Unlocking Etymology: How Language Shapes Our Reality

Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:11):
what's going on everybody?
It's wrong.
Pardon me, long week.
What's going on everybody?
It's ron brown lmt, thepeople's fitness professional we
have.
Uh uh.
It's yasiril Bay in thebuilding.
Abdullah El Talib, mosiah Bayin the building.
Peace to everybody on thecheck-in.

(00:32):
Luisa Flores, if you'rewatching how you doing, how you
doing, malik Day peace.
We got the brothers here todayand we're talking about the
etymology of the word God, thebasic lessons on the linguistics
methodology of reconstructionof words and historical sound

(00:54):
changes.
Let's go straight to it,brother.
Let's go straight to it.
Matter of fact, before we gointo it, how y'all feeling this
evening?

Speaker 2 (01:03):
All is well brother Feeling good, all is well.

Speaker 3 (01:06):
All is well, brother, feeling good.
All is well, brother.
It's an honor, brother.
Thank you for having us.

Speaker 1 (01:11):
Indeed, yes, thank you.
Thank you for supporting thechannel and the podcast Peace
sister.

Speaker 3 (01:16):
Louisa, we did see your message.
I did tell brother Ron who youare.

Speaker 1 (01:21):
Yes, peace, peace, sister, yes, yes, yes.
So let's go right into it.

Speaker 2 (01:28):
The floor is yours, alright.
So today's lesson is theetymology of the word God, a
basic lesson on the linguisticmethodology of reconstruction of
words and historical soundchanges.
And this is part two.
It's the cover of a book, sothis lesson will be turned into

(01:49):
a book and I want to get intothe commentary, brother Taj
Tariq Bey's comment on YisraelBey's linguistic lesson
presented on Morris, monday,april 14, 2025.
Linguistic lesson presented onMorris, monday, april 14, 2025.
Peace and respect.
I want to give a shout out ofrespect and gratitude and

(02:21):
appreciation to Brother TajTariq Bey, founder of the Morris
Order of the Roundtable, forhis kind and motivating words in
the comments section of myYouTube presentation titled
Etymology of the Word Guide Abasic lesson on the linguistic
methodology of reconstruction ofSound Changes that I presented
on Moorish Monday with AbdullahEl-Talib Mozi-Bay on the Magnet
Crystal Pyramids YouTube channel.
You can see the YouTube linkbelow and the comment reads
erudition functioning in realtime.
Much respect, seeing andexperiencing patience and

(02:42):
determination apply to the greatmissionary works of helping to
uplift fallen humanity.
Many claim to do such works,yet only a few actually
demonstrate through theirmanifested writings, deeds and
sacrifices.
Brother Abdullah is indeed oneof the few.
Thanks and gratitude for yourperseverance.
Keep up the good work, brothers, peace perseverance.

Speaker 1 (03:06):
Keep up the good work , brothers.
Peace, that's what's up Shoutsout to Brother Taj Tariq Bey.
Peace to you, brother, peace toyou All right.

Speaker 2 (03:15):
Going to another comment, nyp talk show host
Brother Ron Brown captures theessence of Israel Bey's
linguistic lesson on NYP talkshow YouTube channel, april 23rd
2025.
So I'm just going to get intothe comment.
Language shapes our reality inways most of us never realize.

(03:37):
The words we speak and themeaning we assign to them quite
literally carve our path throughlife.
Yet how often do we questionwhere these words came from or
what they originally meant?
In this enlightening discussion, linguistic scholars Israel Bay
and Abdullah Bay take us deepinto the etymology of one of

(03:58):
humanity's most fundamentalwords God, through meticulous
analysis of sound shifts.
God, through meticulousanalysis of sound shifts,
morphological changes andhistorical language development.
They reveal how this seeminglysimple word traveled through
proto Indo-European, protoGermanic and finally into modern
English, all while undergoingsystematic transformations that

(04:18):
follow predictable linguisticpatterns.
Hold on A mouthful.

Speaker 3 (04:27):
I said we had to put this.
I said, man, we got to surpriseRon.
We're going to surprise Rontoday.

Speaker 1 (04:36):
Whoa Can you read that again one more time?

Speaker 2 (04:41):
Yeah, yeah, that paragraph, or the whole thing,
that paragraph no-transcriptthrough Proto-Indo-European,

(05:10):
proto-germanic and finally intomodern English, all while
undergoing systematictransformations that follow
predictable linguistic patterns.

Speaker 1 (05:25):
Where can I get that right there?
Oh, that's on the podcast.

Speaker 2 (05:30):
Yeah, this is you, man, your comment.

Speaker 1 (05:36):
Oh whoa.

Speaker 3 (05:37):
This is your comment, brother Ron, that you posted on
Facebook.
I got to look at that.

Speaker 2 (05:42):
This is you.
You posted it on YouTube.
Oh, youtube, all right, Iposted it on Facebook.
And is you?
You posted it on YouTube?
Oh, youtube, alright I postedit on Facebook and tagged you.

Speaker 1 (05:50):
Okay, I gotta look at that.
Alright, okay, my bad, go aheady'all.

Speaker 3 (05:54):
You good yeah you wrote this your words, brother,
these your words.

Speaker 1 (06:02):
Okay, I see it.

Speaker 2 (06:06):
Revelation says.
The revelation that god derivesnot from the greek theos but
from germanic roots, meaningthat which is invoked opens a
doorway to understanding howlanguage of evolution shapes our
conceptual conceptualization ofdivinity itself.
But this lesson extends farbeyond theology.
The brothers demonstrateessential linguistic methodology

(06:28):
showing how the physicalproduction of sounds through
lips, labials, teeth, dentalsand throat gutturals connects
our physical bodies to ourintellectual understanding
through the hypoglossal nerve.
As we journey throughtransliteration patterns, sound
shift examples and fundamentalprinciples of linguistics, a
profound truth emerges those whocontrol the meaning of words

(06:51):
control reality itself.
The basic tool for themanipulation of reality is the
manipulation of words, as PhilipK Dick noted, and this
conversation equips listenerswith tools to reclaim that power
through knowledge of languages'true origins.
Whether you're a languageenthusiast, a spiritual seeker
or someone who values clearcommunication, this exploration

(07:14):
of etymology offers practicalinsights into how understanding
word origins enhances criticalthinking, strengthens analytical
skills and fosters healthiercommunication.
Listen now and discover howreconnecting your brain to your
tongue through etymologicalawareness could transform how
you understand both words andthe world.

(07:36):
Basic lesson on the linguisticmethodology of the
reconstruction of words andhistorical sound changes.
Yeah, I appreciate that,brother.

Speaker 1 (07:47):
No problem man.

Speaker 2 (07:49):
And then we have a comment.
Nyp Talk Show co-host bro.
Brother Mikey Fever capturesthe essence of Israel's
linguistic lesson on NYP TalkShow YouTube channel, april 23rd
2025.
And his comment is here in thisbox.

(08:13):
He commented during thepresentation respect to the
Moors, peace to the gods,respect to the brothers of the
craft.
He's basically showing what thelost word you know, as people
say, we look seeking the lostword.
You know the word of God.
He's basically breaking it down.
So, yeah, peace and respect tothe brother Mikey Fever.

(08:34):
Yes, sir, do we have.
Brother Brock Ewing givespositive feedback on my
linguistic lesson I presented onMarch Monday, april 14, 2025.
This is a text he texts brotherAbdullah Bay, text forwarded
from Brock Ewing.
He is the brother I metyesterday at the Scientology

(08:56):
Grand Opening.
Wow, thank you for giving thisamazing education.
I had never realized how simplehistorical study could be,
given the right understanding.
I'll be sure to study up.
So yeah, brother Abdullah Baysent him the etymology, the
lesson on the etymology of theword God for Moorish Monday.

(09:16):
So, yeah, now we can get intothis lesson.
So this is what we left offLast presentation.
So this is the morphology ofwords At the top here.
Transliteration is sometimesused In morphology, specifically

(09:40):
to facilitate the transferenceOf sounds, of scripts, slash
letters, between languages thatdon't share the same writing
system.
The morphology of wordscomparing the morphology of
Latin and English words.
Transliteration Transliterationis the linguistic process of
constructing a new form of workof a word, letter by letter,

(10:03):
from one system of writing intoanother system of writing.
We have on the left column,latin words, the words in Latin,
and then on the right side wehave words of English.
We have the P in Latin,transliterates to the F in
English, turning the word, theLatin word pater, to the English

(10:25):
word Father.
The T in Latin Transliteratesto the TH in English, making the
word pater, father, the Latinword pater, transliterating to
the English word Father.
We have the P in Latin whichtransliterates to the V in

(10:47):
English, making the Latin wordseptum the English word seven.
We have the F in Latintransliterating to the B in
English, making the Latin wordfrater the English word brother.

(11:08):
English, making the Latin wordfair transliterate to the
English word bear.
The T in Latin transliterates tothe T-H in English, making the

(11:29):
Latin word tres transliterate tothe English word three, the
letter d in Latin transliteratesto the t in English, making the
Latin word decum or decimtransliterate to the English
word ten.
The letter c in Latintransliterates to the H, the
letter H in English, making theLatin word cord transliterate to

(11:53):
the English word heart.
We have the D in Latintransliterating to the T in
English, making the Latin wordcord, heart.
All right, so that's yeah, theT, yeah.
All right, so the C wastransliterated to the H and this
one, the D, is transliteratedinto the T.

(12:13):
All right, so we have the Latinletter G.
The G in Latin transliteratesto the H in English, making the
word guest hostess.
The Latin word guesttransliterates to the English
word hostess.
We Latin word guesttransliterates to the English
word hostess.
English, making the Latin wordforness transliterate to the
word burn in English.

(12:34):
The G in Latin transliteratesto the C in English, making the
Latin word gin become theEnglish word kin.
Again G in Latin transliteratesto the K in English, making the
Latin word gem transliteratingto the English word knee.

(12:58):
The F in Latin transliteratesto the B in English, making the
Latin word freggy transliterateto the.
English word break Comparativelinguistics.

(13:19):
Comparative linguistics is thestudy of the relationships or
correspondences between two ormore languages and the
techniques used to discoverwhether the languages have a
common ancestor.
Comparative linguistics isapplied to languages of the same
family and languages ofdifferent families, ie French
and Spanish, same family, orEnglish and Italian, two

(13:41):
different families, or Italian,english and Greek, three
different families.
See examples one, number oneand number two below.
Example number one, table 5.1,some romance, cognate sets.
So we have Italian, spanish,portuguese, french, latin and
English.

(14:01):
So in Italian the word capra,spanish we have cabra,
portuguese cabra, french chevre,latin capra and English goat.

(14:22):
So these are the differenttransliterations of the English
word goat in differentIndo-European languages and
these are different families aswell.
Like I said, english differentthan Latin.
So Latin, french, spanish andItalian and I think Portuguese

(14:45):
are all the same family.
So then we have another examplefor the English word deer
Italian Cairo, spanish Cairo,portuguese Cairo, french Cher,
latin Cairo, french Cher, latin.

(15:08):
That's the English word deer.
Number three the word Englishword head or top Italian Capo,
spanish, portuguese, french Chef, capo, spanish cabo, portuguese
cabo, french chef, latin capoAll different transliterations

(15:33):
of the English word head or top.
Number four carne, carne Pardonme, meat, the English word meat
or flesh, italian carne, carne,spanish carne, portuguese carne
, french chair, latin caro slash, carne.

(15:57):
Those are differenttransliterations for the English
word meat and flesh.
Number five we have cane Pardonme the English word dog,
italian.
We have cane, spanish can,portuguese caillou, french chine

(16:19):
, in Latin canis.
Those are the differenttransliterations for the English
word dog.
Those are the differenttransliterations for the English
word dog and Canis, as in likethe constellation Canis major,
canis minor.

(16:41):
Example number two we haveSanskrit, latin, greek, english
and Hindi.
So Sanskrit Pitta, latin Pata,greek Pata, english Father,
hindi Pitta or Pitta Brata,latin Frata, frata Frata, greek

(17:02):
Frater, english Brotherater,english brother, in Hindi bae
bae, sanskrit pada, latin ped,greek palti, English pedestrian,

(17:23):
hindi pear.
So these are all differenttransliterations.
We can follow it with theEnglish word.
So the first word we went overwas father.
Second, brother, the thirdpedestrian.
Now we're getting into theEnglish word genealogy, sanskrit
jan, latin genus, greek genos,latin genus, greek genos and

(17:49):
Hindi genum.
Now we're getting into theEnglish word name, Sanskrit
namen, latin namin, greek enomaand Hindi name.
We're just going to do theEnglish words for now.
You know ones that cantransliterate in English as well

(18:11):
Divine, the English word divine, sanskrit diva, latin deus,
greek theos, hindi defta, deepdefta.
For the English word two.
English word two is in thenumber two.
T-w-o transliterates inSanskrit as dwi, latin duo,

(18:44):
greek duo and Hindi duo.
The English word three,transliterated in Sanskrit as
tree, latin tres, a trace, greektria.
In Hindi team, the English wordseven, transliterating in

(19:07):
Sanskrit.
The transliteration in Sanskritis sept, latin septum, greek
hepta.
In Hindi sate.
We have the English word ten.
The transliteration Of theEnglish word tin in Sanskrit is

(19:29):
des, latin decim, greek deca andHindi dus.
So Indo-European, the languagefamily I have probably brought
up the most and the one you'reprobably most familiar with, is

(19:50):
the Indo-European languagefamily.

Speaker 1 (19:54):
So why is it?
Okay, I see it.

Speaker 2 (20:00):
So, this is the Indo-European Family of
languages.
This is showing the motherlanguage, the Indo-European
family of languages.
This is showing the motherlanguage being Indo-European and
the daughter languagesbranching from the Indo-European
language.
The languages that branch fromIndo-European is Indian,
armenian, iranian, germanic,baltoslavic, albanian, celtic,

(20:26):
hellenic and Italic and, as wecan see, the Indian language
from the Indian languagebranches Sanskrit, middle Indian
and Hindustani, bengali andother modern Indian languages,

(20:47):
bengali and other modern Indianlanguages.
From the Iranian languagebranches Old Persian and from
Old Persian Persian and alsofrom Iranian Avestan.
From the Germanic languagebranches North Germanic, east
Germanic and West Germanic.
The North Germanic languagebranches into the East Norse and
the West Norse.
East Norse language branchesinto the Swedish, danish and

(21:11):
Gothic languages.
West Norse language branchesinto the Norwegian, icelandic
and Feroz languages and Ferozlanguages.
The East Germanic languagebranches to the Gothic language.
The West Germanic languagebranches to the High German and

(21:33):
the High German languages branchto German and Yiddish.
The Low German languages.
The language branches to OldFrisian, anglo-saxon, old
English, old Saxon and LowFranconian.
The Old Frisian branches intoFrisian.
The Anglo-Saxon Old Englishbranches to Middle English and

(22:08):
Middle English branches toModern English.
The Old Saxon language branchesto middle low German and middle
low German language branches toflat Dutch, low Franconian
language, the low Franconianlanguage branches to the middle
Dutch, from the middle Dutchlanguage branches to the Dutch
and the Flemish.
So we can follow the Germaniclanguage to West Germanic, down

(22:29):
to Low Germanic, down to theAnglo-Saxon Old English, middle
English, modern English and thisis what we're speaking now.
So we have the Balto-Slaviclanguage that branched to the
Baltic language.
The Baltic language branched tothe Lithuanian and the Littish
and the Latish languages.

(22:50):
Baltic-slavic language alsobranched to the Old Slavic
language and the Old Slaviclanguage branched to the Russian
, polish, czech, bulgarian,serbo-croatian, et cetera
languages.
We have the Celtic languagethat branches off to the Irish,

(23:14):
welsh, gaelic and Bretonlanguages.
The Hellenic language branchesoff to the Greek language.
The Hellenic language branchesoff to the Greek language.
The Italic language branches tothe Latin language.
From Latin language we getFrench, provincial Italian,

(23:38):
spanish, portuguese, catalan andRomanian, catalan and Romanian.
This is showing the families oflanguages, like a family tree,
you know, with people, but thisis for languages, Showing how
these languages are related andthis is another tree as well.

(24:01):
Indo-european language tree Part1.
From the website.
The links are on here.
Part 1 Centum languages Are agroup of Indo-European languages
Characterized by a particularSound change in their velar
consonants.
Latin, greek and Germaniclanguages generally kept the

(24:23):
original velar consonants,including palatal velars merged
with plain velars, while labialvelars like by specific sound in
their palatal velar consonants,sanskrit, iranian and Slavic

(24:53):
languages, palatal velardeveloped into sibilants and
with plain V-logs and this iskind of like the same layout.

(25:13):
Yeah, so then we have thetransliterations of the word God
in different Indo-Europeanlanguage families.
So these are thetransliterations different
Indo-European language families.
So these are thetransliterations English God,
yiddish Got, german, got DutchGod, swedish Good Danish Good,

(25:39):
nahuayan, nahuayan Good.
Icelandic Gut.
Latvian Deves, lithuanian Divas, russian Balg, ukrainian Balg,

(26:00):
polish Balg, bulgarian Balg,pashto Kudai, persian Kota,
hindi Kuda, marathi, bengali,irish, scottish, portuguese,

(26:28):
spanish Diyah, scottish, gaelicDiyah, portuguese Duce.
Spanish Diyos, catalan Diu,french Diu, italian Diyo, greek
Diyos, armenian Aspets, ancientGreek Diyos, proto Indo-European
Devos, proto-germanic Gouda,proto-baltic Slavic Devos,

(26:54):
proto-slavic Bal, protoIndo-Iranian Deus,
proto-sanskrit Diva and OldNorse Gu, proto-sanskrit Diva
and Old Norse Guk.
And then we havetransliterations for the word

(27:15):
mother in differentIndo-European language families
Mother tongue words for motherin the Indo-European language
families we haveProto-Indo-European Matur,
ancient Greek Matur.
Ancient Greek Matur I'm notgoing to read all, just some of
them Proto-Baltic, balto-slavicMatur, proto-germanic Matur, old

(27:44):
Irish Matur, old Norse Matur,old Persian Mata, catalan Mare,
spanish Madre, portuguese Madre,english Mother, dutch Mother,

(28:05):
german Mother, yiddish Mutir,danish Moor, swedish Moor,
norwegian Moor, icelandic Motir,yeah.
So Hindi, urdu Ma, bengali Ma,and also Pashto Mord.

(28:30):
There's different words for theword.
This is the word.
This is the word.
Different transliterations forthe word mother the word mother.
All right, getting to somebackground of the Indo-European
languages, the Indo-Europeansand historical linguistics.

(28:53):
Introduction the archaeology oflanguage, the discovery of the
Indo-Europeans, is one of themost fascinating stories in
modern scholarship.
Fascinating stories in modernscholarship.
The tale begins with linguistsin the late 1700s, in particular

(29:15):
William Jones, a British judgewho lived in India and in 1786
was the first person to suggestthe possibility of Indo-European
civilization.
Jones's hypothesis opened a newdoor to the past and sparked
the modern science of historicallinguistics.
Indo-european theory rests onthe fact that various languages
from all across Eurasia andlands as far apart as India and
Iceland show many essentialsimilarities, enough that they

(29:38):
must have originated as a singletongue at some point long ago.
Once Jones's successors beganexploring the full linguistic
record from this perspective,corroborating evidence started
pouring in from all quarters.
Parallels in vocabulary andgrammar quickly emerged among
foreign languages, particularlyin what were then the oldest

(30:02):
preserved tongues Latin, greekand Sanskrit.
The last is the language of theVedas in an ancient body of
written of writings from india.
In close analysis of his textshow, the sanskrit has a strong
affinity with latin and greek.
For instance, the sanskrit wordfor three is treas, clearly

(30:22):
cognate with ie, from the samelinguistic origin as latin trace
and Greek trace, Also words forthree.
Likewise, the Sanskrit sarpasnake obviously shares a common
ancestor with the Latin serpens,the forebearer of the English
word.
Serpent Jones' simple andelegant remarks concluding the

(30:45):
paper he wrote for the 1786meeting of the Asiatic Society
of Calcutta sum up the situationneatly.
No philologer could examine allthree languages Sanskrit, latin
and Greek without believingthem to have sprung from some
common source which perhaps nolonger exists, which perhaps no

(31:07):
longer exists, which perhaps nolonger exists.
This priceless piece ofunderstatement was the overture
to many important, indeedrevolutionary, insights into the
history of Western civilization.
Okay, you got something to say.

Speaker 1 (31:27):
No, you're breaking it down.
No, you're breaking it down,you're breaking it down.
So everything basically startswith the Indo-European
linguistics, and the origin ofwhere that comes from is
unfounded pretty much right,right, right yeah okay so we got
, finally.

Speaker 2 (31:48):
Linguistic research showed how extraordinarily
successful these indo-europeanswere in their near global
usurpation of the planet.
To list ancient indo-europeancivilizations, civilizations is
virtually to catalog conquerorsacross Europe and Western Asia
Indo-Iranians, persians,hittites, greeks, romans, celts,

(32:14):
vikings, medes and Philistines,to name just a few.
And their modern counterpartsare no less numerous, among them
Spanish conquistadors,christian crusaders and all the
major European colonial powers,though there are also many
ancient peoples who are notIndo-European Sumerians,

(32:35):
egyptians, elamites, hurrians,hebrews, pelasgians, etruscans,
assyrians and Minoans.
Their Indo-Europeancounterparts ultimately came to
dominate Europe and henceforthmuch of world culture.
Indeed, the triumphs of theancient Indo-Europeans have
carried over into the modern age, in which now more than half

(32:59):
the people in the world speaks alanguage descended from
Proto-Indo-European,indo-european, part two,
indo-european linguistics.
To understand how Indo-Europeanculture rose to such provenance
one must look far back in time.
In late prehistory, waves ofIndo-Europeans began migrating

(33:20):
in several directions across theEurasian continent, displacing
natives and even otherIndo-European settlers who had
entered an area earlier.
Scholars debate when exactlythese massive migrations began.
Some say as early as 8,000 to5,000 BCE, while others put it
fairly late, after 3,000 BCE.

(33:41):
But it's clear that by thethird millennium, 3,000 to 2,000
BCE, the Indo-Europeans were onthe move.
As they settled different areasof the world, they uprooted and
overwhelmed indigenous peoples,which spelled, in more than one
instance, the extermination ofentire cultures.
Indo-european groups moved intoIndia, for instance, where they

(34:06):
conquered the local populationand established the caste system
with themselves at the top, ofcourse.
Likewise, a differentIndo-European group invaded
Italy and settled there as theRomans.
Others became the Slavs inCentral Europe and the
Philistines in the Near East.
In every case, they causeupheaval and violent social

(34:28):
change.
So that's breaking down theCochrane and colonization
through the language.

Speaker 1 (34:45):
That's where it is, yeah.

Speaker 2 (34:53):
That's where it all happens.
The language man, yeah, uh.
So this?
This is the core principle ofetymology and semantics.
Etymology examines the originalbehavior or function of a word
before its social applicationevolution, while semantics
examines the behavior orfunction of a word after its
social application devolution.
Etymology the core principle ofetymology.

(35:15):
The core principle of etymologyis historical linguistic
development.
Historical linguisticdevelopment is the evolution as
well as the devolution of a wordwithin different languages
through phonology, ietransliterations and sound
shifts, and through morphology,ie translations and prefixes,
suffixes, infixes, circumfixesand superfixes.

(35:41):
Semantics the core principle ofsemantics.
The core principle of semanticsis compositionality, a complex
expression derived from themeanings of its individual parts
and how they are combined.
This principle explains howpeople can understand Black
vernacular English or slang.
Example you have the word plusthe object plus concept, which

(36:04):
equals reality.
So we have the word apple plusthe object plus concept, which
equals reality.
So we have the word apple plusthe object that we call apple,
which is the concept In our mind.
We'll see that object with thatword together, creating a
reality and the same as the word, seeing the word, creating a
concept.
If I say, can you get me anapple?

(36:29):
Right, the word apple.
That's the word plus theconcept in your mind.
You would have to know whatyou're looking for to find that
object which would createreality.
So a more detailed breakdown onthe differences between
etymology and semantics on thenext page.

Speaker 1 (36:51):
This is it right here , man.
This is the root of a lot ofproblems, and you know, this
could solve a lot of problems,you know.
Indeed, Indeed.

Speaker 3 (37:09):
In what way, Brother Ron, do you think you can solve
a lot of problems?

Speaker 1 (37:14):
I think the conflicts that we have in our community
let's just start there Justfamily issues, friendship issues
, relationship issues.
I think the root of a lot ofour relationship issues is poor
education because of poorcommunication.
So it's the language, yeah, andthat's just one thing.

(37:45):
I could go on and on and on andon and on about language and
complications we have, andthat's just one thing.
I could go on and on and on andon and on about about language
and complications we have withnot understanding language, the
tones we use, semantics, theetymology of words.
So we could just start there.
Because you know, when we talkabout our community right, let's

(38:16):
say the main issue we talkabout with our community, we say
we, it's hard for us to unify.
That's like the main thing, themain issue, right?
I personally believe right, andpoor communication because of
poor education.
That's that's my whole point.
So it's like we cannot, wecan't possibly unify if, if, if
I say something in a particulartone and use particular words

(38:42):
and you view them or you hearthem in a different way, you
take them a different way, andthen that communication is
thrown out the window andsometimes you can have a
conversation with somebody andthey won't tell you right then
and there that they wereoffended or they didn't like the
way you said something, butthey'll go and let that linger.

(39:04):
And then, all of a sudden, nowyou guys have an issue you never
knew, even knew about it, andthat's just.
This is one small piece.
That could be a relationshipbetween you and a friend, you
and your mom, you and whoever,but I think that was the main
thing.
If you can control the people'seducation, you can control

(39:27):
their communication, and theirability to work together is out
the window.

Speaker 2 (39:35):
Yeah.

Speaker 1 (39:40):
I could go on and on, but I'm going to let the
brother go.

Speaker 2 (39:43):
A whole lot of trigger words, emotions,
basically Too many emotions.

Speaker 1 (39:51):
Right, where are you from yazrael?
Uh, from kentucky.
You're from kentucky, right.
So, matter of fact, I'm gonnaan example.
There was a two brothers onhere they were building.
One brother he was from newyork, the other brothers from
somewhere else.
One brother said something likea new york kind of terminology,
the other brother's fromsomewhere else.
One brother said something likea New York kind of terminology,
the other brother didn'tunderstand.
Like whoa, where I'm from,that's not going to fly.

Speaker 3 (40:15):
Right.

Speaker 1 (40:16):
You know what I'm saying.
And that conversation went leftfor a little bit on the podcast
, just off of just basic.
Just a misunderstanding yeah,how much that happens.
A misunderstanding.

Speaker 2 (40:31):
Yeah, how much that happens?
A lot, yeah.
People speak slang, blackvernacular English Slang yeah,
that's that causes psychosis.

Speaker 1 (40:42):
For real it does.
But here's the thing it's hardto break it because I forgot how
you worded it, but your tongueand brain is attached to that
hypoglossal nerve.
Right, the hypoglossal nerve isalready primed for that type of
language or dialect.

(41:03):
It's hard to you know what I'msaying.
People don't even know theyhave a hypoglossal nerve.
They're not even thinking thatdeeply.
You know what I mean.
So yeah, like the brotherShawnee just said, in, poor
education becomes poorcommunication because of poor

(41:24):
education.
That's exactly what it is.
But go ahead, my bad, see, lookat my bad.
Because of poor education.
That's exactly what it is.
But go ahead, my bad, see, lookat my bad.
Why is it bad?

Speaker 3 (41:34):
That was good, brother Ron.
That's why I wanted you toelaborate, because you added
value, yeah, yeah.

Speaker 2 (41:44):
All right.
So this is the Etymology andVocabulary, page 13, by
Professor Abdullah El-TalibMosey-Bey you can find his books
on moresofmasonryorg Etymologyand aid in reading and
dictionary study skills.
Etymology is derived from theGreek root etym meaning history,
origin, true or real and logmeaning, study, science, word

(42:09):
theory.
Etymology is an indispensablediscipline used as a foundation
for other fields of study.
Webster's New InternationalDictionary of the English
Language 1921 edition, definesetymology as the origin or
derivation of a word, as shownby its analysis into elements,
by pointing out the root orprimitive upon which it is

(42:32):
formed or by referring it to anearlier form in its parent
language.
Also, an account set in forthsuch origin or derivation, often
with facts bearing upon theword's relationships, the formal
history of a word, factsbearing upon the words
relationships, the formalhistory of a word and semantics.

(42:56):
Semantics is the field of studythat reveals how words gain
connotative meanings and become,through European social
engineering, the commonunderstanding, ordinary meaning,
plain meaning and theestablished meaning.
Linguists, who arelexiographers, place connotative
meanings in dictionaries and,over a period of time, the
etymological slash, origin,original meanings and

(43:17):
applications of words arede-emphasized and eventually
lose their true essence in thegeneral public, because the
general populace has not taughtthe etymology of words.
The people are conditionedthrough european social
engineering except we gotta goback.

Speaker 1 (43:37):
We gotta go back on that rewind, that man say that
one more time.

Speaker 2 (43:41):
Because the general populace is not taught the
etymology of words.
The people are conditionedconditioned through European
social engineering to accept theconnotative and distorted
meanings as being the true, realand original meanings.

Speaker 1 (43:57):
That is oh man, that's the spelling, the
spelling spell right there, wow.

Speaker 2 (44:08):
Wow.
Denotation is derived from theLatin word Denotere, meaning to
mark completely.
Denotation is the state ofusing an object or symbol to
signify, indicate, mark ordesignate a word.
The objects or symbols used asmarkers for words Are the
reference.
That is to say that to denoteis to tie a word to its objects

(44:32):
or symbol.
The word chair denotes a pieceof furniture having a seat, legs
, back and often arms.
It must be made clear thatetymology is not the study of
words.
This oversight would render ahuge misconception into the
study of etymology is not thestudy of words.
This oversight would render ahuge misconception into the
study of etymology.
It is important to emphasizethat etymology is the study of

(44:53):
the history, origin and truemeaning of words.
Further, it is proper to notethat there is a clear
distinction between the study ofthe true meanings of words and
the study of the meaning ofwords.
Semantics is science that dealswith the meaning of words.
Let's examine the word nice asa way to comprehend the
importance of distinguishing thedifference between the study of

(45:15):
the true meaning of words andthe study of words.
The etymology of the word nicemeans not knowing, stupid and
ignorant.
This meaning is found in theetymological brackets in
dictionaries.
Latin nescius ne nat plus sire.
To know the meanings that thegeneral public uses for the word

(45:39):
nice are the connotations forthe word.
These meanings are found in theentry-level section of
dictionaries.
The entry-level section have alist of various definitions that
are numbered and this is uh,it's from the same book, pages
14 through 15.

(45:59):
Etymology vocabulary, pages 14through 15 by professor abdullah
el-tali mozibay.
Etymology reveals how theconnotative meanings of words
become the general publicaccepted and establish new
meanings.
Connotative meanings are placedin dictionaries and, over a
period of time, the originalmeanings and applications of
words are de-emphasized andeventually loses their true

(46:20):
essence in the general public.
Thus, since general populace isnot taught the foundation of
words, it is socialized intoaccepting connotative meanings
as being the true, real andoriginal meanings.
The students of etymology, inusing the original meanings of
words as their foundation, willbe able to determine if a word

(46:41):
has been given a new meaning.
The etymology of the word slavereveals that the new meaning
interjected into the socialfabric of society is far from
far from its original and truemeaning.
The entry level meanings forthe word slave contradict its
etymological meaning, themeaning displayed in the
brackets.
In the brackets.

(47:02):
So the original meaning of theword dollar is completely
different from that used by thegeneral public.
The true meaning for the wordconsidered is completely
different from that used by thegeneral public.
The true meaning for the wordconsidered has an astronomical
usage.
The origin and historicaldevelopment of a linguistic form
of words are shown bydetermining its basic elements
earliest known use, changes inform and meaning, tracing its

(47:25):
transmission from one languageto another, identifying its
cognates in other languages,reconstructing its ancestral
form where possible, explainingthe changes words have undergone
, the variations of form andspelling from its first
appearance in the language tothe present time, all its

(47:48):
different meanings and shades ofmeaning.
So did the meaning of the wordevolve or devolve?
The word evolve from X, meaningout, plus voveer to roll.

(48:09):
Evolve, meaning to roll out.
The word devolve de dash,meaning down, plus volvere to
roll.
Devolve means to roll down.
When a word evolves, etymologythe original meaning gains more

(48:29):
power.
When a word devolves semantics,the original meaning loses
power.
So we're going to look at thesewords.
About eight words.
The first word Aryan Semanticsdash, connotative meaning of
Aryan.
So this is the connotativemeaning, the semantics Aryan.

(48:50):
In the 1920s it began to beused in Nazi ideology to mean
member of a Caucasian Gentilerace of Nordic type.
Etymology dash true sense,meaning of Aryan.
So this is theetymologicalymological meaning
of the word Arian.
Persians use the name inreference to themselves, hence

(49:14):
Iran.
Ultimately, from Sanskrit, arya, compatriot.

Speaker 3 (49:24):
It means noble.

Speaker 2 (49:27):
Yeah.

Speaker 3 (49:28):
Yes, yes.

Speaker 2 (49:31):
So the semantic, the connotative meaning, how we look
at it today, how most peopleview it today, it means a member
of a Caucasian Gentile race ofNordic type.
You know Nazi ideology, butthat's not its origin.
So that's not what it meantwhen it first came into it.
When the word Arian came intoexistence, it did mean this, the

(49:52):
true sense meaning.
You have to look for that truesense meaning.
Etymology.
The word slave semanticsconnotative meaning of slave
Slave, century 1300, meaning ofslave slave, century 1300 person
who is the chattel or propertyof another.
Used in this sense because ofthe many slaves or slavs, pardon

(50:15):
me, used in this sense becauseof the many slavs, ie eastern
europeans, sold into slavery byconquering people, theors,
between the 8th and 15thcenturies.
The etymology trues its meaningof slave slave from 850 AD to

(50:35):
1100 AD, old Church, slavonicslavoninu, a Slav, so it was a
nationality.
The word nice semanticsConnotative meaning of nice,

(50:56):
nice 1769 Agreeable, delightfuland in 1830s, kind, thoughtful.
The etymology truces meaning ofnice Nice from Latin Ne Ne Dash
, meaning not Plus Latin Sire Toknow Nice.
From Latin ne dash, meaning notplus Latin sire, to know equals
, not to know.

(51:17):
The word witch semanticsconnotative meaning of witch
witch, old English, wise,english weiss, a female magician
, sorceress, in later use awoman supposed to have dealings
with the devil or evil spiritsand to be able, by their

(51:39):
cooperation, to performsupernatural acts.
The etymology, true sensemeaning of the word witch from
Proto-Indo-European way W-E-G.
Dash to be strong, be lively.
The word consider, semantics,connotative meaning of consider.

(52:03):
Consider, 14th century, to fixthe mind upon, for careful
examination, meditate upon, alsoview attentively, scrutinize,
not to be negligent.
Of the etymology, true sensemeaning of consider.
Of the word consider from Latincon dash, meaning together, or

(52:27):
with plus Latin sideris, meaningheavenly body, star
constellation.
So the word consider meansstars together.
The word desire, semantics,connotative meaning of the word
desire desire Twelve hundreds towish or long for, express a

(52:51):
wish to obtain.
The etymology truces, meaningof desire, desire, from Latin
situs, heavenly body, starconstellation, plus Latin D,
down from Eagles, down from thestars.
So desire means down from thestars.
The word disaster, semantics,connotativeative meaning of

(53:15):
disaster, disaster, 1590sanything that befalls a ruinous
or distressing nature, anyunfortunate event.
The etymology, true sincemeaning of disaster, disaster,
from Italian dis-ill plusItalian astro star, planet,

(53:36):
equals ill star.
And the word sin, semantics,connotative meaning of sin, sin,
from Old English Sin S-Y-N-N.
Sin S-Y-N.
Violation of divine law,offense, offense against God,
moral wrongdoing.
The etymology, true sense,meaning of sin sin from

(53:59):
Proto-Indo-European root sentia.
It is true meaning, it is trueancient Sumerian nana to

(54:20):
Akkadian suen, crescent, thecrescent moon, slash, sin, full
moon.
So suen was the crescent moonand sin is the full moon.
So the original application ofthe word sin was ancient
Sumerian and Akkadian, referringto the moon Suen, s-u-e-n for
the crescent moon and S-I-N forthe full moon.

(54:44):
This is the InternationalPhonetic Alphabet.
Ipa vowels Minnesota StateUniversity, moorhead Vowels.
In the IPA, the technical namesof vowels tell three things
about a sound the height of thetongue high, mid, low.
The portion of the tongue thatis raised or lowered Front,
central, back.
The tenseness of the tongueTense or lax.

(55:07):
The rounding of the lips Roundor unround.
The technical names for thevowels follow the order listed
above, for example, what ateacher traditionally would call
the long E sound in anelementary classroom is
technically called a high frontunround vowel.
This is what we would get inelementary the long E sound.

(55:31):
The technical name to identifythat sound is called a high
front unround valve.
We'll get into that in thisslide here the technical name
and traditional name for valves.
On this left hand column we haveIPA, international Phonetic

(55:55):
Alphabet Symbols.
Then we have the technicalnames for those symbols and the
traditional names for thosesymbols.
For the lower case I, the highfront, the technical name is the
high front unround vowel.
The traditional name is thelong E sound.
The uppercase I is a high frontLex unround valve.

(56:19):
The traditional name is theshort I sound.
The E technical name is the midfront unround valve.
The traditional name is thelong E, the long A sound, the
epsilon this is called anepsilon, this backwards three.
And the technical name for thesound is the mid front Lex

(56:43):
unround valve.
The traditional name is theshort E sound and a second.
All right so this next symbol iscalled an ash.
This A and E combine.

(57:05):
The technical name for thatsymbol is the low front unround
vowel.
The traditional name is theshort A sound, the lowercase A.
The technical name for thesound is low central unround
valve.
The traditional name is theshort O sound.
And then we have a lambda, thissymbol here.

(57:30):
It's called a lambda.
The technical name for thatsound is a mid-central
unstressed vowel.
We have the upside down E orthe inverted E.
The technical name is themid-central stressed vowel.
The traditional name is theschwa sound, the U lowercase U.

(57:56):
The technical name is high backunround vowel.
The traditional name is thelong U sound.
Then we have the inverted omega.
The technical name is the highback lex round valve.
The traditional name is theshort u sound.
We have a letter o.

(58:18):
The technical name is the midback round valve.
The traditional name is thelong o sound, and the backwards
C.
The technical name is low backround valve.
You can practice these soundsas well, you know, we'll pay

(58:39):
attention.

Speaker 1 (58:46):
You pay attention to, like I said, the height of the
tongue high, mid low.

Speaker 2 (58:49):
I'm going to have to rewind this and study this joint
right here.
The portion of the tongue.
Yeah, there's raised front,central, back, the tenseness of
the tongue, tense legs, therounding of the lips, round or
unround.

Speaker 1 (58:58):
Mm-hmm.

Speaker 2 (58:59):
This is showing the origins of how to make these
sounds the internationalphonetic alphabet for consonants
.
We have the bilabial.
So on the left-hand column wehave stop sounds, fricative
sounds, affricate sounds, nasal,liquid and glottal.

(59:20):
Bilabial is dealing with thelips, so two bi and labial lips,

(59:41):
so two lips.
You have to use two lips tomake the sounds.
Labiodental is the lips and theteeth, so you use your lips and
your teeth to make the sounds.
Interdental is the lips and theteeth, so you use your lips and
your teeth to make the sounds.
Interdental, you're using yourteeth.
What's the interdental, brotherAbdullah?

Speaker 3 (01:00:01):
Yeah, inter is between.

Speaker 2 (01:00:04):
Between okay, Between the teeth, okay.
Yeah, Interdental is betweenthe dental.
The alveolar is dealing withthe tongue position, the soft
tongue.
The palatal is the tongue isthe bridge of the roof of your
mouth, the tongue going, thetongue positioned up, Velar is

(01:00:26):
the tongue sound and the glottalis the throat sound.
So this V is voiced and VLS isvoiceless.
So we have the letter B and P.

(01:00:49):
So the letter B is a bilabialstop sound.
It's a bilabial voice stopsound.
The voice sounds are dealingwith the vibrations of your
vocal cords.
So sounds that vibrate the mostwould be voice sounds.
Voices are less vibration to novibration in the sound in the
vocal cords.
So B is a bilabial voice stopsound.

(01:01:15):
P is a bilabial voiceless stopsound.
The letter M is a bilabialnasal sound.
So once again, the stop soundsare dealing with the pause in

(01:01:36):
the sound, so it stops.
The B is a buh.
It ends at the buh, the puh, itdoesn't drag out.
The fricative is dealing withfriction, so there'll be
friction involved with makingthese sounds.
A fricative will be frictionsas well.
Nasal you're using your nasalpassage to make the sounds, as

(01:01:59):
in M, M, using your nasal andtwo lips.
Bilabial Glide sounds, Glidesounds with the W the W.
The glide sounds with the W theW is more like the wind.
Your breath glides, it glides.

(01:02:19):
There's no friction to it.
It doesn't stop, it's in W likewind glides, this flows.
So then we have labiodental.
The letter V is a labiodental,voice, fricative sound, so V.
You can feel the vibration whenyou make the V sound.

(01:02:40):
Or just say the letter V, theletter F, labiodental.
Once again, you're using yourlips and your teeth to make the
F sound.
The teeth and your lips gotogether, teeth to make the F
sound.
The teeth and your lips gotogether and it is a fricative.
The V and the F are fricative,so there's going to be friction

(01:03:03):
involved when making thesesounds Interdental.
So between the teeth we havethe F.
This is called an F, e-t-h, f,and this is a voiced fricative
sound.
Then we have the theta.
Theta is a voiceless, is aninterdental, voiceless fricative

(01:03:27):
sound.
We have the alveolar, theletter D, pardon me.
We have the letter D is analveolar voice, stop sound.
T is an alveolar voiceless,stop sound.
We have the.

(01:03:51):
Z alveolar fricative soundalveolar voiced fricative sound,
and the S?
Alveolar voiceless fricativesound.
So Z and S and the Z.
We have the N?
Alveolar voiced nasal sound Nalveolar voice nasal sound.

(01:04:13):
And we have the L and the Ralveolar liquid sounds.
The liquid sounds, they roll,liquid sounds are going to roll,
your tongue will kind of rollthe palatal.
So we have the edge.
The edge, it's called an edge,looks like the number three.

(01:04:36):
The edge, this is a palatalVoiced fricative sound, edge.
Then we have the esh.
So this is esh, this is eshPalatal, this is esh, this is
esh palatal, voiceless fricativesound.

(01:04:56):
We have the dge is the name ofthis the p and the s3, the g, as
in the end of judge J, the J, j.
That's a palatal voiced Africansound, african sound.

(01:05:18):
And then we have the Thailigature.
Here, this is a palatal,voiceless African sound.

(01:05:39):
For the velar sounds, we havethe letter G and the letter K.
The letter G is a velar voicedstop sound.
And we have the letter K is avelar voiceless stop sound.
Down here this is called an eng, this is a velar-voiced nasal
sound.
And then down here we have thevelar.

(01:06:04):
The W is a velar glide sound, avelar-voiced glide sound.
And then the inverted W is avelar voiceless glide sound.
This is not an EM, these arenot EMS right here.
These are inverted W's.
This is the M.
That way we know the difference.

(01:06:26):
Then we have the glottal sounds, the glottal stop.
This is called a glottal stopand it's a glottal voiceless
stop.
And then we have the H, whichis a glottal fricative, a
glottal voiceless fricativesound.

(01:06:47):
All right, so English?

Speaker 3 (01:06:54):
I mean, I want to address this.
Hey brother, ron, this type oflesson is very important to show
credibility in our community.
You know that we are comingwith scholarship, so I just want
, for those who are listening,for the listening audience, you

(01:07:16):
know those things are that's toomuch and you know what I mean.
We need to increase our levelof scholarship so that we can
gain respectability.
I'm thinking globally, globally, that's where my mind is
globally, global.
I like to think globally,respectability globally.

(01:07:39):
So we need these type oflessons.
I just wanted to drop thatcomment now this book.

Speaker 1 (01:07:52):
Right here is whose book.

Speaker 2 (01:07:56):
This book that I'm reading going through now.
Yeah, this is mine.
This is produced by Word StepStudy Group.
Yeah, that's going to be thisright here.

Speaker 1 (01:08:07):
Okay.

Speaker 2 (01:08:08):
I can't really see it .

Speaker 1 (01:08:10):
Yeah, we need that book.
We need that book right there,man yeah yeah, yeah, I will.

Speaker 2 (01:08:17):
I'll definitely send it to you as soon as this is
finished.
It's almost ready.
So a couple little touch-ups,nothing major Gotcha.
Yeah, the contact informationis on there.
So if anyone would like a copyuh, the email address is on
there wordstepstudygroup333 atgmailcom.

(01:08:40):
You can contact me on facebookas well, at yisrael bay.
All right, so English consonantsound and IPA symbols.
It's kind of going over thesame thing.
So yeah, for time's sake, I'mjust going to go to the next,

(01:09:05):
the technical name forconsonants.
Learn the technical names ofthe consonants that you just
read.
Learn the technical names ofthe consonants that you just
read.
So let me get this back.
You have the B.
Voice bilabial stop.
D.
Voice alveolar stop.
F.
Voiceless labiodental fricativeH.

(01:09:41):
Voiceless glotal fricative K.
Voiceless velar stop.
L.
Voiced alveolar lateral liquidM.
Voiced bilabial nasal N.
Voiced alveolar nasal P.
Voiceless bilabial stop.
S.
Voiceless alveopalatalfricative alveo-palatal
fricative T.
Voiceless alveolar stop.
V.

(01:10:01):
Voiced labiodental fricative W.
Voiced velar glide Z.
Voiced alveo-palatal fricativeG.
Voiced velar stop.
J.
Voice palatal glide Ing.
The ing ing Voice velar nasal G.
Voice palatal affricate Tileligature.

(01:10:24):
Voiceless palatal affricate theesh.
Voiceless palatal fricative Ej.
Voice palatal fricative Esch.
Voice palatal fricative Theta.
Voiceless interdental fricative, f voice interdental fricative

(01:10:55):
and the inverted W, voicelessVlar glad.
And this is the name of thelinguistic symbols and their
sound function.
So first we have the epsilon,the a makes the a sound and pet
met aspect.
The ash sound the ash sound,the ash makes the J sound, as in

(01:11:16):
usual, treasure Vision andexercise.
The ash sound, the ash symbol,pardon me, makes the sound as in
ship, shoe, fish and special sothe.
C-I-A-L the.

(01:11:37):
C-I-A in special.
The lambda makes a uh sound asin the word, but corrupt and
luck and luck.

(01:12:00):
The inverted W makes the wsound glide, as in when, what,
where, why and how.
The turned C makes the allsound as in law, caught and
taught.
The theta makes a sound as inthin path, thought and width,
and that's the voiceless T-H, sothere's less vibration.

(01:12:26):
The G makes the J sound injudge, gem, age and dodge.
The Thai literature does nothave a specific phonetic nor
linguistic meaning.
The glottal stop is in uh-oh orbottle or mountain.
The glottal stop, there's apause, there's a pause in the

(01:12:52):
breath and then there's acomeback.
There's an uh oh, bato,mountain.
You can hear that pause andthat comeback.
Inverted omega makes the sound,makes the uh sound as in foot
or put, or could Uh sound as infoot or put or could Eth, eth is

(01:13:22):
the voiced TH sound as in theword this, that and though.
Ing Makes the sound ing as insing, ring, tingle and spangle.
The N-G, the inverted E or theschwa, makes the uh sound as in

(01:13:53):
about banana, computer.
And consider the ash makes thesound is in cat track and black.
A little bit.
A little more about the thetaand the F symbols.
As in the other cases in whichconsonants are arranged in pairs

(01:14:17):
see table two theta and F sharemanner and place of
articulation and differ invoicing.
Theta is voiceless and F isvoiced.
This means that the onlydifference between them is that
this means that the onlydifference between them is that
the F is produced with vocalfold vibration and theta without

(01:14:38):
the phoneme.
Theta is very easy for speakersof peninsular English.
The phoneme theta is very easyfor speakers of peninsular
Spanish, because it's the soundincluded in words such as ethyl
or thupato, but it's absent inthe Spanish spoken in Latin

(01:14:59):
America.
The voice version of this sound, eth, doesn't have such a clear
equivalent and tends to causemore trouble.
Many Spanish speakers produceit just as a plosive D, which is
not.
Learning to do it well, however, is quite a simple task.
Another problem is that, sinceboth theta and F are spelled as

(01:15:22):
TH, it's difficult to say forsure when to use one or the
other.
Although there are no hard andfast rules about that, some very
useful guidelines can be given.
Let's start by listening tothese sentences Think about this
, think about this.
So this is the theta think,that's the voiceless TH sound,

(01:15:47):
think, and this N with the hook,this lowercase N with the hook,
is the N sound.
So it's going to give that Nsound.
So think the F is the voiced THsound.
So when you say the word thinkand the word this, you can hear

(01:16:08):
and you can feel the difference.
You can hear the difference andyou can feel the difference in
the vibration.
You can hear, you can feel thedifference, you can hear the
difference and you can feel thedifference in the vibration.
Think in this, that's a thoughtthat vibrates more than the
thought.
Right.
So the F and that the F will beused for the TH in the word

(01:16:29):
that and the theta will be usedfor the T H in the word that.
Uh, and the theta will be usedfor the T H in the word thought.
Uh, and also thought the all.
You can hear the all sound.
So you see this uh, turn C,remember the term C makes an all

(01:16:53):
sound, as in law talk, thought,so thought, t-h, thought,
voiceless theta term C, thoughtthe T.
Next sentence they thank youvery much, they and think

(01:17:26):
Breathe a normal breath.
Breathe a normal breath, theT-H-E Breathe, that's the F, you
can feel the vibration.
A normal breath, that's thetheta Less vibration.
It's a no vibration All rightthe theta.

Speaker 3 (01:17:49):
This is the theta.

Speaker 2 (01:17:50):
Dental, fricative and voiceless Spelling T-H, thief,
breath.
The phoneme theta is very wellknown to speakers of Peninsula
Spanish.
It's the same used in wordslike thopato, thono, thona, sema

(01:18:12):
o senar, or is it Thema, thema,ocenar.
So you have thunder, thupato,theater, thema, thoughtful, and
thona.
For those who do not counttheta among the sounds of their

(01:18:34):
mother tongue, basically LatinAmerican speakers, the
instructions on how to do it arequite straightforward Put your
tongue behind your upper teethor, in a more careful
pronunciation, slightlyprotruding between them.
Then let the air pass andyou'll hear the hissing
fricative noise that constitutesthe theta.

(01:18:56):
So put your tongue behind yourupper teeth or, in a more
careful pronunciation, slightlyprotruding between them.
Then let the air pass andyou'll hear the hissing
fricative voice that constitutesthe theta.
And here is an example of thetheta sound produced by a native
speaker of English, none otherthan the writer Julian Barnes,

(01:19:18):
reading from his novel Arthurand George no, I do not think
you are innocent.
I do not believe you areinnocent.
I know you are innocent, julianBarnes.
And where do they go?
One of the problems we facewith F and theta is that they
share spelling, always thedigraph TH, so it's difficult to

(01:19:40):
say which phoneme goes where.
There are, however, some usefulguidelines.
At the beginning of words, this usually pronounced as F when
it's a function, word,determiner, conjunction, pronoun
, et cetera.
Eg, that those them, though.
Lexical words, nouns, verbs,adjectives and adverbs beginning

(01:20:05):
with TH instead are normallyproduced pronounced with theta
EG think, thorn, thumb, thorough.
At the end of words, f is verylikely to occur in verbs, very
often but not always, followedby e eg loaf, loathe, bathe,

(01:20:28):
breathe, rife.
In nouns, on the other hand,final th is normally realized as
theta eg.
Truth, flesh, cloth, stealth.
This gives rise to interest inpairs mouth, noun, mouth verb.
Mouth Noun, mouth, verb, mouth,shut your mouth, you're just

(01:20:57):
mouthing platitudes.
In some cases T-H is pronouncedjust as T, as in Thames Thomas
Time in Thailand.
So elements of phonology,epithesis and elision Epithesis,

(01:21:23):
adding sounds to words, orelision, removing sounds from
words.
And the reconstruction of wordsthrough historical sound
changes.
Reconstruction of words throughhistorical sound changes,
reconstruction of words throughtransliteration, labialization,
digitalization, palatalizationand apocryp.

(01:21:46):
Epithesis and elision are notreconstructions of the meaning
of a word, but merely areconstruction, shift in the
sound of a word.
The linguistic principles eg,epithesis and elision are
distinguished from morphemes, asmorphemes alter the meaning of
a word.
Epithesis a phonologicalprocess where an extra sound,

(01:22:09):
usually a vowel, is insertedwithin a word to make the word
easier to pronounce or conformto the phonetic rules of a
language.
Epithesis can also be used tobridge between sounds and break
up consonant clusters.
So prosthesis and paragogy areelements of impentesis.

(01:22:39):
Prosthesis the historical orsystematic addition of a sound
or syllable to the beginning ofa word.
Examples in the Latin language,the word natus, g-n-a-t-u-s is
a prosthesis of the word natus,n-a-t-u-s.
The letter G was added to thebeginning of the word natus.

(01:22:59):
In the English language, theword afar A-F-A-R is the
prosthesis of the word far.
The letter A was added to thebeginning of the word far.
Of the word far, the letter Awas added to the beginning of
the word far.
From the Latin word stabilierto the French word establir, the

(01:23:21):
E was added to the beginning ofthe word stabilier.
Paragogy the historical andsystematic addition of a sound
or syllable to the end of a word.
Examples the letters ST areadded to the end of the word
among to make the word amongst.
The word amongst is a perigogyof the word among.

(01:23:44):
The letters AL are added to theend of the word generic to make
the word generical.
The word generical is a perigend of the word generic.
To make the word generical theword generical is a perigogy of
the word generic.
The letter T is added to theend of the word once to make the
word wants it.
The word wants it is a perigogyof the word once.

(01:24:10):
Then we have elision, thehistorical or systematic removal
of a sound or syllable from aword.
Eg apocopy, apocopy.
The historical or systematicremoval of a sound or syllable
from the end of a word.
Example the word photo from theword photograph is an apocryphe

(01:24:32):
.
The word hippo from the wordhippopotamus is an apocryphe.
The word fridge from the wordrefrigerator is an apocryphe.
So final question what is theoverall purpose of Yisrael Bey's
transcript of the two-partFacebook conversation between
himself and Yusuf El and YisraelBey's basic lessons on

(01:24:54):
linguistics, ie phonology,morphology, translation and
transliteration?
Final answer the purpose ofthis basic linguistic lesson is
to expose the effectiveness ofhow principles play a role in
every area of life.
This is the area of words, oflanguage.
Learning how each word wasestablished, slash, constructed
and reconstructed in differentlanguages throughout history.

(01:25:17):
Using principles of linguistics, ie phonology, morphology, etc.
Can enhance everyday life forchildren and adults by giving
them a better grip or higherlevel of awareness of their
brain and tongue connection,known as the hypoglossal nerve
See image of disconnected corebelow.
This basic linguistic lesson ismainly important because it

(01:25:38):
gives a methodological way ofstudying, learning and teaching
which will improve reading,writing and communication skills
and enhance critical thinkingand analytical study skills,
giving birth to healthier andstronger minds.

Speaker 1 (01:26:01):
That was thorough brother.
That was thorough brother, fromthe top all the way to the
bottom man.
That was very thorough.
I got to rewind this and goover this again myself.
That was, that was verythorough.
I gotta rewind this and go overthis again myself.
Uh, tell the people where theycan find you again.
Um and uh, give them all yoursocial medias and things like
that before we, before we clickout.

Speaker 2 (01:26:23):
All right, yeah so, uh, here's the contact
information.
Uh facebook page israel bay.
Uh or Facebook page Word StepStudy Group YouTube channel at
Word Step Study Group or viaemail wordstepstudygroup333 at

(01:26:44):
gmailcom.

Speaker 1 (01:26:46):
Indeed.
On that note, thank you foreverybody for check.
Thank you to everybody forchecking us out this evening.
I really appreciate you.
Nyp Talk Show.
Thank you, yazrel Bay.
Thank you, abdullah Bay.
Hopefully I see you thisweekend and we are out of here.
Peace, peace, peace, peace,peace, peace, peace, peace,
peace, peace, peace, peace,peace, peace, peace, peace.

(01:27:12):
Thank you.

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