Step by Step in Esperanto

To distinguish muŝo and muso by imagining that the circumflex represents the wings of a fly, or dezerto and deserto by pictur- ing a zebro en la dezerto; to remember that abelo faras mieion by the exclamationA bee, lo\ and the thought *If abee drops pollen on me it makes meyellow; if it stings me it makes meyell 'Ohl^m— such things often stick when serious explanations leave no impression.

WORD-B UILDING EXERCISES. These give practice on af-

fixes already learned. The student should form similar combina- tions for himself. The fact that there is often no one corresponding word in English madtes them especially valuable as tests. The classmember who has not mastered the previous lessons will of course protest!

READING MATTER. This is taken from many sources, some- times altered for the purposes of the book. The verses are mostly taken from Himnaro Esperanta and Kantaro Esperanta (which contain hundreds of songs suitable for class singing). The humor- ous ^<,definitions^w, by his kind permission, are from Cseh^s Konversacia Vortaro.

When some progress has been made, you can (if you wish) supplement this book with other reading matter. But to do this prematurely will raise difficulties. You would be wise to concen- trate first on the book, which itself contains sufficient reading for the stage reached.

ANECDOTES. These the pupil may repeat in his own words. They should be a basis for simple conversation. Some may be expanded into impromptu playlets, and acted.

PROVERBS. These are nearly all from Zamenhofs Proverbaro Esperanta. Some require a little thought, but none are more difficult than similar proverbs in English. A few elucidatory equivalents in English verse have been added as footnotes. Some proverbs should be learned by heart. All will repay study. Often a proverb will be more easily remembered than the rule it illustrates.

PARAGRAPHS MAKKED **. Give some of these vive voce, accompanied by appropriate action. They may be repeated also with variations of tense or circumstance. Write the verbs (or other suggestive words) on the blackboard, and let the class repeat the whole from memory.

QUESTIONS. These should be asked and answered in class conversation, and used Јis models for other similar questions. Do not accept Jes or Ne alone as an answer. Let most questions begin with a Ki-word, rather than with Ĉu.