokatoi. El tutmonda anecdotaro. Vocabulary. Peti to beg. Peti. Limo. Boundary. Limo. Paliso. Pailings. Paliso. Vagi. Tu onda. Vagi. Alvoki. Twinvoke. Alvoki. Shaine. Apparently. Shaine. Subite. Suddenly. Subite. Quieta. Quiet. Quieta. Advokato. Loya. Advokato. End of. Eficaruso. Yupitero kai cievalo from the Esperanto teacher. This is a LibriVox recording. All LibriVox recordings are in the public domain. For further information or to volunteer, please visit LibriVox.org. The Esperanto teacher. A simple course for non-grammarians by Helen Fryer. Yupitero kai cievalo. Patro del bestoi kai del homoi. Diris cievalo. Proxima diante alla trono de Yupitero. Oni diras ke miestas unu e la plei belai bestoi. Mi mem credas tion. Tam enshainas al mi ke multon en mi oni devus blibonigi. Kion lau via opinio oni pobus blibonigi en vi? Parolu miestas preta lerni de vi. Diris yupitero bidi tante. Ebleme kuros ankorau pli rapide, se miai piedoi estus pli longai kai pli maldikai. Longa cignacolo unamus miri, pli largea brusto, pli grandigus mia fortoi, kai charvi destinismin po' porti vi an favoratan, homon, vi pobus sur mia dorson meti pretan selon. Pone, diris yupitero. Attendu momenton. Kaili creis kamelon. Ekvidinte la nuovan beston, la cevalo extremis del timo kai abon meno. Jen la altai piedoi, kian vi desiris, diris yupitero. Jen la longa cignacolo, largi a brusto kai preta selon. Chu vi desiras ke mi tial al fomigu vin? El unua legolibro de kabe. Vocabulary. Trono, throne, trono. Shiny, to seem, shiny. Preta, ready, preta. Cigno, swon, cigno. Ornami, to ornament, ornami. Brusto, chest, brusto. Destini, to destin, a point. Destini, sailor, saddle, sailor. Treimi, to tremble, treimi. Abon meno, disgust, abon meno. End of yupitero kai cevalo.