The Esperanto Teacher

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THE
ESPERANTO TEACHER,

A SIMPLE COURSE FOR
NON-GRAMMARIANS.

BY
HELEN FRYER.

TENTH EDITION.
(B.E.A. PUBLICATIONS FUND--No. 3).

All profits from the sale of this book are devoted to the
propaganda of Esperanto.

LONDON:
BRITISH ESPERANTO ASSOCIATION (Incorporated),
17, Hart Street, W.C.I.

* * * * *

PRESENTATION.

Perhaps to no one is Esperanto of more service than to the
non-grammarian. 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.
Millidge, 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 class work.

The exercises are taken chiefly from the "Ekzercaro" 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 Geo. 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.

MANNER 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 "rozo" or "kolombo," let him bring the
object itself before his mind's eye, instead of repeating "'rozo',
rose; 'kolombo', pigeon"; or with the sentence "'la suno 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 re-learn and re-write 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. Kabe, and then proceed to the "Fundamenta
Krestomatio," the standard work on Esperanto, by Dr. Zamenhof.

A very good Esperanto-English vocabulary is to be found in the
"Esperanto Key," 1/2d., 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. Ludovic Zamenhof, a
Polish Jew, was born on December 3rd, 1859, at Bielovstok, 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 enmity with each other. Taught 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 schoolfellows like-minded
with himself, and on December 17th of that year they feted 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 mainspring 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."

Sur neuxtrala lingva fundamento,
Komprenante unu la alian,
La popoloj faros en konsento
Unu grandan rondon familian.

(On the foundation of a neutral language,
Understanding one another,
The peoples will form in agreement
One great family circle).

HELEN FRYER.

December, 1907.

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 ^--

c cx, g gx, h hx, j jx, s sx.

c - (whose two English sounds are represented by k and s) has the sound
of TS, as in iTS, TSar.

cx - like CH, TCH, in CHurCH, maTCH.

g - hard, as in Go, GiG, Gun.

gx - soft, as in Gentle, Gem, or like J in Just, Jew.

h - well breathed, as in Horse, Home, How.

hx - strongly breathed, and in the throat, as in the Scotch word loCH.
(Ask any Scotsman to pronounce it). Hx occurs but seldom. It is the
Irish GH in louGH, and the Welsh CH.

j - like Y in Yes, You, or J in halleluJah, fJord.

jx - like S in pleaSure, or the French J, as in deJeuner, Jean d'Arc.

s - like SS in aSS, leSS, never like S in roSe.

sx - like SH in SHe, SHall, SHip, or S in Sugar, Sure.

In newspapers, etc., which have not the proper type, cx, gx, hx, jx, sx
are often replaced by ch, gh, hh, jh, sh, or by c', g', h', j', s', and
ux by u.

ux - is also a consonant, and has the sound of W in We, as EUXropo, or U
in persUade.

The VOWELS a, e, i, o, u have not the English, but the Continental
sounds.

a - always like A in Ah! or in tArt.

e - like E in bEnd, but broader, like E in thEre.

i - is a sound between EE in mEEt and I in Is.

o - like O in fOr, or in the Scottish NO, or AU in AUght.

u - like OO in bOOt, pOOr.

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:--

aj - nearly like AI in AIsle, or I in nIce, fIne.

ej - nearly like EI in vEIn.

oj - nearly like OY in bOY, or OI in vOId.

uj - nearly like UJ in hallelUJah.

aux - like AHW, or nearly OU in hOUse, pronounced broadly, haOUse.

eux - like EHW, or EY W in thEY Were, AYW in wAYWard.

Practise saying aja, eja, oja, uja, auxa, euxa several times quickly.
Then gradually drop the final a.

ACCENT.

The accent or stress is always placed on the syllable before the last,
as es-PE-ro, es-pe-RAN-to, es-pe-ran-TIS-to, es-pe-ran-tis-TI-no; JU-na,
ju-NU-lo, ju-nu-LA-ro. All the syllables must be clearly pronounced, not
slurred over.

EXERCISE IN PRONOUNCIATION.

a - (as in bAth), PAT-ra, LA-na, a-GRA-bla, mal-VAR-ma, KLA-ra,
pa-FA-do.

e - (as in bEnd), BE-la, mEm, fe-NES-tro, ven-DRE-do, tre-E-ge,
le-TE-ro.

i - (as in sEE), mi, I-li, i-MI-ti, vi-ZI-ti, TRIN-ki, in-SIS-ti.

o - (as in fOr), HO-mo, RO-zo, ko-LOM-bo, DOR-mo (the R rolled), MOR-to,
po-PO-lo.

u - (as in bOOt), U-nu, dum, BRU-lu, sur-TU-to, vul-TU-ro, mur-MUR-i.

aj - (as in nIce), ajn, kaj, rAJ-to, taj-LO-ro, FAJ-ro, BE-laj.

ej - (as in plAY), VEJ-no, HEJ-mo, plej, HEJ-to.

oj - (as in bOY), PAT-roj, FOJ-no, HO-mojn, KOJ-no, SOJ-lo, KON-koj.

uj - (as in hallelUJah), tuj, CXI-uj, TI-uj.

aux - (as in cOW), AN-taux, LAUX-bo, fraux-LI-no, KAUX-zi, auxs- KUL-tu,
AUX-di.

eux - (like ehw), Eux-RO-po, neux-ral-GI-o, Eux-kar-IS-to,
reux-ma-TIS-mo.

c - (= ts, biTS), CE-lo, fa-CI-la (=FA-TSEE-LA), be-LE-co (BE-LE-TSO),
ofi-CI-ro, PA-co, ci-ko-NI-o, CO-lo.

cx - (= tch, maTCH), cxu, ecx, cxe, CXAM-bro, CXER-pi, TRAN-cxi, RI-cxa.

g - (as in Good), LON-ga, LE-gi, ge-NU-o, GEN-to, GLI-ti, GRO-so.

gx - (as in Gem), GXE-mi, gxis, gxar-DE-no, SA-gxa, MAN-gxi, RE-gxo.

h - (breathed), HA-ro, hi-RUN-do, ha-RIN-go, his-to-RI-o, he-DE-ro,
HIM-no.

hx - (in throat), hxe-MI-o, hxo-LE-ro, me-hxa-NI-ko, E-hxo, hxa-O-so.

j - (like y), JU-na, ma-JES-ta, sin-JO-ro, ka-JE-ro, jes, ja.

jx - (= zh), bon-AJX-o, JXE-ti, jxur-NA-lo, jxus, JXAUX-do, jxa-LU-zo.

s - (ss), SU-per, ses, STA-ri, trans, ves-PE-ro, SVIN-gi.

sx - (sh), FRE-sxa, SXE-lo, KU-sxi, SXTU-po, SXVI-ti, SXVE-li.

kz - ek-ZER-co, ek-ZEM-plo, ek-za-ME-no, ek-ze-KU-ti, ek-ZI-li,
ek-ZIS-ti.

kv - kvar, kvin, kvi-E-ta, KVAN-kam, KVER-ko, KVA-zaux.

gv - GVI-di, LIN-gvo.

kn - KNA-bo, KNE-di.

sc - (sts), SCI-o (sts-ee-o), SCE-no (stse-no), SCEP-tro, eks-CI-ti
(eks-TSEE-tee), eks-cel-EN-co (eks-tsel-EN-tso), sci-EN-co
(stsee-en-tso).

CEN-to, SEN-to; CE-lo, SE-lo, SXE-lo; CO-lo, KO-lo; ci, cxi; ec, ecx;
KRU-co, KRU-cxo; PA-go, PA-gxo; RE-gi, RE-gxi; SE-gi, SE-gxo; HO-ro,
HXO-ro; PE-si, PE-zi; STE-lo, SXTE-lo; SAN-go, SXAN-go; VER-so, VER-sxi;
dis-I-ri, dis-SXI-ri; GUS-ta, GXUS-ta; STU-po, SXTU-po; STA-lo, SXTA-lo;
POS-to, POSX-to; re-SER-vi, re-ZER-vi; ru-GXI-gi, ru-CXI-gxi; ri-CXI-gi,
ri-CXI-gxi, ri-CXE-co; FTI-zo.

a-E-ro, oce-A-no, fe-I-no, GXU-i, pe-RE-i, pe-RE-u; fo-I-ro,
CXI-u-JA-ra, VO-joj, tro-U-zi, for-RAM-pi, ku-I-ri; SKVA-mo,
zo-o-lo-GI-o, en-U-i, de-TRU-u, SXPRU-ci, ru-I-ni; Jan-u-A-ro,
Feb-ru-A-ro, li-E-no, ho-DI-aux, hi-E-raux, Hun-gar-U-jo, Ne-a-PO-lo,
sci-U-ro.

* * * * *

NOTE.--A useful mnemonic for the Esperanto vowels is pAr, pEAr, pIEr,
pORe, pOOr, but the sounds should not be dragged. It is helpful to note
that the English words "mate, reign, pane, bend; meet, beat, feel, lady;
grow, loan, soft; mute, yes, mule" (as pronounced in London and South of
England), would be written in Esperanto thus:--"mejt, rejn, pejn, bend;
mijt, bijt, fijl, lejdi; groux, louxn, soft; mjut, jes, mjul".

LESSON 1.

WORDS.

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 "o". It will be seen
that they are all names.

In Esperanto every name ends in "o".

(In Grammar names are called NOUNS).

Notice further the words which end in "-as." They all express doing or
being (action or state), which is going on at the present time, or which
is a custom at the present time.

The words "a," "an," are not expressed; "the" is translated by "la".

VOCABULARY.

pAtro : father. cxAmbro : room.
frAto : brother. fenEstro : window.
fIlo : son. lIbro : book.
TeodOro :Theodore. krajOno : pencil.
tajlOro : tailor. plUmo : pen.
leOno : lion. cxapElo : hat.
bEsto : animal. dOmo : house.
kolOmbo : pigeon. Arbo : tree.
bIrdo : bird.
rOzo : rose. Estas : is, are, am.
flOro : flower. apartEnas : belongs.
pOmo : apple. brIlas : shines.
sUno : sun. kUsxas : lies.
tEro : earth, ground. stAras : stands.
sxtOno : stone.

la : the. de : of, from.
kaj : and. kIe : where.
jes : yes. kIo : what thing.
ne : no, not. jen Estas : here is.
al : to, towards. cxu : whether (asks a question).
sur : on. Antaux : before, in front of.
en : in.
Apud : by, near, beside.

(The [UPPERCASE] shows the accented syllable).

Patro kaj frato. Leono estas besto. Rozo estas floro kaj kolombo estas
birdo. La rozo apartenas al Teodoro. La suno brilas. La patro estas
tajloro. Kie estas la libro kaj la krajono? Jen estas pomo. Sur la tero
kusxas sxtono. Sur la fenestro kusxas krajono kaj plumo. La filo staras
apud la patro. Jen kusxas la cxapelo de la patro. La patro estas en la
cxambro. Antaux la domo staras arbo.

Kio estas leono? Kio estas rozo? Kio brilas? Kio estas la patro? Kie
estas la patro? Kio estas sur la fenestro? Kie estas la plumo?

Cxu leono estas besto? Jes, leono estas besto. Cxu rozo estas birdo? Ne,
rozo ne estas birdo, rozo estas floro.

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; "rugxa",
red.

(A describing word is called an ADJECTIVE).

VOCABULARY.

bEla : beautiful. jUna : young.
blAnka : white. matUra : mature, ripe.
blUa : blue. nOva : new.
bOna : good. nUtra : nutritious.
fidEla : faithful. pUra : pure, clean.
fOrta : strong. rIcxa : rich.
frEsxa : fresh. sAna : well (healthy).

cxiElo : sky, heaven. nEgxo : snow.
fEsto : holiday. pAno : bread.
frauxlIno : maiden lady, Miss papEro : paper.
hOmo : man (human being). tAblo : table.
hUndo : dog. vIno : wine.
infAno : child. Onklo : uncle.
JohAno : John. pli : more.
kajEro : exercise book. ol : than.
lAkto : milk. sed : but.
mAno : hand. tre : very.

La patro estas sana. Infano ne estas matura homo. La cxielo estas blua.
Leono estas forta. La patro estas bona. La mano de Johano estas pura.
Papero estas blanka. Blanka papero kusxas sur la tablo. Jen estas la
kajero de la juna frauxlino. Sur la cxielo staras la bela suno. La
papero estas tre blanka, sed la negxo estas pli blanka. Lakto estas pli
nutra, ol vino. La pano estas fresxa. La onklo estas pli ricxa, ol la
frato. Jen kusxas rugxa rozo. La hundo estas tre fidela. La libro estas
nova.

LESSON 3.

When the name (noun) is required to denote more than one of the persons
or things for which it stands, "j" is added to it, as "rozoj", roses;
"kolomboj", pigeons; and then every "describing" word (adjective) which
belongs to it must also have "j", as "rugxaj rozoj", red roses; "la
kolomboj estas belaj", the pigeons are beautiful.

(When the noun stands for "more than one," it is said to be PLURAL. "j"
is the sign of the plural).

VOCABULARY.

jAro : year. agrAbla : agreeable, pleasant.
kAnto : song. Akra : sharp.
knAbo : boy. delikAta : delicate.
lilIo : lily. flUgas : fly, flies.
trancxIlo : knife. diligenta : diligent.
dento : tooth.

lUndo : Monday. vendrEdo : Friday.
mArdo : Tuesday. sabAto : Saturday.
merkrEdo : Wednesday. dimAncxo : Sunday.
jxAUXdo : Thursday.

La birdoj flugas. La kanto de la birdoj estas agrabla. Kie estas la
knaboj? La patroj estas sanaj. Infanoj ne estas maturaj homoj. Leonoj
estas fortaj. La manoj de Johano estas puraj. Jen estas la kajeroj de la
junaj frauxlinoj. La onkloj estas pli ricxaj, ol la fratoj. La hundoj
estas tre fidelaj. Blankaj paperoj kusxas sur la tablo. En la cxambro
estas novaj cxapeloj. Kie estas la akraj trancxiloj? Bonaj infanoj estas
diligentaj. Jen kusxas puraj, blankaj, delikataj lilioj. La dentoj de
leonoj estas akraj.

LESSON 4.

mi : I. ni : we,
ci : thou. vi : you.
li : he. ili : they.
sxi : she. si (see Lesson 7).
gxi : it oni : one, they, people.

(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. nia : our, ours.
cia : thy, thine. via : your, yours,
lia : his. ilia : their, theirs.
sxia : her, hers. sia (see Lesson 7),
gxia : its.

When the name to which these "pronoun-adjectives" belong is plural they
must of course take "j", as "miaj libroj", my books; "viaj pomoj", your
apples; "iliaj infanoj", their children.

In speaking of relations and parts of the body "la" is often used
instead of "mia", "lia", etc., as "La filo staras apud la patro", The
son stands by the (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, "Tie
cxi oni povas maltime paroli", They say that he is rich, "Oni diras, ke
li estas ricxa", People often eat too quickly, "Oni ofte mangxas tro
rapide."

VOCABULARY.

Avo : grandfather. vEnkas : conquers.
amIko : friend. mAngxi : to eat.
gxardEno : garden gxentIla : polite.
knabIno : girl. silEnte : silently.
rUso : Russian. kIu : who, which (that).
sinjOro gentleman, Mr., Sir. cxIu : each one, every.
vEro : truth. cxIuj : all, all the.
vEnas : comes. la plej : the most.
Iras : goes. tIel : as, so.
lEgas : reads. kIel : as.
skrIbas : writes. nun : now.
plOras : cry, cries. Ankaux : also.
vOlas : wills, wishes. cxIam : always.
dIras : says. el : out of.
sIdas : sits. cxar : because, for.

Mi legas. Vi skribas. Li estas knabo, kaj sxi estas knabino. Ni estas
homoj. Vi estas infanoj. Ili estas rusoj. Kie estas la knaboj? Ili estas
en la gxardeno, Kie estas la knabinoj? Ili ankaux estas en la gxardeno.
Kie estas la trancxiloj? Ili kusxas sur la tablo. La infano ploras, cxar
gxi volas mangxi. Sinjoro, vi estas negxentila. Sinjoroj, vi estas
negxentilaj. Oni diras; ke la vero cxiam venkas. La domo apartenas al
li. Mi venas de la avo, kaj mi iras nun al la onklo. Mi estas tiel
forta, kiel vi. Nun mi legas, vi legas, kaj li legas, ni cxiuj legas. Vi
skribas, kaj la infanoj skribas, ili (vi) cxiuj sidas silente kaj
skribas.

Mia hundo, vi estas tre fidela. Li estas mia onklo, cxar mia patro estas
lia frato. El cxiuj miaj infanoj, Ernesto estas la plej juna. Lia patro
kaj liaj fratoj estas en la gxardeno. sxia onklo estas en la domo. Kie
estas viaj libroj? Niaj libroj kusxas sur la tablo; iliaj krajonoj kaj
ilia papero ankaux kusxas sur la tablo.

Kiu estas en la cxambro? Kiuj estas en la cxambro? La sinjoro, kiu
legas, estas mia amiko. La sinjoro, al kiu vi skribas, estas tajloro.
Kio kusxas sur la tablo?

LESSON 5.

The use of final "n".

In order to understand the meaning of a sentence it is necessary to be
able to recognise 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 recognised only by its position in the sentence. For
instance, the three words--visited, John, George, can be arranged to
mean two entirely, different things, either "John visited George," or
"George visited John." [Footnote: 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. The 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 vizitis Georgon" and
"Georgon vizitis 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.

La infanon gratis la kato.
The child scratched the cat.

La birdojn pafis Johano.
The birds shot John.

La musojn kaptis la knabo.
The mice caught the boy.

La kokidon mangxis la onklo.
The chicken ate the uncle.

La bildon pentris la pentristo.
The picture painted the painter.

La fisxojn vendis la fisxisto.
The fish sold the fisherman.

In these sentences the subjects are at once seen to be "hundo, kato,
Johano, knabo, onklo, pentristo, fisxisto", for the final "n" in
"patron, infanon, birdojn, musojn, kokidon, bildon, fisxojn",
distinguishes these words from the subject.

This use of "n" renders clear sentences that are not clear in English.
"John loves Mary more than George" may mean "more than John loves
George" or "more than George loves Mary." In Esperanto it is quite
clear. "Johano amas Marion, pli ol Georgo" means "more than George loves
Mary," because "Georgo" is the subject of the second (elliptical)
sentence, but "Johano amas Marion, pli ol Georgon" means "more than
John loves George," because the final "n" in Georgon shows this to be
not the subject.

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