modern hebrew prose and poetry reader

n the thirty-five years of my teaching I have never encountered a Hebrew literature text which met the demands of the student: an anthology which would be sophisticated yet engaging, one

n the thirty-five years of my teaching I have never encountered a

Hebrew literature text which met the demands of the student: an anthology which would be sophisticated yet engaging, one which would help the student make the transition from a controlled textbook vocabulary to the sophistication of literary passages

My constant annoyance at the lack of such a book

prompted my wife’s suggestion that I should write the book myself Well aware of the time, energy, and commitment that would be involved in the creation of such a book, | defensively countered that perhaps she, the author of a successful Hebrew language series, should do it herself After all, she had been teaching at precisely that level with great success for many years and had developed both the proper guiding concepts and specific materials for her classes Taking up the challenge, she assembled, refined and repeatedly tested her teaching materials

in the classroom The result is the reader at hand READER: Modern Hebrew Prose and Poetry fills

a crucial lacuna in teaching modern Hebrew Able to

be introduced in any second or third-year class of college-level Hebrew, the Reader provides selections at an intermediate level of linguistic proficiency whose content speaks to the adult mind

The Reader is arranged around a number of general topics: love,

loneliness, the Holocaust, childhood, parents and children, Israel, and

humor Selections include verse by some of Israel’s finest poets—Yehudah Amichai, Leah Goldberg, Dan Pagis, Nathan Zach, and others—and a wide variety of prose selections including stories by S.Y Agnon, Meged, and Efraim Kishon Also included are selections from Pirke Avot and Buber’s Hidden Light

Thought provoking questions are presented after every selection as

well as a vocabulary list of unfamiliar words, terms, and cultural

expressions The book also includes, in English, brief biographical sketches

of the authors and a comprehensive dictionary covering all the vocabulary listed after each selection

With the creation of the Reader, a new generation of Hebrew students will be welcomed into the world of Hebrew literature with an ease

and excitement previously unattainable from one book

miy 115013 1877/7

BEHRMAN House

miay napa ANP READER: MODERN HEBREW

PROSE AND POETRY

T31) ,T1 TTÌN Edited by Ora Band

Behrman House, Publishers

Library of Congress Cataloging-in-Publication Data Reader : modern Hebrew prose and poetry / Ora Band, editor = Mikra ‘ah : prozah ye-shirah modernit / Orah Band, ‘orekhet

p cm

English and Hebrew

ISBN 0-87441-480-6

4 Hebrew literature, Modern—Translations into English

2 Hebrew literature, Modern 3 English literature — Translations from Hebrew 4 Hebrew language—Readers | Band, Ora

II Title: Mikra ’ah

PJ5059.E1R4 1990 892.4'08006 — dc20 90-307 cIP

138 ma 1 — DINNA 7p yaya amd 38>

140 ¬v?p a — YIP? 1970 NANI NAN 29

26

27

28

Introduction

The passage from a graded foreign language text to a reader with complete stories and poems is an occasion for celebration It marks a_ significant language achievement after an investment of much time and energy; it heralds

a new period of mature cultural understanding Like any passage in life which

we celebrate, it often evokes apprehension: What will this new experience be like? Have we been adequately prepared for the attempt? Will we find assis-

tance in meeting the challenge?

This Reader was designed to acquaint the student with the fascinating world

of Hebrew literature It can be introduced in any second- or third-year class of college-level Hebrew; all the prose and a selection of the poetry can be covered in two semesters

More specifically, the Reader was designed to follow the mazw series* and was prepared with the goals of that program in mind There is, of course, a certain leap from a carefully controlled text like the three n2 volumes to sophisticated modern Hebrew literature; this Reader has anticipated the usual problems which arise in such a transition - notably the increased vocabulary and the absence of vocalization The range of the average story or poem in this collection is usually somewhat beyond the limited vocabulary of approximately

1000 Hebrew lexical items acquired at the end of “3 329 In the 332V series

the reading material was first vocalized, then presented again unvocalized; this practice could not - and should not - be carried into a Reader However, experience has shown that these difficulties can be overcome when they are anticipated and the solutions are built into the text

We begin with the premise that the readings should be engaging and not insulting to the intelligence of the students despite the gap between their intellectual level and the limits of their linguistic achievement in Hebrew The content of each item must be sufficiently interesting to motivate the reader to struggle with the linguistic peculiarities of the text The topics addressed in the stories and poems were selected with an English-speaking college student in mind, and introduce the reader to aspects of Jewish and Israeli culture that are

of universal interest: childhood and maturity, generational conflicts, war and peace, love, loneliness, the struggle for faith, and the confrontation with oneself, with others, with God Even specifically Jewish themes such as the Holocaust, Russian Jewry, and Jewish holidays have more universal impli- cations which enrich their meanings

* Primer, Levels 1, 2, 3, HEBREW: A Language Course, Behrman House, 235 Watchung Avenue, West Orange, N.J 07052.

takes on meaning as the response of articulate human beings to interesting

and often trying experiences

If the student and teacher rise to the challenge of the texts, | am confident

that the student will go on to read even more sophisticated Hebrew literature

— hopefully, by himself - after he finishes this Reader

* * *

| want to express my great appreciation to Priscilla Fishman, my editor and

friend, who during the past eight years has been supportive and helpful in the

development of the Shelabim series and its Reader Her insights have contrib-

uted significantly to the quality of these books Despite the thousands of miles

which separate us, we have been able to work successfully together

Closer to home, | would like to thank my husband, Arnold J Band, for his

gracious assistance and his invaluable advice | owe much to his patience and

guidance in developing my own skills in teaching and in choosing appropriate

and challenging material for my courses Finally, | want to thank my many

students who, over the years, have reacted to and commented upon the stories

and poems | taught

II

The orientation toward challenging and provocative issues is reflected in the

thought-provoking questions presented after every selection Among these are:

What is in a name; how does it signify continuity with the past, or its rejection?

How does a young Israeli confront the moral questions he faced during the Six Day War - or any war? How would a non-lsraeli student react today to these

moral questions? Are the issues which Amichai raised in his poem “Yom Kippur”, written immediately after the Six Day War, meaningful to readers today? Are the questions a Russian Jewish youth asks himself similar to those

a young Western Jew asks? How does one respond to the Holocaust in fiction

or in poetry?

After careful consideration and years of classroom experience, | have found

that the selections included in the Reader elicit a positive response among a

wide range of undergraduate and graduate students | have attempted to choose samples of writing by the best and most representative Israeli authors and poets Many of them have received the prestigious Israel Prize for Literature; Agnon was twice awarded that prize, and was also a Nobel Prize laureate

Some of the prose selections, particularly at the beginning of the Reader, appeared in the “Gesher” series in somewhat simplified and shorter versions The Agnon stories, however, are in the original | have found that students are charmed by the Agnon tales, and are willing to struggle with their language in order to understand them Poems are always presented in their original form; they are short and can easily be taught in one lesson

The Reader is arranged around a number of general topics: The Days of Awe, Childhood, Parents and children, Love, Loneliness, Between man and himself, Between man and God, Eretz Israel, War, the Holocaust, Humor After each selection there is a vocabulary list of unfamiliar words, terms, and cultural expressions This is followed by reading comprehension questions which lead the student step by step to comprehend the text These questions may be used individually by the student when studying the text, in conjunction with the instructor in the classroom, or as a review The questions deal with both the story line and the ideational content of the text The questions and answers afford a wonderful opportunity for students to express themselves orally or in writing

The book also includes brief biographical sketches of the authors, and a comprehensive dictionary covering all the vocabulary listed after each selection

This dictionary assumes previous mastery of the 1000 words learned in the first

three volumes of the n2 series; its 1180 new lexical items can be mastered

in a year's study

In order to teach Hebrew literature on a mature level, the teacher must be an active participant in the learning process The student must be prepared before the actual confrontation with the text It is suggested that the student read the short biographical sketch of the author found at the back of the Reader; in some cases it is advisable for the instructor to enlarge upon it The story OF poem should be presented in a historical and cultural context, so that the text

10

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2y

nọ»)

dark bright ancient niche gate buttons

Spool

thread precious, dear

| explained cause

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mpin rp} Babar mina

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-D'Tin22) n12n 22 nN!2 mìn nmn H)n Tnï1Đ) 23 2) 3323 Ï2 ›n1apn r8 122) 9NỤ ,m pm m211n)

An encounter between a beautiful Israeli singer and a young Russian Jew in

presented wan appeared ain

autograph Tnynn to understand pan?

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to take leave Tận? suddenly yna?

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remembered 731} smile (n) 7PnN

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choking prin to explain apn?

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AWN DTV NNR IW jr AAW AYANwW rwIIM ,ì99ann

1n?1 72271 79111722” n1292n xen

difficulties n\w; fighters nạn?

to blame 9N? | merited 1m2†

guilt, fault TIAĐN to participate qnnwn?

to be careful a1? battle 177

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unites TITTNPẠ ditch, canal n2n

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we decided u2mn Christian "xy®

Verse 7103 finally tqïp-ạp

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sin non but H2ìN

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A remnant of Polish Jewry in Warsaw during World War II celebrates Yom Kippur

“pyn JW MAN TN? AZyNA WT Nay) ayan-nyyna

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afflictions study Torah regularly

26

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15

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.D`TPTFT1232) 29) nT1377 291

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30

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nạn

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to doubt

doubt (n)

proud humble

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;nT13-^p1n

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| hit, beat up ›mxam to suntan nen?

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| ay ee aon birthday § =ont7a oP

to nh đu satin | prepared "mạn

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braid (n) my

38

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ban ,/TTì)WN T112 7T mapn 9y avenn PNR

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?3N2 122 “*N”n ”nmn nN

These seven poems by Yehuda Amichai focus on the relationship between

parents and children Through this relationship the poet deals with his

thoughts and feelings about tradition, the wonder of life, the passage of time, and the wisdom of experience

?17ñ nN “3N” ANNA PR 7n2vN NX INNA NI PR APWF Dnnn ”19N”T ma

sweet pind at dusk main pa

to enjoy aynn? smell (n) m1

rocket generation

tremble

mm

022 mại)

jana Tan Nw VTP XN? NIM

AND TID PRI | nN)T?

,piạ2 2° ni? ini DIN

4M) )]TNĐ , “atin” ano NP? WTRY nup23” ¬ạ2)

Tra) Nìn T2)

Nạn nđïTn Tìn? Sy nan 19 aman TWH TY 33 :inìR 3n?

10

wakes up ¬i?m2

hums rat Job APR bet mawnn scratches TaN

pleasure ng

44

myxvn 79 17

27227 ANN UW DMA NH 4

7P2N IN NII? Jan 7y 1T maa 13 JIT ANAWN NIN va

| fell out, shed

/ Was deducted,

weight

subtracted memories

nyiva mx) 93 my 5

pox nian yan pm

amipwin raya? 217} TNA PR TE

¬ n†12N 2? "3Ä T2 91) N2 Yzm\ A9) WS wm

yy

n1ï121

“to your health”

follow bare, exposed broken off joints, connections

expert confusion

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"RTD"

ap

“wn

pm man

mm

yaaa

48

swamp na raisins max

rare ¬) loaf of bread nn2 "3?

10

50

"wn?

PIN myan ayy nyo

hated

peacefulness

few gathered

bomb, explosion

smoke

knapsack tattered

Tn12NWn 29 1

?nan23 ¬Nn mn m9 r2

72NN TN AANIN WRI

?3)1N? 3N 2 pnm ni n9 7a Wn? ANNInn yora ann AwWY AN

gan) moan3 'HPaNỌ

N 193)997 TN % NIN Aw yaynn — ” 79837 :12 T1AN 32 NÔN —

?TT1 79 1/2207 NX ANN ANN” (D9)99071 TÌN 32 N)YYT 71?) YaYNA 1

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2U? nyn1 ‹+

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ONT) JAD InAwIa) 017

up nzyn? childhood m2 observes a2 continuous, extended TD912/2

3 : a ii k DV MNY CNTR NN NNW 9n22n nìna mn — ì

men ss Dw ov mn Nd pM >A NA PNdbonpM + 4

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) : 7 PNR ADR P7W N3N TN 3T2NV) MAIN a 7

1T 13D TN 97729) N2 “n1 13D MN Pwrn ,T5> ,m»

1199071 nN 71U})NV) 31V T2) 7T 3N ANY ale Bs a

.179 ANY oNNvaAN NF ova 4N NON ON st N? na

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k

nh G ine , ia NIN DY "1 TTN 171 1*12 Mani AND Y2*nnn

Sal T T33 32 NIN OY Dn AM ann ad ww Rds

a ee ATR XI DWN wy ww orn a> Đtmm Nợ

ITA ON WPA UN O72W RIN NN D2 MAA NX ae 27207 2 a ì f

1312 171 XZ oya 4X NIN JAN

vaya 1n T1) ona pow yan

mma manym npz2 Win 29311

amx 12T WN RO NIM) ONIN Mwy? Y2 DIAN YA AMR 1

¬331n 99 37723 33N yar TNA nam 7223

oD DY MwA WRIA 091293 1N nya 72 127A MN NW IPR np; “Tim” "3U 32 1ì ,UNT 79 n892 » ow

mn OTP 3NU 32 TA1N 70 TYT12 2T 11h mì529^ n012T7n132

T1

310 79) WAN UNV VIAN WNW) NTN? NDIA M33 Soann? PX

130 122 n9 PIR RY TPVAN UNV

MX PAIN NRF UNV)

%a3 mw3n 3m 23N /DN ny? x9 32 728772 11 NO VIN NDN

yA ANN 1a TN %2 na n92n12 T13 3N % TARY 7n“ :nwwna % ON OW NIX AN ad Oy jay nM

Tin ROND TN NID AMMAN wInws n1 N? 9N “n1 A30

2

NOx ON P9y AWN? ANY cMpxX7 N71 731222 NN 13

ony NT On WN ATID MP7 NAN ATIT 7w POPP omnadpy

yn Dd1D py? oNnD7N JANN LIYNwWI AND NY M371 ATA AR

yoanwN AVY) wNia” WX NWN JANN 7ANTI 7Y NN op

1% yn Pan ”.pind ANY pmwA 32 ANT IWia” FAN WRdSD

MT waynan nynnn Ty pnwm “/3190” :T3N 9V) nIND nìNYnn

nina pnwn xin Fan pnwm 9) T2 222 1m p2 Tên

any pnwn xin 21N /72111 ANY pnw? NNW AWK tiờng nn

sPAN wD WAN F7TAN WN ATITA MnaA TY pnwm ma Ta

1"n111 N2 “1131 n3 † n2 T13” :2YT) 327 Tan NIM Y23N3

MX 721 TNA TV pnwn NI 23N ,“113n1 n2” NN ANT AN

DP ANwWA WAYN vA 931272 PIN 719 wp TANK 13113 33

DINX pnwn? H212 ennNA JANN MMPAN NX yd? 77M tp

NIN 1N TN WY N2 TnN AN FAN YW? NN WY

pnwny an pan % mn pnwn? onynnn n71D TT220 TDN

99192 AMX? TY onyan AYNNAA oWN MX 391192) 71n »nnvn

PIX” PNINNI NINA 711N TN 91321) prn NX nn 12-^nN ow

SWAN DP) “PIN DW 137 AN ww? “pnw? na nan aw

pny) “OYnvaAN WN NIM yy” NN yp T21N “Ny? Wy

pny 0212

narrow me kiosk pu?

except “na ym urinates pnwn

alot yina inventions nìNxan

laimed my» lot, field wpa

| reached mạn less nina

| raised 211 expert anna

ab anin WN AM too Jat axn mn nn

ronn aNn wpa Ninvad WR

wp WR T21 ñN1 ñA

? 2N? T?92712 T291 73031 TA

58

_ tổ Thế yn) DANA SW NAVI WA PAN? tee i

¥R2I NIN "DIT"N JawWN wnw Jw RANA bane (2

“aT ay 11 N2 Ow RIN FAN v1

Vw ATIAYN NX wINA XP D)a ẠN Nìn

* The Yiddish pronunciation is n12¬»293 The word

has a negative conno- tation of an ignorant individual

25

60

between the generations: one generation b : orn and r ena’ din aa

other born in Israel aised in Europe, and tt

TTN D04 971 2 T)3Ì]1T 7111293 oP ™m12 2 WA Typo? Nap

7292) ,Ï22 T211 Wy] YA DXA ANN Naw ,T11 VTÍnA

: SMX 7727 DR ATI

pai Aya yap WA AT N9TA OY Nipat wibw npait AN 091

BY oma 2 7A WRI MVP AT ANYAY OMA 1 TH RAD

10? ¬Tn WA AT 1737 FINW ANAND JA NAW ON Nip mn

whispers nwniz memorial ow 7?

key nnan approximately 1192

turns aninvn granddaughter n12)

sleep (n) mv grandson T2)

to clean nip? sign, signal wD

mboxwn ?9 1»?n

27997 AN Tay ON mTiaya AX? mp 7D

219 Fy Mpnn yawn PR

111271 1?T*Đ ÿƒnW9W2 NPR zn»a22 ny‡? ø212 PR TTS 799

?¬1\9)01 1211 n 72

?12)03 mnNn 812171 Maw nn

T7n92¬3 nx) 92 mx) NIN T132 myy Ninw 2wN WN mn?

7DNNA TVA MAX Wy nn

7paNy Tan pa wn nn

1n\T99 mì 12003 01311 On ma 7N? ¡9117 ¡1311 On nA

nN ANY — NI AT Dawa Xd NAD TID Ow

POND? 1391 NIVA VYN NY WA NNT 992 NAD >

%2 nn12 nn»n n1 212N? n2 TìN1) mm mìp3 >» a

N2 JATIN m+rmìn ANnwW Kavd maNMw 3T2 mm sử

721 N? DIN 13W 79932 vn? mmn aban cmap đi

.13*111 nna

AMvwAY AZTAWA MYT LMRW oy 5D SRW NAD wm Ỷ

77722 WN) ATP TN 32) 13T71 N3 TT ANN 93N đi i

Mn TYPO? NAD AINA DNAS TY NID RNSw nữ a

JOR7ORN? 2) 7219) “PPA T-Sy IMR TPnyN? ae “ae

vina ANWP T3 2? T972 123i N)Y1A) /zyTìn 1iwn bóc 4 :

IMX pin NDI JV TW ,†Ì)Wn nN 1110 7n 12 1N ma

ñ29n n5inn N)XY2 ,n727 nN nT13 771 †N ydy aw} ‘com

pay yn nx Ayal napwy omy ĐT RP NAD ATID N71

an maw 0983 yw maa yn MRD? Sy ningy nad DPD

j1 29 TN Sonn on pINpna Ty DMR wan man

20

"Ra 931 ?ì MAW ,TYPDT NAD 11292 nNY? nay Ann

wn piaa 17 MAW 199727 ADIN NR *n3? ¬ip22 nx1 ,y1N2 N3 BÏ7 099931 7071 N2 31TN ,TN1 2372 1AÌN m3 ANY N?

pian ya AND NAD NP? -Myrw nad Ww OY ñT 1139T N21 ,3 Yar Đ11N 3382 mn Ar ÏT122 T32 N39 371 1) TNì1 1113 19 nN)32 ,Đ321 091208 ix 198 PIX TNA Sm nn»n 22 n139

by no means yin DWwa2 hanging vn

cleans n?12 stopped 931

| will serve (honor) T22N beard Wt

mone pansm nin 993 23 n3 ?n9 pen ya xem 71 PANN

55 s01 Ï2 7 TT 13 707 nzT+a .ï12) 72T man TN 010)

1m92 nhan TN 71A 701 NI Syn nvnnmala oan vw :†21N1

nN 122 122 1V TTN 139 oxy? ¬Rn N2B T2 7 nin”

mnipna mwann nN ov say anna ” nnaz opavwpipn so

amr ow” saw NIV

70Y1 7) mm ng

?¬ N?n %3

?nTm? Nì »ạ 72m RM

7712 7A wy 2°DIN NIN »

“TYPO? NAD IW (fami (family tree) DIN †2*N nN 12n3n | ri

ato PAN ANT 91 NN n1 ON 71 91311 T333 WN RAD

mx nyniv Ÿ2 082111 by navy aAnynw 7777 MN MVP

13) mn NTNNYV 1m3") , Pan WIND ¬vn n7 nN 1N

government nzwnn silence sighed nin} nzm)

66

š myiw nn23 n1 ñ 32302 ni2YïTN Vì DNñ 99 1137 T13 +22 712 TĐ T132 avy mn 7n xap mn ar InN Dd)

wR ,N3D MN AT VN N? 122 .0)3V' 37221 NI! pnw

120 111 222 111) Y2 })W1 D1212 n\290 1027 1799 3n1NH soy manor ma wnan Tins D219 "A2 f3) TN VD NI

10 sya DY WN NX? AMR Sapo mn NwWPY jAY?Y 17? mn Nìn

' AMX RVV RMW WN AAT mnyad) 9m1 ina p32?

RAD MN ANNI NT WRT — Dd WS mR n3Đ" Nỡ m1 — IMR OP

922 N2? ['T11 )3ï271 ïWN1 291 ,TÌ1VW71 ,2 3n T131 vá Ì `

` yn

n7T2mn m NAD WAN — “2MYTY INN PR THAN3” NHAN T?ẦNU <

“orn notin by ~ PAN yA ANID JANDA Wy? Oy WANDA NON a

723 NIN 122N3 „71 AND 1729 TW TYPO? NAD TAY 13 “8

TINA AY IM ,7IANN PW DAT NIiw 1n 029429 NỈ: "TẾ j

ANA IND Mw Mwiywn any 299 1nn3723) 11993 roi oma

AND DY — ANNNN NN) JANN DY OTP AMX 1739 nữ a

DN NÏ1721 ,YT2) 712T12 29 1911290 NN yinw> mmm mũ mn oa

Mw nT2fan yy dy TWNN WNA PR WN WA ON WN {73N2 ,ÌT2)

72T VY 1277 3T mn xi

by D912 T071 IN AMS mow> w? 1ap-"m APRN? AMR yn? Pw

me wann x71 Aw 7 DTIp~A WI XZ A NVR Sn Tae

nN 19112 7ì nmì ,012T3 WV xo TID 4V T1U1 D1723 712132

yO oNYIN RYN UN 12 poan” enpyix nn»n0 ty ina 7m

, rel: 219 NINN ANY WRID ON ANA YN ANN TUN3

before, first otip border 212)

hid w»amn relations (n) n1?

n?qwn oY annoys, angerS ram

torn yn?

stop! t2pạan conversation mm

rll go out of my mind oMYTN NYN interest, topic

py

?n1 n2 nN NAD ary T12 v

thought (n) n2

923 9T Ow” — AMA? MAN — "777A OWA YI AN Nnxg”

INT) /190122 2JTH12À2 DV” — 7991 ñN1? — ”?N3N /n13T2 nN pn”

NIVRY A TN H2 DWI 1777 NAP? FAN NF JOIN Dwar

“?TN TT) N31 21N 2T1 TTY2N — “TNT† TÌ)?2 7291 TN N1D 29393”

71 NYP? WAX ONIN AMX 4023) N21) NAN ,D 19 1173 1327

“NAN ANY JD Fy 7277 AYN PR TY) 199 N2 ,?n T232

*RID PRI NN Niwy? xD ADIN NN” sAIN 12 TTN1 n7n9 2n1

| “MW 712 MN 3X) 29 23721

MIAN "PMN T132 TN ?1222 BwN pry Am 19199 nN 712”

‹)TT1)) 322 nrnạ2 n2nmn Nìn nn21) 91

terrible DX ugly wan

agreed m›pn superficial "no

effort maimnwn generation ’T

Prepared, ready 72977 naked mip

ningn yA NAD Jw Ya AMT ,112U Oy AWIY ANYAW nd 12

yan 1222 7n Nìn PONT %229 7221 122 ,722n 2W TÌN YTìN

aX ND NIN DTW ft! 22 1X? 1203 N? 71T) 091 Nw) anwrin oven YP yar Tiva Naw AN YTP RINW AT 9y "1T

notin Sy 99D ADT NZ 137 DwTIN INA

“TAN — JA DN) MON 7ñ? N17)

mi opya yn wwxYA XZ Ninwn Ww

stnyy joni <pyyn arm pr 2m pa nn?w? yiap pay? mn own

D n0) 12 nà navin ANY 0993 Dwinn pai xapn pa WWRD DT XZ NIN AND 17 Minin nny .NavD ñ2 7121TV2

yn om NID ÌY) TN T192 n3 AYP Dan OP mT

Jan) 2awn N? 717 AND OTipy own pry .TNA my mpyis

.11 ¡2 n2) 819 ,TìNH 1N "212 0N2UN? n2

miserable 1902 great-grandson 11 permanent pia? tragedy yiDK

right, just py pleasant van

JDYY IN PYYA WN NX? WAM ,MpYyiD ,MAIAMY 1 193đ GF

ATM ON MO NM NNVINA NN IPND WAN NF IDMAN DY

ATI WN — 22418

“†ĐYT2 Ý2 Pan IK”

— qpin bw yyya YonvAd 2 mm! ñWp — ATID IK ” 1.)N” i

"AD 77W TIAN) Tì3N 791 2 THẠN) ƒ93N PIN 12371 †3 VN -

Ap Dy Ar parva nmw> pwnn? nya nd NIN ATID AK ” 2” 4

N77 MIN FIN }2” :7139 NNT 792 12T NIM AN YTY IWR 7220

”TN WN Ar pINa- 33T WN — ”UTT WN TT †N3W 2W /TTAỶN MNT ANN”

MYR DW MAW AN 2120” — AvIw ,P1NTDV 77 12N3 TW

"wind 5121 082›nnm nrNU T ,131

”“.„)ÿ N3 YìT21) 1N {PI °NIN ANT °NTWAN N2”

ignoramus Y1wrm) sinner (f) nxvin

fool nọ1 simply, simple wìwạ

use, help (n) n2ym _ ủ

On TIN ” TÍNĐ 21T INWN MANA IND 3 IN FAR”

12371 Tinn My ARwW ”27NN”

2292 WR DD TN† 221 OFAN” — INI AIAN — ” NYTY 2YR”

” 121 ON? Ð'NVï12 DTi2n ow nN (NON /DONN PRAWN D727N YD NX WAN 113172 AYN YR AN 23N”

"9 DY an Tina Pan 7 1n 1117190 WAN KR

INN 123932024N D08 12 AAwWN XN OQ AD AY NN AYAN YM nynna 7vINN NM N3D N?W ,D2232 °F ANT) NVTY 2PKR”

"719 NIN NON ,ANIWN

:AN) APY AMIN MN2 PNW IA

MX OMX DN OWIY-ONN A OYTY OIPN 022 DI pyr

3127 TIDNH ANY Tv ANK ANA 7w? AA IN TINHG T9 RTT2N”

pin 7D2w DvyAn INA ofA ANK VTA 7ONA ANX on 7w

Sy) pyD2 PYY 122 TYPO? NAD ”70N7wWN DTN VY

7 NN (WN AT INI PNIN ONIN NF 7r O”

ÿT1) TITN T2 ?DU WA AN YTY ANN AN” — WIN Ry — “ttọT”

mow PR DYN APR YTY ANN AN 7 IPR 70 YN DVIX APR

"ond WP AD PR? Jax” — W2n Apa nT WER — * Pal

™wo oy w nn? .0n? Mwp 097 Pr’

AN AX “NNN PANN DY «17 w? Dipn ON DwWIX NI ANN win” — THPDT NAD NP? — “warp”

by fa ND 2WIN DY APN? ANN PWN 2 ,DY pny Dwi 7 yrann 7OmMN niDw9 ANN AY wad 7W 2a 7A N39 INN NIN

53 3n 21 77a ww ANA ANY onya 998 ona mMnw ,On] 7NX n1 ?2 911 ñ 7019 21131 Dì 7779 TAY IAD AT IRI ww nA T2 * 712) 120 nÌ20 129 nìni2 NYY? AMIN V32 7T IRD

7.08 ANN WP PNW? WRI DNA ATM

m Wp” — vpwa ova ,TPPOT NAD AN — “WP AWA y17 Wir’ NIA LYMAN MN WIT NID Anyd Wwp rp zANN pan Ww"7

WT TW NPR NW) iD) JXPNR NWI VAX RPS YY? NWP

concerns eer AN ashamed wrann