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HAM_Esperanto Course

"La internacia lingvo estas preta iji via amikon."

Counting

In one of the previous lessons we learned how to count, i.e.: 1-unz, 2-duz, 3-triz, 4-kvaz, 5-vinz, 6-sez, 7- sepz, 8-okz, 9-nawz, 10-dekz, 21- duzdekz_unz, 53-vinzdekz_triz, 85-okzdekz_vinz, 99-nawzdekz_nawz. To change these into ordinal numbers, simply add an A. This makes "first" out of "one", "second" out of "two" etc.

Examples:

unza-first

duza-second

triza-third

dekza-tenth

So this 11^th lesson would be "La dekz-unza leciono".

Interrogative Pronouns:

In English we have many interrogative pronouns starting with the letter w, like: what, who, where, when and why.

In Esperanto all those so-called interrogative pronouns start with a k:

who/which- kii
what-kio
how (what kind of) - kia
whose- kiia
where - kie (pronounced as: ki-e)
why - kial
when-kiam

to whom-al kii
how (in what way)-kiel (pronounce: ki-el)
how much/many-kiom (da)

Who are you?	Kii estas vi?
What does he say?	Kion li diras?
What kind of flowers do you have/see?	Kia floron+ vi vidas?
Whose book is on the table?	Kiia libro estas sur la tablo?
Where is your book?	Kie via libro estas?
Why does he learn?	Kial li lernas?
When does she come?	Kiam Si venas?
How does he sing?	Kiel li kantas?
What does he say?	Kion li diras?
How much is one plus one?	Kioma estas unz kaw unz?
How many flowers?	Kioma floro+?

After Kiom you should use da when you're asking for a quantity of a certain substance (HAM_Eo uses "Kioma). Although da remains untranslated you could silently translate it "of the", as in: "How many of the flowers?", "Kioma floro+?"

Prefixes

The prefix ge- unites both sexes.

father	patro	Father and mother (parents)	gepatro+
gentleman	sinyoro	ladies and gentlemen	gesinyoro+
son	filo	sons and daughters	gefilo+
friend	amiko	friends (both sexes)	geamiko+

It is not necessary to always use the ge- prefix. When you want to say: "Ladies and gentlemen" you also have the choice between "Ge'sinyoro+" and "sinyorino+ kaw sinyoro+."

Suffixes:

The suffix -an- indicates a member, supporter, participant, inhabitant or follower.

Amsterdam~	Amsterdam
kurso	course	kursano	participant in the course
urbo	city	urbano	inhabitant of the city
eks'lando	foreign	eks'landano	foreigner

At the first international convertion of Esperantists (in 1905) all people where addressed in this way by Dr. Zamenhof: "Ge_sam'ideano+! Kun granda joyo mi salutas vin!" - "Congenials! With great joy I greet you!"

Exercises. Translate.

A	1.	En la somero, multa ekslandano+ vizitas nia landon.
	2.	Kial zi vizitas nia landon?
	3.	Tial zi deziras naji en la maro kaw vidi nia floron+.
	4.	La unza tago de mia ferio+, mi estis malsana.
	5.	Kie/Kii estas mia biciklo?
	6.	Ku: Amsterdam~ homo lojas en London~?
	7.	Kial vi havas timon (fear) por la dentisto?
	8.	La instru'istino instruas la kurs'anon+.
	9.	Hirawe mi estis en London~ kaw vidis la veturilon de la rejino.
	10.	En la printempo (spring), la virino+ deziras labori por purigi (clean) la chambron+, sed . . . kie estas la viro+ (homo+)?

B	1.	Did you already write a letter to your grandparents?
	2.	Why didn't you learn the ninth lesson?
	3.	The fourth apple fell on the floor.
	4.	The worker lost a knife.
	5.	Who plays in the bedroom (sleeping-room)?
	6.	The boys and the girls (one word) walk into the garden of the neighbor.
	7.	The rain fell on the new red garden-bench.
	8.	I do not understand, why you lie.
	9.	We are happy, because spring (printempo) comes.
	10.	To whom will you give these beautiful flowers?
	11.	The inhabitants of this town (one word!) also came to the city.

Solutions:

A	1.	In the summer many foreigners visit our country.
	2.	Why do they visit our country?
	3.	Because they want to swim in the sea and see our flowers.
	4.	I was ill the first day of my holidays.
	5.	Where is my bike?
	6.	Do (some) people from Amsterdam live in London?
	7.	Why do you have fear for the dentist?
	8.	The lady-teacher teaches the participants of the course (one word).
	9.	Yesterday I was in London and saw the vehicle of the Queen.
	10.	The women want to work hard to clean the rooms in spring, but . . . where are the men?

B	1.	Ku: vi yame skirbis leteron al via ge'avo+?
	2.	Kial vi ne aprendis la nova lecionon?
	3.	La kvaza pomo falis al la planko.
	4.	La laboristo perdis tranchilon
	5.	Kii ludas en la dorm'chambro?
	6.	La ge'knabo+ promenas en la jardeno de la naybaro.
	7.	La pluvo falis en/sur la nova ruja jarden'benkon.
	8.	Mi ne komprendas, kial vi mensogas.
	9.	Ni estas joya, tial printempo venas.
	10.	Al kii donos ci_tia bela floron+?
	11.	La urbano+ ankawe venis al la urbo.

Lesson TWELVE

Forming Words

In lessons seven and nine, we learned something about forming words. In this lesson you'll see some more examples. You learned for example: en = in/into, iri = to go. So if "eniri" means "to go in/into, to enter" then "entrance" would be "en'ireyo" and exit would be "el'ireyo".

domo	house		pordo	door		dom'pordo	housedoor
bona	good		deziro	wish		bon'deziro	goodwish
nova	new		yaro	year		nov'yaro	newyear
piedo	foot		iri	to go		pied'iri	to go by foot
vocho	voice		doni	to give		voch'doni	to vote
nask'iji	to be born		tago	day		naskij'tago	birthday
readi	to read		libro	book		read'libro	reading book
akvo	water		fali	to fall		akvo_falo	waterfall
vino	wine		botelo	bottle		vin'botelo	bottle of wine

Verbs

We've already translated sentences containing two verbs, but there is a distinctive difference between English and Esperanto:

He can read.	Li povas readi.
You have to tell me your name.	Vi devas diri al mi via nomon.
We can't sleep.	Ni ne povas dormi.
He must to learn	Li devos lerni.

Sometimes we add the word "to" in English, but in Esperanto this never happens because the infinitive i ending does this automatically.

We wish to go away/to leave	Ni deziras for'iri.
We will begin to learn Esperanto	Ni komencos lerni Esperanton.
I wish to read	Mi deziras readi.

Suffixes

We'll now learn the suffix -ant-. This suffix is used to indicate that something is in progress:

la readanta knabo	the reading boy/the boy who is reading
la parolanta sinyoro	the speaking gentleman/the gentleman who is speaking
la ridanta knabino	the laughing girl/the girl who's laughing
la lernanta infano+	the learning children/the children who're learning.
Ni vidas la dancanton+.	We see the dancing group/We see those who are dancing.
la fluganta birdo	the flying bird
la lernanta ge'kursano+	The learning participants of he course (gekursano+ expresses masculine and feminine participlants of a course)

Attention! You now understand that if we write "la readanto", we refer to "the reading person" or "the reader". Likewise, "la parolanto" would be "the speaking person/the speaker" and "la ge'ridanto+"-"the laughing persons (both genders)"

Anta = to be doing something right at the moment. Something is happening right now. Brulanta domo-a burning house, a house that's burning right at this moment. You already noticed we use this ending with verbs.

The next suffix we'll teach you is the suffix -ar-. It indicates a collection of the baseword. Examples:

arbo	tree		arbaro	forest
vorto	word		vortaro	dictionary
vagono	carriage/wagon		vagonaro	train
monto	mountain		montaro	chain of mountains
adreso	address		adresaro	address-book
shipano	crew-member		shipanaro	crew
estro	head/boss		estraro	Board of Directors
ano	member		anaro	(all) members

In the last two words you see, that the prefixes -estr- and -an- can also be used independantly.

Some more examples: You learned, that the prefix mal- indicates the opposite of the baseword. Therefore, if Good = Bona, then Bad = Malbona. If Friend = Amiko, then Enemy = Malamiko.

"La malo" is the Esperanto word for "the opposite", as in "La malo okazis"-"The opposite occurred."
"Ku: vi estas richa? Male, mi estas malricha."-"Are you rich? On the contrary, I'm poor."

This seems a lot to memorize, but we give these samples to show you what you can do with the information you've learned. By practicing a lot, reading and writing, you'll learn all those constructions automatically.Just remember to actually use the language!

Exercises. Translate.

A	1.	D-roZamenhof naskijis en la monato de decembro de la yaro 1859 en la urbeto Bjalistok~ en Poland~.
	2.	La lojanto+ de la urbeto estis Polish~ ano+, judo+ (Jewish), Russia~ ano+ kaw German~ ano+.
	3.	Zi parolis malsama lingvon+.
	4.	La rezulto (result) estis multa konflikto+, tial Polland~ ne povis kompreni Germany~ kaw Germany~ ne povis bone kompreni Russia~.
	5.	La patrino de la yuna Zamenhof* instruis al li, ke la homo+ estas ge'frato+.
	6.	Sed en la strato+, li vidis la malon.
	7.	La yuna knabo havis sole unz deziregon; doni pacon al tuta (all) homaro.
	8.	Li deziris fari (to make) komona lingvon.
	9.	La nova lingvo devis esti internacia, kaw newtrala.
	10.	Kaw li faris Esperanton (Esperi = to hope).
B	1.	In the year 1905 the first international congress (kongreso) was in France.
	2.	In the congressroom (room = salono) were eight hundred persons from different countries.
	3.	Doctor (doktoro) Zamenhof* said: "Ladies and Gentlemen, I greet you!"
	4.	You came from many countries and you are now the guests of the French Esperantists.
	5.	In the room (salono) were no Russians, or Germans, or Frenchmen; in that room were are only people.
	6.	And they do not speak different languages.
	7.	They speak Esperanto, the neutral international language.
	8.	Now we are brothers and sisters of a big and international family (familio).
	9.	Doctor Zamenhof could/should be pleased (satisfied).

Solutions:

As homework, write out the translations and send them to us (via email). If they are acceptably accurate, we'll send you an Interim Certificate of Completion.

Lesson THIRTEEN

In Lesson ELEVEN we learned some interrogative pronouns such as "Who? What? Where? Etc." And now of course we need to learn to answer these questions.

"Kio estas tio?"-"What is that?"

The words used to answer such a question always start with a t in Esperanto:

"Tio estas arbo."-"That is a tree."

Here are some words you use in questions and answers:

Question:		Answers:
kii	Who/which	tii	That-person (refers to persons)
kio	what	tio	That (refers to objects)
kia	How/what kind of	tia	Such a/that kind of
kiia	Whose	tiia	It's
kie	Where	tie	There
kial	Why	tial	Because
kiam	When	tiam	Then/at that moment
kiel	How/in what way	tiel	So/that way

The second letter of all standard question and answer words is always an i. Make sure you memorize them, because they are very common and used in all kinds of texts and conversations. It's easy to confuse them if you haven't memorized them.

Kio estas sur la tablo?	What is on the table?
Tio estas sur la tablo.	This/That is on the table.
Kie estas la stacidomo?	Where is the train-station?
Tie.	There.
Kial vi ploras?	Why do you cry?
Mi ploras tial...	That's why I cry.
Kiam li venis?	When did he come?
Tiam li venis.	Then he came.

Since those t-words point at something, they are called demonstrative pronouns.

Vocabulary to study:

kofro	suitcase
muso	mouse
flari	to smell
super	above
pano	bread
aw	or
regali	to treat (give a present)
ponto	bridge
plezuro	pleasure/fun
vilajo	village
aeroplano	airplane
fayro	fire

Examples showing prepositions:

I go to the city.	Mi iras al la urbo.
I give the book to George.	Mi donas la libron al George*.
Instead of George, Pete will come.	Anstatawe George*, venos Pete*.
He lives with him.	Li lojas ce lia domo.
He lives near us.	Li lojas apud ni.
The book is on the table.	La libro estas sur la tablo.
The sun shines through the window.	La suno brilas tru la fenestro.
I will go till/to London.	Mi iros jis London~.
The dog of the neighbor	La hundo de la naybar'eyo
During one week he was ill.	Dum unz semayno, li estis malsana.
I sit in the room.	Mi sidas en la chambro.
I go out of the room.	Mi iras el la chambro.
The table stands between the windows.	La tablo staras int la fenestro+.
He lives between her and me.	Li lojas int si kaw mi.
He walks with two dogs.	Li promenas kun duz hundo+.
He travels without a suitcase.	Li voyajas sen kofro.
After Saturday comes Sunday.	Pos Sabato venas Dimancho.
The dog lies before the stove.	La hundo kushas ant la forno.
The cat lies behind the stove.	La kato kushas pos la forno.
Under the bed walks a mouse.	Sub la lito iras muso.
Above the sea flies an airplane.	Sup la maro flugas aeroplano.
He cuts with a knife the bread.	Li tranchas per tranchilo la panon.
I stood outside the house.	Mi staris eks la domo.
They sat around the fire.	Zi sidis cir la fayro.

Attention. The use of prepositions can differ a bit from English so it's best to use them frequently and practise a lot by reading and listening.

Exercises. Translate.

A	1.	Mi laboris dum triz semayno+ en London~.
	2.	La readanta virino sidas sur la sejo apud la forno.
	3.	La tramo veturas jis la ponto.
	4.	Mi voyajas por mia plezuro.
	5.	La shipo kushas sub la ponto.
	6.	La ge'knabo+ iris tru la strato+ de la vilajo.
	7.	Oi manjas per la busho, flaras per la nazo kaw vidas per la okulo+.
	8.	Kiam la sinyorino+ venis kun la infano+?
	9.	Anstatawe la patrino kuiris kun la filino.
	10.	Ku: vi voyajas sen kofro+ aw kun kofro+?
B	1.	We travelled till Paris.
	2.	The sun shines above the mountains.
	3.	I sat behind the door and heard the children.
	4.	What did you hear?
	5.	I did not understand that.
	6.	That's why we learn HAM_Esperanto.
	7.	That way, you can sit near the table.
	8.	Where is my book?
	9.	There, under the chair, is your book.
	10.	I do not understand, why you don't learn your lessons.
	11.	To those boys and girls (one word!) I gave my beautiful books.
	12.	That's why they were discontent.

Start this set of solutions for your final submission.

Lesson FOURTEEN

All international words remain unchanged but adapt to the spelling of the Esperanto language:

telephone	telefono
telegraph	telegrafo
machine	mashino
theory	teorio

Prefixes:

In English we use the suffix "in-law" to indicate a relationship that exists because of a marriage; the equivalent in Esperanto is the prefix bo-.

father	patro	father-in-law	bopatro
sister	fratino	sister-in-law	bofratino
brother	frato	brother-in-law	bofrato

Attention! Parents = ge'patro+, parents-in-law = bo'gepatro+; however, it's more common to put ge before bo = ge'bopatro+.

The prefix dis- indicates a division, seperation, or spread:

iri	to go	disiri	go apart
sendi	to send	dissendi	to send away
bati	to hit	disbati	hit apart (smash apart)

Suffixes:

The suffix -er- indicates the smallest unit:

pano	bread	panero	bread-crumb
sablo	sand	sablero	a grain of sand
nejo	snow	nejero	snowflake
mono	money	monero	coin
ligno	wood	lignero	sliver (from wood)
pluvo	rain	pluvero	raindrop
fayro	fire	fajrero	spark

Don't confuse this suffix with the suffix ar, as in arbaro (forest).

The suffix -ebl- corresponds with the English suffix able/ible. It indicates something CAN be the object of an action.

readi	to read	readebla	readable
vidi	to see	videbla	visible
trinki	to drink	trinkebla	drinkable
atingi	to reach	atingebla	reachable
uzi	to use	uzebla	usable
awdi	to hear	awdebla	hearable

Note that the Esperanto -ebl- correspond to both -able and -ible in English. Because of the irregular nature of the English language, visible for example ends in ible while hearable ends in able. Something that can be eaten, is edible while something that can be loved is loveable.

-ebl- words can also be translated using 'can':

La domo estas achetebla-the house can be bought, the house is for sale.

La viro estas konvinkebla (konvinki = to convince)- The man can be convinced.

Exercises. Translate.

A	1.	Vitro estas rompebla kaw travidebla.
	2.	Si ne estis konvinkebla.
	3.	En la mateno, mi donis al la birdo+ paneron+.
	4.	La instru'istino disdonis la krayonon+.
	5.	La ludanta infano+ dis'kuris.
	6.	La prezidanto parolis tro mallawte, li ne estis awdebla.
	7.	Kiia domo estas achetebla?
	8.	Mia ge'bopatro+ lojas en la domo de mia bofrato.
	9.	Mi iris en la domo, tial mi sentis kelka pluv'eron+.
	10.	La knabino lawte ploris, tial Si havis sableron en sia okulo.
	11.	Ku: vi dis'sendas la inviton+ por la kontakt-vespero?

B	1.	The letter from my friend from The Netherlands was readable.
	2.	The coin was on the table.
	3.	When can your house be bought?
	4.	My house won't be for sale, but it can be rented (to rent-lui).
	5.	The stars were not visible.
	6.	Sunday my brother-in-law will visit me.
	7.	My sister can't come, because she has a sliver in her eye.
	8.	My sister is stubborn, she can't be convinced.
	9.	With whom did you speak in the train yesterday?
	10.	The brown water from the river was undrinkable.
	11.	The bike of my little brother (one word) was usable.

Now try to write some sentences in Esperanto . . . using the above words but in a different context or syntax.

Lesson FIFTEEN

Comparing things

Translating "long-longer-longest" or "beautiful-more beautiful-most beautiful" in Esperanto is easy, simply use 'pli' and 'pley' as in:

beautiful-bela, more beautiful-ple_bela, the most beautiful-(la) pley_bela
great-granda, greater-ple_granda, the greatest - (la) pley_granda.

Note that you always use ple and pley for comparisons. There are no irregular forms as in English. We say "good- better-best" but in Esperanto it's just "bona-ple_bona-pley_bona", it's very logical!

Some sample sentences:

My father is the strongest man.-Mia patro estas la pley_forta viro.
The red pencil is the longest-La ruja krayono estas la pley_longa.
In that store one can buy the better books-En tia butiko, oi povas acheti la ple_bona libron+.
Carl* is big.-Carl* estas granda.
Peter is bigger, but Johan is the biggest-Petro* estas ple_granda, sed Johano* estas la pley_granda.
She is the best student in her class-Si estas la pley_bona lernantino el sia klaso.
From those books the green one is the biggest.-El tia libro+, la verda libro estas la pley_dika.

Attention!In the last two sentences you'll note that in and of has been translated using el, this is always used when taking a selection out of a bigger unity. It's better, in these cases, to use el than de.

Some more examples:

She sings beautifully.-Si kantas bele.
She sings more beautifully.-Si kantas ple_bele.
She sings most beautifully.-Si kantas pley_bele.

You learned to translate "more" and "most" but what about "less and least"? Well, it's very simple and logical; you translate those by saying "malple" and "malpley".

He's less interested.-Li estas malple_interesa.

Now let's continue with comparing things. There are two types of comparisons:

The first type of comparisons are the comparisons of inequality (used for comparing two things that are not equal). When we're looking at the differences, we're talking about comparisons of inequality, as in: "I'm bigger than you." In Esperanto this would translate as: "Mi estas ple_granda ol vi."

The second type of comparisons are the comparisons of equality (used for comparing two things that are equal). In looking for similarities, we'd say, "I am as big as you". In Esperanto this can be translated in two ways, choose whichever translation you prefer:

Mi estas tiel granda kiel vi.

Mi estas same granda kiel vi.

To end this lesson, we'll discuss something that's not quite logical in English but has a logical counterpart in Esperanto. In English we can say: "Peter has two pencils, the blue one is longest", and you'll note we use longest. But in E-o, when comparing two pencils then one can be quite long and the other can be longer, but it can't be the longest. It can only be longest when comparing three pencils. The first one is long, the second is longer. Only the THIRD is longest.

Remember: When comparing TWO things in Esperanto, we always use the pli form and never the pley form.

"Peter has two pencils, the blue one is longest" would translate as "Peter* havas duz krayonon+, la blua estas la ple_longa."

Translate:

A

1. La elefanto estas ple_forta besto ol la hundo.
2. Mi ne estas tiel forta kiel vi.
3. En nia jardeno staras duz arbo+; la ple_granda apartenas al mia frato.
4. Kii lojas en tia kastelo?
5. En tia kastelo lojas la pley_richa viro el nia vilajo.
6. Mia patrino estas malple_granda ol mia patro.
7. Vi skribas same malbele kiel mi.
8. La pley_malgranda libron mi achetis.
9. Sed ji estas la pley_bona el cia (all) libro+.
10. Sinyoro, mi ne povas kredi, ke mia frato estas la pley_maldiligenta (diligenta-diligent) knabo el via klaso.
11. Mi opinias (opinii-to have an opinion) ke li estas same diligenta kiel la alia ge'knabo+.

B

1. Is the dog stronger than the cat?
2. Yes, but the cat is not as big as the dog.
3. That house is the biggest of all (Cia) houses.
4. Which country has the highest house?
5. Where do you live? I live in the most beautiful city of our country.
6. In summer the days are longer than in winter, but the nights are shorter.
7. Today my mother is less ill than yesterday.
8. My sister sings more beautifully than I.
9. My brother sings ugliest.

Work the solutions and store them for further review.

Lesson SIXTEEN

Some new prefixes:

The prefix RE- is used only with verbs. It has two meanings: to do something again (to redo something) or to do something back (to return the action). Some examples:

readi-to read, rereadi-to reread/to read again, diri-to say, rediri-to say again (redoing something)

sendi-to send, resendi -to send back, bati-to hit, rebati-to hit back, veni- to come, reveni-to come again, salti-to jump, resalti-to jump back/to bounce, tiri-to pull, retiri-to pull back/to withdraw (returning the action). For redoing something, you might say, refarantas . . . re (re) far (do) ant (ing) as (present tense).

As you can clearly see, the English language uses this re- prefix in many cases.

Some new suffixes:

The suffix -IG-, when applied to an adjective (nice, beautiful, warm) or a noun, indicates a putting/making something into a certain state. This needs some further explanation, so let's get to some examples:

bela-beautiful, beligi -to make nice/to decorate, varma-warm/heat, varmigi -to make warm/to heat, kontenta-satisfied, kontentigi -to make satisfied/to satisfy

Does this make it clearer? Then here are some samples with nouns:

gasto-guest, gastigi-to make someone a guest, entuziasmo-enthusiasm, entuziasmigi-to make enthusatic

---

In Lesson TWELVE we've seen the suffix -ANT-, which we used to indicate that something was in progress:

the reading boy-la readanta knabo, the laughing girl-la ridanta knabino, the learning children-la lernanta infano+

These sentences can also be written like this:

The boy is reading-La knabo estas readanta.
The children are learning-La infano+ estas lernanta.

The above exercises should be well understood before continuing with the next subject of this lesson, the so-called PARTICIPLES or PERFECT TENSE.

Until now you've only seen sentences with verbs in the present tense, past tense and future tense (as in: "I walk, I walked" and "I will walk"), but now you'll learn to form sentences like "I have walked" and "I had walked". The former is called the PERFECT TENSE and "walked" in these cases is the PARTICIPLE. To be more to the point: "I have walked" is called PRESENT PERFECT TENSE and "I had walked" is called the PAST PERFECT TENSE.

You see, in English we use the auxiliary verb "to have" as in "I HAVE walked," "I HAD seen," and "He HAS forgotten." In Esperanto, there is only one auxiliary verb, which is the verb TO BE (ESTI). Never use TO HAVE (HAVI) as an auxiliary verb in Esperanto!

Let's deal with some samples to illustrate how to form the PRESENT PERFECT TENSE:

He has come.-Li estas veninta.

We have walked.-Ni estas promeninta.

The children have played.-La infano+ estas ludinta.

You'll notices we used the INTA suffix. In pure E-o, remember to add a Z when you're talking about more than one person (Ni, Vi, Zi).

The PAST PERFECT TENSE is very similar. The only difference is that this tense occurs further in the past, so you should use "estis" instead of "estas".

He had come.-Li estis veninta.

We had walked.-Ni estis promeninta.

The children had played.-La infano+ estis ludinta.

We'll continue to discuss participles in the next lesson.

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EXTRA REMARK

Never use HAVI as an auxilliary verb in Esperanto! So never say "Ni havis readinta." It is incorrect. The correct translation is: "Ni estas readinta."

Exercises. Translate.

A1. Nia naybaro purigas la chambron+. 2. Ni estis yame puriginta nia chambron. 3. Kion vi faris (fari-to do/to make) hirawe? 4. Mi estis ricevinta bela libron de mia amiko kaw mi readis la tuta vesperon. 5. Tial vi ne estis lerninta via lecionon. 6. La parolinto entuziasm'igis la ge'sinyoron+ en la salono. 7. La instruisto ple_bon'igis (ple-bon-igi-to make more good/to correct) la eraron+ (eraro-error). 8. Ku: li redonis al vi mia libron+? 9. Mi estis achetinta multa bela floron+. 10. Zi estos laboranta en la jardeno. 11. La malyunulo estis yame (already) mortinta (morti-to die).

B1. Why didn't you come? 2. The children had played in the garden. 3. The old sick man was dying. 4. Can you come back (one word)? 5. She had already read the book and that's why (tial) she gave it back to me. 6. He had greeted (to greet=saluti) me, but I didn't see him 7. Tomorrow we will have learned our lessons. 8. He has worked better than I. 9. Did my sister sing as beautifully as your aunt? 10. He has written readably, but I can't read the letter

CTry to write some sentences about the topic: THE STREET. Let your imagination go to work!

Lesson SEVENTEEN

Some more examples using the PERFECT TENSE with the -inta- suffix:

La viro+ estas konstruinta la domon.-The men have built the house. La gepatro+ estas promeninta kun la infano+ en la arbaro.-The parents have walked in the forest with the children. La voyajanto+ estis veninta per la autobuso.-The travelers had come by bus. La lernanto+ estis kantinta en la lerneyo.-The children had sung at school.

In a previous lesson we've seen the suffix -IG-; this lesson will introduce you to two more.

The first new suffix is the -IJ- suffix. If we put it behind a word, it indicates: "to become (end up) in a certain state." Note the similarity with -IG- which means "to put/bring in (cause) a certain state."

Let's use some examples to clearify things a bit:

pala-pale, paliji-to become pale, libera-free, liberiji-to become free, richa-rich, richiji-to become rich, sana-healthy, resaniji-to get healthy again/to recover, ano-member, aniji - to become member, shtono-stone, shtoniji-to become of stone

Let's compare some words/roots that can get both suffixes:

Re'sanigi-to make healthy again/to cure (La kuracisto (Doktoro) re'sanigis la virinon.-The doctor made the woman healthy again/the doctor cured the woman.) Resaniji-to get heathy again/to recover (Post duz semayno+ la knabo re'sanijis.-After two weeks the boy got healthy again/After two weeks the boy recovered.)

The second suffix we'll discuss in this lesson is the suffix -UY-. It can be found in three different forms:

1. Names of objects, capable of holding/containing the item expressed by the rootword.

cindro-ash, cindruyo-ashtray, salo- salt, saluyo-salt cellar, mono-money/gold, monuyo-wallet, pano- bread, panuyo-breadbin, abelo-bee, abeluyo -beehive, kafo-coffee, kafuyo-coffee_can, kudrilo-needle, kudriluyo-needle-container, inko -ink, inkuyo- inkpot.

2. Names of bushes or trees carrying the fruits indicated by the word:

pomo-apple, pomuyo-appletree, frukto- fruit, fruktuyo-fruit-tree, piro-pear, piruyo-pear-tree, frago- strawberry, fraguyo-strawberry-bush

In this case, instead of "uyo" you can also use "arbo", so appletree can be translated as either "pomuyo" or "pomarbo".

3. Names of a country, inhabited by a person indicated by the rootword. Examples:

Belgo~-a Belgian, Belguyo~-Belgium, Anglo~-An Englishman, Angluyo~-England

Atentu!!!

In HAM_Eo, the character "~" is used to identify the name of a country, or the name of a City.It is recommended instead of uy.

In all these examples the name of the country is derived from the name of its inhabitants. In some cases the name of the country ends in "lando", so the name of the inhabitant is derived from the name of the country by using the suffix -an:

The Netherlands-nederlando~, a Dutch person-nederlandano~, Ireland-irlando~, an Irish person-irlandano~, Iceland-islando~, an Icelander -islandano~.

NOTE: It's not correct to say Nederio or Isio instead of (nederlando and islando).

Countries outside of Europe and Asia usually form the name of their inhabitants using ano, as in:

Kanado~-Canada, Kanadano-a Canadian, Brazilio~-Brazil, Braziliano~-a Brazilian person

Exercises. Translate.

A1. Li sidas apud la forno por varmiji. 2. La infano rujijis, tial ji mensogis.3. Johano*, Ku: vi volas doni al mi la cindr'uyon?4. Ku: vi yame estas manjinta la "nova haringo+"? 5. La Nederlandano~ korespondis kun la Hispana~ frawlino (Miss).6. Mia fratino estas el'migrinta (elmigri-to emigrate) al Kanado~.7. La san'stato de la grizulo malple_bonijis.8. Ku: vi anijos al unzijo? (union). 9. Kie estas la pano?10. Si estis metinta (meti- to put/to place) la panon en la pan'uyon.11. En la tero ni trovis (trovi -to find) bela shton'ijinta beston+.

B1. Coffee-bushes also grow (kreski) in Brazil.2. My Spanish friend (female) had written me a long letter.3. The inkpot has fallen on the beautiful book.4. The English queen (king-rejo) visited our country.5. The old man (one word) got ill.6. Frenchmen, Englishmen, Norwegians, Greeks, Belgians, Spaniards, Italians, and Canadians had come to the meeting.7. We have a beehive in our garden.8. The Canadians liberated a part (parto) of The Netherlands.9. I haven't been in the garden.10. The small children have played in the garden of the neighbor (female).

CNow construct some senteces in Esperanto about the topic: "The house"

Lesson EIGHTEEN

The suffix -IG-, when used with an adjective or noun, means: the making of, bringing/putting in a state (active). Examples:

pura-clean, purigi-to make clean/to clean, seka-to make dry, sekigi-to make dry, kontenta-content, kontentigi - to make content/to satisfy, edzo- husband, edzigi-to marry a husband/to wed, amaso-mass/heap/pile, amasigi-to amass/pile up, publiko-public, publikigi-to make public, regulo -rule, reguligi-to regulate/coordinate

-IG- behind (suffixed to) a verb indicates "to make, render, cause to be." Here are a few more examples:

veni-to come, venigi- to cause/make (someone) come, sidi-sit, sidigi- to cause to sit, morti-to die, mortigi-to kill/cause to die, bruli-to burn, bruligi-to cause to burn, boli-to boil, boligi-to cause it to boil

-Ij- behind an adjective or noun means: to BECOME or GET INTO a certain state or situation (passive). Examples:

pala-pale/faint, paliji- to get pale (when the suntan leaves), laca-tired, laciji -to tire/get tired, richa-rich, richiji- to become/get rich, edzo-husband, edziji-to become husband/married, edziniji-to become a wife, glacio-ice, glaciiji-to become ice/to freeze, veki-to wake, vekiji-to wake up (one's self), rompi-to break, rompiji -to become broken

Behind adjectives and nouns you can use both -IG-, as well as -IJ-. Behind verbs only one is usually suitable, but that depends of course on the verb.

varma-warm, varmigi- to heat, varmiji-to become warm, libera-free, liberigi-to free, liberiji-to become free, ano-member, anigi-to make someone member, aniji -to become a member, veni-to come, venigi- to let come/to summon, perdi-to lose, perdiji- to get lost.

You can see for example that veni (to come) can use -ig- (one can make someone else come to you) but it can't use -ij- (you can't "become" come). By contrast, perdi (to lose) can get -ij- (something can get lost), but you can't use -ig- (because you can't make something get lost . . . you'd probably still know where it is and it, therefore, wouldn't be lost).

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Let's refresh our memory regarding direct objects. We'll go deeper into this matter later. Remember that in Esperanto, direct objects should always get an N. Let's review:

I lose the book-Mi perdas la libron. What is lost? The book.-La libron. (direct object)

The boy ate an apple-La knabo manjis pomon. What was eaten?-An apple!-Pomon. (direct object)

The teacher begins the lesson-La instruisto komencas la lecionon. What does the teacher begin?-The lesson.-la lecionon.

The mother loves the children-La patrino amas la infano+n. Whom does the mother love?-The children.-La infano+n.

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Let's learn two important grammar terms. There are verbs that CAN have a direct object and there are verbs that NEVER have a direct object. The verbs that CAN have one, are called TRANSITIVE VERBS, and those that NEVER get a direct object are called INTRANSITIVE VERBS.

A transitive verb is for example "to see" because you can say "What do you see?". An intransitive verb is "to come", because you can't say "What do you come?". In Esperanto these are called TRANSITIVa VERBo+ and NETRANSITIVa VERBo+.

perdi-to lose, turni-to turn, komenci -to begin, are TRANSITIVa VERBo+ and have a direct object. Therefore, Ni perdas la libron, Mi turnas la radon, and La instruisto komencas la lecionon.

You can use these verbs in an intransitive way by using ij . . . as in:

La libro perdijis, La rado turnijas, and La leciono komencijos.

The other way round, you can make a transitive verb out of an intransitive verb by using the -ig- suffix. A good example is the verb "to die", which of course is an intransitive verb because you can't say "What do you die?".

If we take the intransitive word "morti" and form the transitive verb by using the -ig- suffix, we get mortigi, which can be translated with "to make die" or even better "to kill". Other examples are "La birdo mortas.-The bird dies."and "Zi mortiigis la malamikon+.-They killed the enemies."

Exercises. Translate.

A1.La knabino purigas la tablon. 2. Mia naybaro blankigis la muron+ de la domo. 3. La promeno al la granda urbo tre lacigis min. 4. Mia amiko el Ameriko~ vizitos nin kaw mia patrino diris, ke ni gast'igos lin. 5. La knabino estis tre malsana, ni devis venigi la kuraciston (Doktor). 6. La vento sekigas la veston+ de la familio. 7. En la vintro la forno+ varmigas nia chambron+. 8. La patrino bol'igas la akvon por prepari teon. 9. La infano deziris dormi kaw la patrino kushigis jin en la liton. 10. La gepatro+ volas edzinigi la filinon kun richulo.

B1.La knabino palijis, char Si estis tre laca. 2. La akvo en la kanalo+ glaci'ijis kaw la infano+ nune povas glitkuri. 3. Kiam la knabino estos 21 yaro+, Si edzin'ijos kun la richa sinyoro. 4. Mia fratino estis tre malsana, sed nun Si re'sanijas. 5. Pos la duzdekza leciono la Esperanto-kurso ankorawe ne finijos. 6. Cia (all) lernanto+ felicijas, tial zi povas korespondi kun la tuta mondo. 7. Via laboro estas bona, sed ji povas ankorawe ple_boniji. 8. Mia frato korespondas kun Esperantisto+ en la eks'lando kaw li entuziasm'ijas por Esperanto.

C1. My sister will marry our neighbor. 2. In winter (in the winter) our big stove heats our rooms. 3. We walked during the entire days in the forest and we had become very tired. 4. The earth rotates (rotati) around the sun. 5. The wind was strong and the curtains in front of the windows moved (movi-to move). 6.The new stamps (poshtmarko+) don't glue well. (Translate like: "the new stamps glue bad", I glue-mi gluas; the stamps are being glued, so . . .)

Lesson NINETEEN

In previous lessons we learned the tenses of verbs. By adding -as behind the stem of a verb, you get the present tense (I see-mi vidas). By adding -is you get the past tense (I saw-mi vidis), and -os is used to form the future tense (I will see-mi vidos). The conditional tense is formed by using -us, so "I would see" would be translated as "Mi vidus".

In Lesson SIXTEEN we encountered the perfect and past perfect tense using the auxiliary verb (esti). We've learned things like "I have seen/witnessed-Mi estas vidinta" and "I had seen- Mi estis vidinta."

These are all examples of active sentences . . . the subject is actively engaging in an action. It does something, did something, will do something, etc. Opposed to active sentences are of course the passive sentences. These are sentences in which the subject is NOT DOING something, but where something IS BEING DONE to the subject. This might be quite confusing, so let's illustrate it with an example:

I read the book (This is an active sentence since the subject "I" is doing something, "reading" in this case).

The book is read by me (This is a passive sentence where something is being done to the subject "the book").

Try to really understand this. Here are some more examples:

I eat an apple.-An apple is eaten by me.

She hears a train.-A train is heard by her.

We own the dog.-The dog is owned by us.

Note that all these active sentences (in the first column) have a direct object. And the direct object of active sentences becomes the subject of the passive sentences. Note that "An apple, a train and the dog" in the passive sentences (2nd column) are NOT the direct objects but are the subjects of those sentences!

Again, let's apply this knowledge to Esperanto:

Active (normal present tense): I eat an apple.-Mi manjas pomon.

Active (using gerund): I am eating an apple_ -Mi estas manjanta pomon.

Passive: An An apple_is eaten by me-Pomo estas manjata de mi.

Note the similarities between the passive sentence and the active sentence using the gerund. You'll see that the active sentence with the gerund uses the auxiliary verb ESTI + ANTA and the passive sentence also uses the auxiliary verb ESTI but in combination with ATA! That's all there's to it!

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You'll now get to see some rules regarding the use of auxiliary verbs, so this applies to passive sentences, sentences in progress, perfect tense and past perfect tense.

A. Don't use the perfect and past perfect tense too often, they are to be used only when the normal past tense doesn't suffice.

I have sung.-Mi estas kantinta. But better is: Mi kantis. I have read.-Mi estas readinta. But better is: Mi readis.

So, instead of "estas + inta" you can usually just use the past tense.

B.The tense of the auxiliary verb in English corresponds to the tense of the auxiliary verb in Esperanto.

When the English sentence uses is/are/has/have, then you should use estas in Esperanto.

When the English sentence uses was/were/had, then you should use estis in Esperanto.

When the English sentence uses will be/will have been, then you should use estos in Esperanto.

C.There is only one auxiliary verb in Esperanto, which is esti, never use havi as auxilliary verb! In cases where "to have" is used as an auxiliary verb in English, "esti" is used in Esperanto. Havi is used only when indicating possession, so never as an auxiliary verb!!!

I have learned.-Mi estas lerninta. I had slept.-Mi estis dorminta.

D.anta/ata correspond to the English -ing form . . . to be doing something. inta/ita correspond with to be finished doing something, to have done something, and onta/ota correspond with to be about to do something.

Mi estas kantanta.-I am singing.

Mi estas kantinta.-I am finished singing, or better: I have sung.

Mi estas kantonta.-I'm about to sing.

ANTA/INTA/ONTA are used in active sentences. ATA/ITA/OTA are used in passive sentences. In Esperanto, not HAM_Eo, the plural j is required with these gerunds:

The table is big.-La tablo estas granda. The tables are big-La tablo+ estas granda.

The child is playing.-La infano estas ludanta. The children are playing-La infano+ estas ludanta.

Last, the translation of the word "by" as in "The book is read by me" which is to be translated by "de" in Esperanto.

He was greeted by her.-Li estis salutita de si.

Exercises. Translate.

A1. Kial vi ne readus la bela libron de via amiko?2. Ku: vi konas la parolinton?3. La knabo estos punata, tial li ne deziras lerni.4. Multa homo+ estis demandinta kiam okazos la lasta kontakt_vespero.5. Mi estas felica (happy), ke mi povas respondi al lia lasta letero.6. Mi povis vidi, ke la libro estis readita.7. Mi promenis el la parko kaw mia amiko promenis en la parko.8. La vetero estis tre bona kaw tial ni povis kushi en la jardeno.9. Sed mi ne povis dormi, tial la ge'knabo+ de mia naybarino estis ludanta kaw kriis lawte.10. Tamene (Yet) mi ekdormis (fell asleep) finfine (finally).11. Mi sonjis (sonji-to dream), ke mi estis en Hispanio~.

B1. I have never (neniam) understood, why you didn't learn the international language.2. You should be able to correspond with many foreigners (ekslandano+).3. She was singing, but I heard, that she sang more beautiful than my sister.4. My brother-in-law didn't write the letter.5. Would the boy be punished?6. Yes, because he has hit the dog.7. My friend from Sweden will come tomorrow.8. Saturday I gave the books back to your sister-in-law.9. That, she didn't tell me.10. The letter from Greece was not readable.11. I hope, that you will read many beautiful books and learn to speak the international language Esperanto.

CFinish the sentences.

1. En la jardeno kreskas . . . . . . . .

2. En la domo vi vidas . . . . . . . .
3. Tru la strato veturas . . . . . . . .
4. Dum la somero la arbo+ estas . . . . . . . .
5. Sur la tablo kushas . . . . . . . .
6. La infano+ sidas sur . . . . . . . .

Lesson TWENTY

Review

Leciono 20-Duzdekza leciono
Ni ripetas-We repeat.

Ku: vi ankorawe scias?-Do you still know?

1. That you should always stress words on the syllable before the last one? radio-radio, apetito-apetite, ferio-vacation.
2. That all nouns (words describing an object, person or condition) end on -o?
3. That the plural is formed by adding a + (pronounced as Z)?domo-domo+, chambro-chambro+, besto-besto+
4. That all adjectives end on -a?bela-malsana-granda
5. That in pure E-o, these also get a j when the noun they're describing is plural?bela domo-bela domo+. In HAM_Eo, we use "kvadrata urba jardeno+"
6. That adverbs derived from adjectives always end on -e?Si laboras diligente. Li promenas rapide. ji flugas alte.
7. That there are also some time-indicating adverbs that never change? Examples: hodiaw-today, hirawe-yesterday, morgawe-tomorrow, tuy-immediately, nune-now, ankorawe-still, baldawe-soon
8. That all verbs (infinitive case) end on -i?to speak-paroli, to read-readi, to eat-manji, to travel-voyaji
9. That this ending changes to "as" in present tense, "is" in past tense, "os" in future tense, and "us" in conditional tense? Mi readas.-Mi readis.-Mi reados.-Mi readus.
10. That the subject of the sentence never gets an n but that direct objects always do (get an n)? Mi manjas pomon. Ni faras promenon. Zi studas Esperanton.
11. That there is a directional -n used for showing directional movement?Ni sidis en la chambro-We sat in the room. Ni iras en la chambron.-We go into the room. Trans la rivero estas bela kastelo.-Across the river is a nice castle. La knabo+ najas trans la rivero.-The boys swim across the river.
12. Since the prepositions al, el, de and jis already indicate a direction, a directional n is not needed with those prepositions? Li iras al la lerneyo. Si venas el la lerneyo.
13. That the suffix -ulo indicates a person? richulo, avarulo, blindulo
14. That the suffix -eyo indicates a location? readeyo, enireyo, laboreyo
15. That the suffix -isto indicates a profession? instruisto, jardenisto
16. That the suffix -estroindicates the boss/leader?lerneyestro, urbestro, shipestro
17. That the suffix -ino indicates the feminine form? instruistino, patrino, avino, bovino
18. That the suffix -et- indicates a very small/weak object/person and -eg- a very big/strong object/person? shtoneto-shtonego, pluveto-pluvego, urbeto-urbego
19. That the prefix mal- always indicates the opposite of the word it's used with? malsana, malricha, malkontenta, maldiligenta
20. That an interrogative sentence always starts with either Ku or an interrogative pronoun like kia, kio, kii, etc.?
21. That the suffix -ido indicates a descendant?hundido, leonido, chevalido, rej'ido
22. That the suffix -ilo indicates an instrument?  flugilo, najilo, helpilo
    

Fill the gaps

1. La patrino rigardas eks (looks outside). Si staras ant la . . . . . . . .
   
2. Oi son'igas (Someone calls. The phone rings.) ant la . . . . . . . . . . . staras la onklo.
   
3. La patro estis en butiko. Li achetis donac'eton por la . . . . . . . . . .
   
4. Ni promenas eks la urbo. Ni vidas shafidon en la . . . . . . . (herbo-grass).
   
5. En la dorm'chambro ni vidis . . . . . . . . . . . kaw . . . . . . . . . . .

Exercises. Translate.

1. In our garden are many high trees and splendid red, white, yellow and blue flowers.
2. We ate a lot of cherries, and little apples.
3. Our parents visit our grandparents in the small village.
4. If we want to learn Esperanto, we have to study one hour each day.
5. Then we will visit our Esperanto-friends in many countries and invite them to visit our country.
6. We made a long walk out of the city and into the forest.
7. Did you see the beautiful colt and the white lamb of our neighbor?
8. The blind man (one word) has a faithful dog; they always walk in the park.
9. My mother bakes cookies (a cooky-kuko) in the kitchen, she does that (tion) for us because we're fond of (to be fond of-shati) good-tasting (=bongusta) cookies.
10. When (kiam) we are abroad, we always speak Esperanto. We learned the English language and the German language at school, but our teacher (female) was very modern and taught us Esperanto.
11. You have to correspond in Esperanto, then you'll hear about (pir) the habits (kutimo+) in other countries and you can read the literature of those countries in Esperanto.
12. These sentences are very difficult, but you learned all the words. You now simply have to learn to use them.
13. You can also speak and write Esperanto with ("per" in this case) simple (simpla) short sentences (frazo+).

Lesson 21 TWENTY-ONE

Review

Lasta leciono!-Last lesson!

Ku: vi ankorawe povas numer'igi? Numerigu! Unz, duz, triz, kvaz, vinz, sez, sepz, okz, nawz, dekz, ... 2000-duz kiloz.

The twnety-first lesson - La duzdekz_unza leciono.

You can also use the numbers as adverbs: unue - First of all (as in: first I want to tell you) or due - secondly, . . ..

Ku: vi ankorawe scias?

That interrogative pronouns start with a k and that you don't have to use Ku in those cases? Kii-Who/which, Kio-What, Kia-What kind of, Kiia-Whose, Kie - Where, Kial-Why, Kiam-When, Kiel-How, Kioma-How much/many. The answers to these questions start with a t, tii, tio, tie, etc.

That the prefix ge- unites two genders?gepatro+, ge'avo+, ge'amiko+, ge'filo+.

That the suffix -ano indicates a member, supporter, etc.?urbano, klubano, sam'chambrano (roommate), Kristano, sam'landano.

What readanta means?It corresponds to the English ing form: La knabo estas readanta - the singing boy/ the boy who is singing.

That the suffix -aroindicates a collection of equal items?arbo-tree, arbaro-forest, homo-human, homaro -humanity

That the prefix bo- indicates a relationship between two people that exists because of a marriage?bopatro - father-in-law, bofrato-brother-in-law, bofilino-daugher-in-law.

That the prefix dis- indicates a spread, a 'disunit'?disiri-to go apart

That the suffix -ero indicates the smallest unit possible of the word?Panero-breadcrumb, monero-coin, nejero-snow flake

That the suffix -ebl- indicates a possibility?videbla-visible, luebla-rentable/for rent, manjebla- edible

Exercises. Translate.

A

1. 27, 99,2022 (write in letters) (nulz = 0)
2. The child on the fifth chair learns the twentieth lesson.
3. The second tree in our garden is ill.
4. The fifty-second book from by bookcase is the most beautiful of all books.
5. First of all, it's big; second, it's beautiful; third, it's thick; fourth, it's blue, and fifth, it's very expensive (multe'kosta).

B

1. Who wrote you a letter?
2. What flies there?
3. What are you writing to your friend?
4. What kind of book are you reading?
5. I read a history (historia) book.
6. Whose dog walks in the garden?
7. Where are the forty-four children?
8. Why did they run away?
9. When will they come back?
10. How do you make your work? With a pencil (plumo), a typewriter (skribmashino), or a computer (komputilo)?

C

1. My uncle and aunt are members of our Esperanto-club.
2. My grandparents were villagers, but my parents are not.
3. An Esperanto-couple (use edzo=husband) from England will visit us in July.
4. We like receiving foreigners. (To receive persons, use akcepti. To receive letters/messages/objects, use ricevi.)
5. We will present (prezenti) the members of the club (one word) to them.

D

1. The crying girl . . .
2. The eating child . . .
3. The eating dog . . .
4. The flying birds . . .
5. The walking people . . .
6. The studying participants of the course (one word) . . .

E

1. Using the Dictionary
2. stairs (one step = shtupo)- fleet of stairs ? . . . . . . . .
3. Look up words at random every time you open the dictionary!

F

1. Which of (who from) the students laughed?
2. What did you buy for your father?
3. That, on the table.
4. What kind of dress (robo) does your sister wear (porti)?
5. She wears such (this kind of) a dress, a read one.
6. Why don't you work?
7. I'm tired, that's why I don't work.
8. How do you learn Esperanto?
9. By using (per/de) a course on the Internet (Interneto).
10. This way I also learned the English and French languages.

G

1. I am the daugher-in-law of my father-in-law.
2. The man of my sister is my brother-in-law.
3. The police officers (policisto+) seperated the fighting (to fight-batali) boys.
4. The participants went apart after the convention.
5. The snowflakes fell on the roofs (tegmento+) of the houses.
6. A sparkle fell out of the stove and my mother feared a fire.
7. The sick person (one word) is unsavable (to save-savi).
8. His suitcase was too (tro) heavy; it couldn't be lifted (to lift- levi).
9. Look out (atentu), the vase is very fragile.

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Epilogue (Epilogo)

You've reached the end of these 21 lessons. I hope you are pleased. I hope you enjoyed them.

Now that the course has ended . . .

» Go and take a look at the grammar references on our website
» George and I would feel flattered if you read a couple of the rosetta stone documents. This link is to George's document on Free Energy. It really is worth reading.
» Take a look at our vocabulary section (we have about 3000 additional words for you). Better still, buy a good dictionary.
» Go to conventions where all kinds of HAM_Esperantists meet
» If conventions are too far away, find yourself a penpal. There are plenty of people willing to communicate in HAM_Esperanto (using either email or postal mail)
» Visit people in foreign countries at little or no cost, using the "pasporta servo" book (a book which lists people who texk_message HAM_Esperanto and enjoy receiving other HAM_Esperantists in their homes) . . . a perfect way to mingle with foreign cultures at a low price!
» Give us feedback! Please contact us when you've discovered a mistake, want to ask something, or have suggestions!Just let us know! And you can also sign our guestbook to share your thoughts . . .

Thank you again for particpating in this course!

Sincerely,

Maarten_van_Gompel*, The Languages Made Clear Project

Postscript (Postskribo)

In editing these lessons, I may have inadvertently eliminated some of the original charm of Maarten's translations. If I did, forgive me; it was not my intent. In fact, I commend Maarten and his group for doing such an excellent job. Course modifications were minimal. Only a few descriptions were modfied to cater to American tastes. Enjoy.

As Mr. Spock of Star Trek would say, "Live long and prosper!" (Vivu longe kaw prosperu !)

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