OpenLLM-France/wikimedia huggingface dataset:
# Electronics Handbook/Devices

* Filter
* Amplifier
* Oscillator
* Regulator
* Rectifier
* Converter
# Electronics Handbook/Devices/Amplifier/DC Volatge Amplifier
## Transformer Amplifier

    ${\frac {V_{s}}{V_{p}}}={\frac {N_{s}}{N_{p}}}$
    Transformer acts as Amplifier if N$_2$ > N$_2$

## Transistor Amplifier

When Transistor conducts current
    I$_b$ ≠ 0 , I$_e$ = α I$_b$ , I$_c$ = β I$_b$

### Inverting Amplifier

    ${\frac {V_{o}}{V_{i}}}=1-{\frac {R_{2}}{R_{2}+R_{1}}}{\frac {R_{3}}{R_{4}}}$
When R$_1$
    ${\frac {V_{o}}{V_{i}}}=1-{\frac {R_{3}}{R_{4}}}$
    ${\frac {V_{o}}{V_{i}}}=-n$ provided that R$_3$ = (n+1)R$_4$

### Non Inverting Amplifier

    ${\frac {V_{o}}{V_{i}}}={\frac {R_{2}}{R_{2}+R_{1}}}{\frac {R_{3}}{R_{4}}}$
When R$_1$
    ${\frac {V_{o}}{V_{i}}}={\frac {R_{3}}{R_{4}}}$
    ${\frac {V_{o}}{V_{i}}}=n$ provided that R$_3$ = nR$_4$

## Op Amp Amplifier
### Inverting amplifier

    $V_{\mathrm {out} }=-V_{\mathrm {in} }\left({R_{f} \over R_{1}}\right)$

### Non-inverting amplifier

    $V_{\mathrm {out} }=V_{\mathrm {in} }\left(1+{R_{2} \over R_{1}}\right)$
# Electronics Handbook/Devices/Converter
## Converter's Types

* AC to DC Converter
* DC to AC Converter
* Analog to Digital Converter ADC
* Digital to Analog Converter DAC
# Electronics Handbook/Devices/Filter/Band-reject

A band-reject filter is the opposite of band-pass filter. It rejects bands of frequencies $\omega _{1}$ - $\omega _{2}$
# High School Earth Science/Rocks

* Types of Rocks
* Igneous Rocks
* Sedimentary Rocks
* Metamorphic Rocks
← Mining and Using Minerals · Types of Rocks →
# High School Earth Science/Stars, Galaxies, and the Universe

* Stars
* Galaxies
* The Universe
← Other Objects in the Solar System · Stars →
# Internal Medicine/Cancer Therapeutics

Cancer therapeutics refer to the various treatments and approaches used to treat cancer, a group of diseases characterized by the uncontrolled growth and spread of abnormal cells in the body. The goal of cancer therapeutics is to eliminate or control cancer cells while minimizing damage to normal, healthy cells. Cancer therapeutics can be broadly categorized into several main types:
Cancer therapeutics have evolved significantly over the years, and ongoing research continues to uncover new treatment options and strategies. The choice of therapy depends on factors such as the type of cancer, its stage, the patient's overall health, and the potential side effects of treatment. It's important for patients to work closely with their healthcare team to determine the most appropriate treatment plan for their individual situation.
# Elementary Spanish/ser estar
## Adjectives:
### Emotion

happy: alegre / felíz
sad: triste
mad: enojado/a
busy: ocupado/a
relaxed: relajado/a
nervous: nervioso/a
calm: tranquilo/a
worried: preocupado/a
afraid: asustado/a
confused: confundido/a
tired: cansado/a
shy: timido/a
sick: enfermo/a
anxious: ansioso/a
bored: aburrido/a
annoyed: irritado/a
overwhelmed: abrumado/a
depressed: deprimido/a
stressed: estresado/a

### Physical

tall: alto/a
short: bajo/a
thin: delgado/a
fat: gordo/a
intelligent: inteligente
smart: listo/a
nice: amable
good: bueno/a
mean: malo/a
old: viejo/a
young: joven
funny: divertido/a
funny: gracious/a

## Verbs
### Ser -- (permanent)

* Yo soy una mujer.
* Yo soy un estudiante.
* Yo soy alto.
* Tú eres baja.
* Tú eres intelegente.
* Tú eres mi amigo.
* Él es viejo.
* Ella es joven.
* La camisa es amarillo.
* Somos estudiantes en la universidad.
* Somos empleados de la compania.
* Los manzanas son rojas.
* Los bananos son deliciosos.

### Estar -- (temporary.)

* Yo estoy muy ocupado.
* Tú estas muy enojada.
* Ella esta felíz.
* Él esta triste.
* Nosotros estamos en el museo.
* Ellos están cansados.
# Elementary Spanish/Women's clothing
## Goals

By the end of this lesson, you will be able to know different articles of women's clothing.

## Lesson

Let's begin with some vocabulary building excercises.

### Exercise 1: Picture matching

Picture match activity
This is an interactive lesson where your goal is to select the picture that matches the phrase at the top of the screen. If you click on the wrong picture it will gray out and you can click again to choose another picture. If you want to start the lesson over just reload the page.

### Exercise 2: Audio lesson

Audio lesson activity
This is an audio lesson. You can either listen online and read the transcript as you go, or you can download the lesson and listen to it on your phone or music player.

### Exercise 3: Example dialogue
#### Synopsis

In the following scene, Lupe has just purchased a scooter and is extremely excited to ride on her new Vespa. Though she is concerned about looking cute in the warm weather, her father, Jorge, is more concerned with her safety.

#### Dialogue

Lupe: ¡Mire mi nueva Vespa! ¿Esta bien chula verdad?
Jorge: Si. Me gusta el color. ¿Que ropa te vas a poner cuando la uses?
Lupe: Me voy a poner unos vestidos largos, o una falda con tacones altos. Pero no se preocupe, papá. Me voy a poner una chaqueta de cuero para protegerme.
Jorge: Estas loca. Ni blusa de dejo poner. Tienes que cubrirte completamente. Tienes que ponerte pantalones largos, botas largas y una chaqueta de cuero.
Lupe: ¡No se le olvide el casco!
Jorge: Si, mija. Tienes que proteger tu cabeza linda.
Lupe: Si, papi. Estaba burlando. Por supuesto tengo pantalones largos, botas, una chaqueta de cuero y un casco.
Jorge: Que bueno. Maneja con cuidado.

### Vocabulary words

* falda- skirt
* vestido- dress
* blusa- blouse
* zapatos- shoes
* tacones altos- high heels
* botas- boots
* chaqueta de cuero- leather jacket
* pantalones- pants
* casco- helmet
# Elementary Spanish/trash/Parts of a school
## Goals

Learn how to name common parts of the school.

## Vocabulary

* Entrance
* bathroom
* classroom
* gymnasium
* cafeteria
* administration office
* nurse's office
* staircase
* hallway
* yard
# Elementary Spanish/Unit5 Grammar InformalFuture

Grammar Guided Practice: Informal Future Explained :
* In this section we will discuss the structure of informal future.
* In English, informal future is constructed with "___going to + verb"
* In Spanish, this is nearly identical in grammatical makeup with "___ir a + verbo"
Here, we will learn about the formations for formal future. Formal future uses the conjugation method that integrates the subject with the verb, these are different depending on whether the verb ends in -ir, -er, or -ar. To form the future tense, you keep the entire form of the infinitive verb, and add an ending for the appropriate subject. See the following charts for examples.
-AR Verbs
Yo caminaré
Tú caminaras
Él caminará
Nosotros caminaremos
Ellos caminarán
-ER / -IR Verbs
Yo comeré
Tú comerás>
Él / Ella comerá
Nosotros comeramos
Ellos comerán :
Spanish - "going to ..."
English
Spanish - "will ..."
Él va a ir al mercado.
He is going to go to the store.
Él irá al mercado.
Ella va a cocinar la cena.
She is going to cook the dinner.
Ella cocinará la cena.
Yo voy a hablar con mi amigo.
I'm going to talk with my friend.
Yo hablaré con mi amigo.
Tú vas a leer este libro.
You're going to read this book.
Tú leerás este libro.
Nosotros vamos an escuchar al radio.
We're going to listen to the radio.
Nosotros escucharemos al radio.
Ellos van a mirar una película.
They're going to watch a movie.
Ellos mirarán una película. :
# Elementary Spanish/Unit5 Sec2

In this section, we will begin to create and identify more sentences that use the future tense.
Future Tense Activities
Future Tense Practice
Grammar Review 5
For some quick examples of the informal future, and a short breakdown of the structural components, go to this grammar review.
Activity 1 Here, try to correctly identify the sentence for the informal future example.
Activity 2 Now, try to relate the informal future and formal future to one another. Match the sentences that have the same meaning.
Dialogue: Listening for Future Tense
In this dialogue, you'll hear a conversation between a mother and her son. They are discussing a birthday party for her other son. :
# Elementary Spanish/Unit5 Sec3

Production Activities :
* Activity 1: Weekend Plans Creation
* For this activity, make a list of weekend plans and tasks that you and your family need to accomplish this weekend.
* Activity 2:
* Create a dialogue describing what you plan to do on your next vacation.
* Read the featured story again to get ideas.
* Featured Story: El Presidente de la Clase
* Featured Story: El presidente de la Clase
# Elementary Spanish/summer

Summertime Spanish Goals
* Review uses for Ser / Estar / Tener
* Review Commands
* Learn summer vocabulary
Ser: Ser is used to describe physical attributes or (more) permanent characteristics.
Estar: Estar is used to describe temporary states, or characteristics that are not permanent.
Ser :
| Español | Inglés |
| Yo soy una mujer. | I am a woman. |
| Tu eres un niño. | You are a boy. |
| Él es mi amigo. | He is my friend. |
| Ella es una camarera. | She is a waitress. |
| Ellos son estudiantes. | They are students. |
| Ellas son inteligentes | The girls are smart. |
| Ustedes son bajos. | You all are short. |
| Nosotros somos ingenieros. | We are engineers. |
Estar :
| Español | Inglés |
| Yo estoy cansada. | I am tired. |
| Tu estas en la clase. | You are in the class. |
| Él esta escuchando al radio. | He is listening to the radio. |
| Ella esta lista. | She is ready. |
| Ellos son peleando. | They are fighting. |
| Ellas estan feliz. | The girls are are happy. |
| Ustedes estan trabajando duro. | You all are working hard. |
| Nosotros estamos despertados. | We are awake. |
Tener + adjective :
| Español | Inglés |
| Tengo frío | I am cold. |
| Tienes calor | You are hot. |
| Él tiene hambre. | He is hungry. |
| Ella tiene sed. | She is thirsty. |
| Ellos tienen sueño. | They are sleepy. |
| Ellas tienen dolor de estomago. | The girls have a stomache ache. |
| Ustedes tienen prisa. | You all are in a rush. |
| Nosotros tenemos miedo. | We are afraid. |
| Tu tienes celos de ella. | You are jealous of her. |
| Él tiene confianza. | He is confident |
| Tienen cuidado cuando cruzando la calle. | They are cautious when crossing the street. |
| Ella tiene verguenza. | She is embarassed. |
| Ella ganó el juego, tiene suerte. | She won the game, she's lucky. |
Estar + adjective :
| Español | Inglés |
| La tienda esta abierta. | The store is open. |
| Estas aburrido. | You are boring. |
| Él esta alegre. | He is happy. |
| El concierto esta bien. | The concert is good. |
| La comida esta caliente. | The food is hot. |
| Ellas estan cansados hoy. | The girls are tired today. |
| Ustedes estan contentos con sus grados. | You all are happy with your grades. |
| Nosotros estamos de buen humor después del show de comedia. | We are in a good mood after the comedy show. |
| Tu estas furioso conmigo. | You are furious with me. |
| Él esta enferma. | He is sick. |
| Ellos estan desorganizados. | They are disorganized. |
| Ella esta ocupado. | She is busy. |
| Ella esta nerviosa. | She is nervous. |
Ser + adjective :
| Español | Inglés |
| Yo soy baja. | I am short. |
| Tu eres aburrido. | You are boring. |
| Él es ambicioso. | He is ambitious. |
| Ella es muy amable. | She is very kind. |
| Nosotros somos doctores. | We are doctors. |
| Las bebidas son caros. | The drinks are expensive. |
| Ustedes son chistosos. | You all are funny. |
| Nosotros somos joven. | We are young. |
| Tu eres flaca. | You are thin. |
| Él es guapo. | He is good looking. |
| Ellos son gordos. | They are fat. |
| La prueba es fácil. | The test is easy. |
| Ella es lista. | She is clever. |
| La manazana es roja. | The apple is red. |
# Elementary Spanish/trash/Classroom objects and locations
## Goals

Learn how to name various places and common objects in your classroom.

## Vocabulary

* desk
* black/white board
* pencil sharpener
* door
* sink
* bookcase
# Unit 5: Elementary Spanish

In this unit we will explore the future tense. There are two ways to use the future tense, which are completely interchangeable. If you are new to Spanish, it will be easier to produce sentences using “informal future.” When using “informal future” the second verb stays in its infinitive form. “Ir” is conjugated to match the subject of the sentence and is used the same way “going to” is used in English. For example, I AM GOING TO RUN turns into YO VOY A CORRER.
If you are not a beginner, conjugating the verb to include “going to” within the word, can be very rewarding. Don’t be afraid to try it out! :
Goals
Introduction to future tense
Click here for the Warm Up Activity
Warm up: :
* Next, we'll read through the Featured Story for this lesson: El Presidente de la Clase. In this story, students describe why they want to be class president.
* El presidente de la Clase (Informal conjugation)
* El presidente de la Clase (Formal conjugation)
In this section, we'll learn more about the future tense formation with ir + a + verb, and practice these methods with vocab from the story.
Future Tense Activities
Activity 1: Go through the stories to try to compare the differences between informal future and formal future. Identify the subject for each verb conjugation.
Activity 2 This activity practices different verbs used in the story and presents them in the informal future form.
Activity 3 This activity practices the formal future, using the same pictures found in the last activity. Notice the difference here between informal and formal. :
# General Relativity/Notes to GR editors

Since I am sure I'm not the only one who will be editing this page, let's agree on some standards so that everything is cohesive. Here are my suggestions:
1. Certainly we should use follow the Einstein summation convention.
2. Let's agree to use the same signature for the Minkowski metric. I propose the $(-+++)$ signature, i.e., the Minkowski metric $\mathbf {\eta }$ is given by $\mathbf {\eta } (\mathbf {u} ,\mathbf {v} )=-u^{0}v^{0}+u^{1}v^{1}+u^{2}v^{2}+u^{3}v^{3}$.
E-mail me or edit the discussion page if you have questions or comments.
-Lathem
# General Relativity/Introduction to Tensors

In this section:
* What is a tensor?
* Contravariant and Covariant Indices
* Einstein Summation Notation
* Rigorous Definition of Tensors
* Coordinate systems and the comma derivative
# General Relativity/Raising and Lowering Indices

<General Relativity
Given a tensor $\mathbf {T}$, the components $T_{\ \beta }^{\alpha \ \mu \nu }$ are given by $T_{\ \beta }^{\alpha \ \mu \nu }=\mathbf {T} (\mathbf {d} x^{\alpha },\mathbf {e} _{\beta },\mathbf {d} x^{\mu },\mathbf {d} x^{\nu })$ (just insert appropriate basis vectors and basis one-forms into the slots to get the components).
So, given a metric tensor $\mathbf {g} (\mathbf {u} ,\mathbf {v} )=<\mathbf {u} \ |\ \mathbf {v} >$, we get components $g_{\mu \nu }=<\mathbf {e} _{\mu }\ |\ \mathbf {e} _{\nu }>$ and $g^{\mu \nu }=<\mathbf {d} x^{\mu }\ |\ \mathbf {d} x^{\nu }>$. Note that $g_{\ \nu }^{\mu }=g_{\mu }^{\ \nu }=\delta _{\nu }^{\mu }$ since $<\mathbf {e} _{\mu }\ |\ \mathbf {d} x^{\nu }>=<\mathbf {d} x^{\mu }\ |\ \mathbf {e} _{\nu }>=\delta _{\nu }^{\mu }$.
Now, given a metric, we can convert from contravariant indices to covariant indices. The components of the metric tensor act as "raising and lowering operators" according to the rules $w^{\alpha }=g^{\alpha \mu }w_{\mu }$ and $w_{\alpha }=g_{\alpha \mu }w^{\mu }$. Here are some examples:
1. $T_{\ \beta }^{\alpha \ \gamma }=g_{\beta \mu }T^{\alpha \mu \gamma }$
Finally, here is a useful trick: thinking of the components of the metric as a matrix, it is true that $\left(g^{\mu \nu }\right)=\left(g_{\mu \nu }\right)^{-1}$ since $g^{\mu \sigma }g_{\sigma \nu }=g_{\ \nu }^{\mu }=\delta _{\nu }^{\mu }$.
# General Relativity/IMPORTANT-Please read!

I originally designed this WikiBook a few years ago, while in graduate school at Georgia Institute of Technology.
My intention was not at all to make an exhaustive textbook of any sort, but instead to make a quick mathematical reference and/or primer, with notation matching that of Misner/Thorne/Wheeler.
A few years ago, when I designed this WikiBook, things just did not fall into place...in particular, there were a lot of issues with people posting in the book writing vague descriptions of things instead of using mathematics. At one point I just gave up....
For whatever reason, I would like to revive this WikiBook. I believe it still has potential.
If you do are interesting in working on this WikiBook, please contact me.
-blathem

## Various comments

I am thinking of a (hopefully temporary) major overhaul of the book. There are many sections on advanced topics which are not being touched. I propose temporarily deleting those so that we can finish the introductory topics first. I will keep a copy of anything I delete in the GR Main discussion page in case somebody is actually planning on writing these sections. Let me know what you think. -Lathem
Probably it is better if you move them into an appendix for now.
Roadrunner 21:41, 18 Jun 2004 (UTC)
Yeah, I'll do something like that when I decide how I want it. -Lathem
As a grad student working in LIGO, may I suggest some additions to the gravitational waves section? A little bit on the linearized theory, and into some detection methods. If OK by you, I may add to that section.
--Drauh 10:12, 23 Dec 2004 (UTC)
What would be nice is an short set of exercises for all the new set of ideas that are introduced as an option for a reader to get a grasp, personally i know that when i see things i do not quite grasp them by reading them and need a few exercises varying in difficulty before i appreciate what the things are done for, e.g., why and what is something used for and off the top of my head i cannot quite think of any specific situation.
--harryortho 18:51 22 Dec 2006
I am doing my research (Ph.D) on the paedagogy of general relativity with an emphasis on its more foundational aspects, which inevitably requires some history. I agree that this book needs a near complete overhaul...and am willing to help. --Brotherbobby
I plan to type some of my notes in here beginning with tensor algebra and then going over to tensor calculus prepared from the books by Inverno and Pathria as well as a text on mathematical physics popular for undergraduate courses in my country. I will be filling in more on the general theory as I read it. Brotherbobby

## Linking to Modern Physics

I have linked this book from the Gravity entry in the Modern Physics textbook which was empty RobinH (talk) 17:33, 10 October 2010 (UTC) .
# General Relativity/Metric tensor

<General Relativity
Recall that a tensor is a linear function which can convert vectors into scalars. Recall also that a distance can be stated as a formula that converts vectors to a scalar. So can we express distance with tensors formulas? Yes, we can.
The first problem comes in, in that tensors are linear functions, but we have some squares in our distance formula. We can deal with this with a mathematical trick. Consider the formula for distance in normal three dimensional Euclidean space using cartesian coordinates:
$\mathbf {d} s^{2}=\mathbf {d} x^{2}+\mathbf {d} y^{2}+\mathbf {d} z^{2}$
We can rewrite this as:
$\mathbf {d} s^{2}=\delta _{ij}\mathbf {d} x^{i}\mathbf {d} x^{j}$
Now $\delta _{ij}$ is obviously a tensor. What type of tensor is it? Well it takes two contravariant vectors and turns them into a scalar $ds^{2}$. So it must be a covariant tensor of rank 2. $\delta _{ij}$ is called the Kronecker delta tensor, which is 1 whenever $i=j$ and 0 otherwise. In general, instead of components $\delta _{ij}$, we have $g_{ij}$ :
$\mathbf {d} s^{2}=g_{ij}\mathbf {d} x^{i}\mathbf {d} x^{j}$
This leads us to a general metric tensor $g_{ij}$. As shown earlier, in Euclidean 3-space, $\left(g_{ij}\right)$ is simply the Kronecker delta matrix.
And that is the equation of distances in Euclidean three space in tensor notation.
Now let's do special relativity using this notation:
$\mathbf {d} s^{2}=g_{\mu \nu }\mathbf {d} x^{\mu }\mathbf {d} x^{\nu }$
where the Greek letters just remind us that we are summing over four dimensional space time. Now in the case of special relativity $g_{\mu \nu }$ is zero for where $\mu$ and $\nu$ are different, +1 for the space indices 1,2,3 and $-c^{2}$ for the time index. We can call this special matrix $\eta$, giving us the formulas:
$\mathbf {d} s^{2}=\eta _{\mu \nu }\mathbf {d} x^{\mu }\mathbf {d} x^{\nu }$
In general, however, $g_{ij}$ will not be a constant. A simple example where we can see that is spherical coordinates, with the metric
$\mathbf {d} s^{2}=\mathbf {d} r^{2}+r^{2}\mathbf {d} \theta ^{2}+r^{2}\sin ^{2}\theta \mathbf {d} \phi ^{2}$
Here, $x^{1}=r$, $x^{2}=\theta$, $x^{3}=\phi$, $g_{11}=1$, $g_{22}=r^{2}$, $g_{33}=r^{2}\sin ^{2}\theta$, and $g_{12}=g_{13}=g_{23}=0$.
Also, a metric may have off-diagonal terms, as in
$\mathbf {d} s^{2}=2\mathbf {d} x\mathbf {d} y$
It is easy to see that $g_{12}=1$ and $g_{11}=g_{22}=0$.
# General Relativity/Geodesics

A geodesic is the generalization of a straight line for curved space. They deal largely with calculus of variations

## Metric Geodesics

A metric geodesic is defined as a curve along the shortest or longest possible distance between two points. Mathematically, it is defined as a curve whose length does not change with small variations that vanish at the endpoints. This stability could be a minimum distance, a maximum distance, or a point of inflection.
Mathematically, a metric geodesic is defined by the curve

## Affine Geodesics

For instance on the surface of a sphere the shortest possible distance between two points is always the circumference of the sphere that runs through those two points. Those points on the sphere define exactly one "line" that runs through them. This line can't be said to be straight in the Euclidean sense of the word. However, for the curved surface of the sphere it represents the shortest possible distance and is therefore a metric geodesic of that space and represents a straight path for that space. Another possible geodesic for those two points is the other part of the circumference, which would be the longest path possible.
# Japanese/Reader/第七夜
## Translation

何でも大きな船に乗っている。
この船が毎日毎夜すこしの絶(たえ)間(ま)なく黒い煙(けぶり)を吐いて浪(なみ)を切って進んで行く。凄(すさま)じい音である。けれどもどこへ行くんだか分らない。ただ波の底から焼(やけ)火(ひ)箸(ばし)のような太陽が出る。それが高い帆柱の真上まで来てしばらく挂(かか)っているかと思うと、いつの間にか大きな船を追い越して、先へ行ってしまう。そうして、しまいには焼(やけ)火(ひ)箸(ばし)のようにじゅっといってまた波の底に沈んで行く。そのたんびに蒼(あお)い波が遠くの向うで、蘇(す)枋(おう)の色に沸(わ)き返る。すると船は凄(すさま)じい音を立ててその跡(あと)を追(おっ)かけて行く。けれども決して追つかない。
For some reason I was on a huge ship.
Day and night, the ship expelled black smoke, cutting forwards through the waves. The noise was terrible. But I had no idea where the ship was bound. From beneath the waves the sun would rise up like burning, red-hot tongs. It would rise until it was directly above the main mast and appear to be suspended there for a time; before I knew it, the sun would pass and be ahead and beyond of the ship. Finally, like burning, red-hot tongs, it would sink beneath the waves. Each time the blue waves would boil furiously in a dark red colour. Then the ship would make its terrible noise and trail after the sun. But it never caught up.
ある時自分は、船の男を捕(つら)まえて聞いて見た。 「この船は西へ行くんですか」 　船の男は怪(け)訝(げん)な顔をして、しばらく自分を見ていたが、やがて、 「なぜ」と問い返した。 「落ちて行く日を追かけるようだから」 　船の男はからからと笑った。そうして向うの方へ行ってしまった。 「西へ行く日の、果(はて)は東か。それは本(ほん)真(ま)か。東(ひがし)出る日の、御(お)里(さと)は西か。それも本真か。身は波の上。枕(かじまくら)。流せ流せ」と囃(はや)している。舳(へさき)へ行って見たら、水夫が大勢寄って、太い帆(ほ)綱(づな)を手(た)繰(ぐ)っていた。

## Glossary

| Kanji | Kana | English |
| 船 | ふね | ship, boat |
| 乗る | の・る | (1) to board (a vehicle) (2) to step up, get up onto (something) (3) to take part, be involved (in response to something) |
| 毎日毎夜 | まい・にち・まい・よ | every day and night |
| 絶る | たえ・る | (1) to stop, end (2) to interrupt |
# Japanese/Reader/第三夜/Part 10
## Story

* 雨の中で小僧の声は判然聞えた。自分は覚えず留った。いつしか森の中へ這入っていた。一間ばかり先にある黒いものはたしかに小僧の云う通り杉の木と見えた。
* 「御父さん、その杉の根の処だったね」
* 「うん、そうだ」と思わず答えてしまった。
* 「文化五年辰年だろう」

## Vocab

| Kanji | Kana | English | Notes |
| 雨 | あめ | rain | |