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Ag i l i ta

harmony & function

Type family with 32 type styles

The source of the originals

Agilita速


Agilita ist eine mehr­ sprachige OpenType Schriftfamilie mit 32 Schriftschnitten:

a a a a a a a a a a

10 Strichstärken sowie 6 zusätzliche Gewichtungen von Condensed-Schnitten und die jeweils dazugehörigen Kursiven.

a a a a a a Agilita is a multilingual OpenType font family in 32 type styles:

10 weights plus 6 additional condensed weights and their corresponding italics.


Agilita Character Set

{([ABCDEFGHIJKLM@NOPQRSTUVWXYZ])} ÁĂÂÄÀĀĄÅÃǍÆĆČÇĈĊĎĐÉĔĚÊËĖÈĒĘĦĤ ĞĜĢĠÍĬÎÏİÌĪĮĨǏĴĶĹĽĻĿŁŃŇŅÑŊÓŎÔÖÒŐŌÕØǑ ŒŔŘŖŚŠŞŜŦŤŢÚŬÛÜÙŰŪŲŮŨǓǗǛǕǙẂŴẄẀ ÝŶŸỲŹŽŻÐÞDŽDžIJLJLjNJNj {([abcdefghijklm@nopqrstuvwxyz])} áăâäàāąåãǎæćčçĉċďđéĕěêëėèēęħĥğĝģġ íĭîïıìīįĩǐĵķĸĺľļŀłńʼnňņñŋóŏôöòőōõøǒœŕřŗśšşŝŧťţ úŭûüùűūųůũǔǘǜǖǚẃŵẅẁýŷÿỳźžżðþdžijljnjǃß {([abcdefghijklm@nopqrstuvwxyz])} áăâäàāąåãǎæćčçĉċďđéĕěêëėèēęħĥğĝģġíĭîï ıì īįĩǐĵķĺľļŀłńʼnňņñŋóŏôöòőōõøǒœŕřŗ śšşŝŧťţúŭûüùűūųůũǔǘǜǖǚẃŵẅẁýŷÿỳźžż ðþdžijljnjssfifl 0123456789 0123456789 0123456789 g&&fb ff fh fi fj fk fl ft ffb ffh ffi ffj ffk ffl fft ¼ ½ ¾ (012.345,678-9abcdeghilmnorst)/(012.345,678-9abcdeghilmnorst) (012.345,678-9abcdeghilmnorst)(012.345,678-9abcdeghilmnorst) *_—–-·—–-·,.;:…¡¡!¡!¿¿?¿?ªºªº'"‘’‘’‚„“”“”‹›«»‹›«»||/\/\¶¶ ^~+±<=>−×÷¦∂µπ∆∏∑Ω√∞∫≈≠≤≥◊¬° ℮ℓ•§†‡©®™℗№ $¢£¥ƒ¤€ #%‰ $¢£¥€ (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)[1][2][3][4][5][6][7][8][9][10] ↑↓→←↗↖↘↙ ░ ⇑⇓⇒⇐⇗⇖⇘⇙ ⇈↦↥↤↧ ●◑○◎ ▪ ◀▶▲▼ ☙

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Erste Zeichnungen, nach denen Agilita digitalisiert wurde, entstanden Anfang 2000.

The first drawings to be used for digitizing Agilita began early in 2000.


Design

Agilita is a new humanistic sans serif type­ face designed by Jürgen Weltin. It has rather clas­sical proportions, to give it more distinct word shapes through clear descenders and ascenders. This new face has a dynamic, yet strong and very functional appearance with a fine but clear empha­sis on the horizontals. The classical approach of Agilita makes it a versatile typeface for largescale textsetting but it can also be used in complex infor­ mation design projects, and orienta­tion systems, for example. Hence it was devel­ oped carefully into a wide-range type family system consisting of thirty-two styles. Agilita ist eine neue humanistische, serifen­ lose Linearantiqua, entworfen von Jürgen Weltin. Ihre eher klassischen Proportionen mit deut­lich ausgeprägten Unter- und Oberlängen formen eindeutige Wortbilder. Sie ist charakterisiert durch dynamische Einzelformen, die sich jedoch in ein klares und funktiona­les Gesamterscheinungsbild fügen. Dadurch ist Agilita sowohl eine geeignete Schrift für den Mengensatz als auch für komplexe Aufgaben im Informa­ tionsdesign, wie z. B. Leitsysteme. Folglich wurde sie auf ein breit anwend­ bares Schriftsystem hin entworfen, das aus zweiunddreißig Schriftschnitten besteht.

set in Agilita Light 20pt & 11pt

4 ☙ 5


Hairline

Ultra Thin

Thin

Extra Light

Light

Regular

Medium

Cat walk

 extension

örþrifaráðs magnifique

observância priateľských Českomoravská

aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa

åąbbçčđďėęēĕffffģĝġ


Style mix

marblefinish multinational gyomorkeserű mestarikurssille

dziewięćdziesiąt kırlangiç balığı

glamorous

miłość & kiełbasa

švýcarských franků

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CN Light

CN Regular

CN Medium

CN Bold

CN Heavy

CN Black

Black

Heavy

Bold

bbbbbbbbbbbbbbbbbbbbbbbbbbbbbbbb

ĝġğhħĥhņňńñøőǒŏ


Agilita ist eine System-Schrift­ familie mit einer großen Band­ breite an Schriftschnitten für sowohl sehr große Schriftgrade und Überschriften als auch für große Textmengen, wo sie eine hervorragende Lesbarkeit bietet. Die korrespondierenden Schnitte der Agilita Condensed eignen sich besonders dort, wo mit Platz sparsam umgegangen werden muss, so zum Beispiel in schmalen Textspalten und Tabellen.

Hairline

Ultra Thin

Thin

Extra Light

Light

Regular

Agilita Agilita Agilita Agilita Agilita Agilita Agilita Agilita Agilita  Agilita Agilita  Agilita Agilita  Agilita Agilita  Agilita Agilita  Agilita Agilita  Agilita Agilita  Agilita Agilita  Agilita Agilita  Agilita Agilita  Agilita Agilita  Agilita  Agilita  Agilita

FARNSWORTH LOUIS SULLIVAN

METROPOLITAN CONSTRUCTIVIST

NEUSCHWANSTEIN AQUAMARINETUBE


Versatility

Hairline šņġàděfůñqøş Ultra Thin śŋĝādëfùňqŏș Thin

ŝńğądėfünqós

Extra Light șńģǎđèfǖņqöŝ

Agilita is a type family system with a wide range of weights covering the use for display and headline setting as well as for largescale textsetting. Corresponding condensed weights are suitable where horizontal space is rare as in narrow columns and tables, for example.

Light

şñgádēfųŋqòs

şñgádēfųŋqòs

Regular

sňġądĕfũńqőș

sňġądĕfũńqőș

Medium

ŝnĝăđęfúnqǒs

ŝnĝăđęfúnqǒs

Bold

șńgãděfǔnqōś șńgãděfǔnqōś

Heavy

sñģäđéfűņqôş sñģäđéfűņqôş

Black

šņğådêfūňqõș šņğådêfūňqõș

Agilita ist mit einer Reihe von Sonderzeichen ausgestattet, die sich u.  a. für den lexikalischen Satz verwenden lassen.

⇈ ↦ ↤ ↧ ↥

◎ ● ◑ ○

▪ ◀ ▶ ▲ ▼

signifier

Agilita comes with special arrows and signs which can be used in dictionaries; like arrows for lemmata, signs for cross references, idioms or colloquial language.

Asche  ahd. asca (vgl. anord. schwed. aska, engl. ash), weiter verw. ↥  Esse. ◎ sich A. aufs Haupt streuen als Zeichen der Trauer ist bibl. (z.B. Lu. 1.Makk. 3,47), ebenso in Sack und A. Buße tun (Mt. 11,21), umgedreht in a. und sack bei Enzensb., landesspr.; im Ostmd. i.S.v. ›↥  Müll‹ (vgl. Eichhoff, Kt. 4–16), daher auch landsch. Aschentonne, Ascheimer, Asche(n)kübel, -kasten für ›Mülltonne‹ (  ⇈  Tonne, Kübel, Kasten; Eichhoff, Kt. 4–17) u. Asche(n)männer für ›Müllmänner‹ (↥  Müll ). Aschenbrödel mhd. aschenbrodele ›Küchenjunge‹ (↥  brodeln), dann Bez. der Märchenfigur (Lu.), die schwäb. Aschengrittel, hess. Aschenputtel (so Grimm, KHM) heißt. Aschermittwoch (mit altem Pl. Ascher) seit dem 15.Jh. für mhd. aschtac, erster Mittwoch in der Fastenzeit, so benannt wegen des kirchl. Brauchs, die Gläubigen mit Asche zu bestreuen bzw. (heute) ihnen ein Aschenkreuz auf die Stirn zu zeichnen. einäschern (Stieler 1691) ›in Asche legen, verbrennen‹ mit Einäscherung heute geh. für die Feuerbestattung. ↥  abäschern.

origin balancé, ~e  /balãse/ ❶ pp ▶ balancer. ❷ pp adj bien ~ [phrase] well- ou nicely balanced; [personne]○ well-built. balancer  /balãse/ [12] ❶ vtr 1 (faire osciller) [vent] to sway [branches]; to swing [cordage]; ~ les bras/jambes to swing one’s arms/legs; ~ la tête to rock one’s head; ~ la queue to wag its tail; il balançait la tête de droite à gauche he was rocking his head from right to left; 2○ (jeter) to chuck○, to throw [projectile, ordures]; balance-moi le tournevis chuck ou pitch○ US me the screwdriver; arrête de ~ des cailloux! stop chucking stones!; ~ qch par la fenêtre or vitre to chuck ou pitch○ sth out of the window; ~ qch sur qch/qn to chuck sth at sth/sb; ~ une gifle à qn to whack sb○; ~ des coups de pied dans qch to kick sth; 3○ (se débarrasser de) to chuck out○, to throw out [vieux habits, objets inutiles]; j’ai balancé tous mes bibelots I’ve chucked out all my trinkets; 4○ (dire) (brutalement) to toss off [phrases, réponse]; (pêle-mêle) to bandy [sth] about [chiffres]; ~ des statistiques/dates à la figure de qn to fling statistics/dates at sb; ~ une nouvelle à qn to break the news to sb brutally; je leur ai balancé: ‘je m’en fiche!’ ‘I don’t give a damn○!’ I flung back at them; 5○ (dénoncer) ~ qn to squeal on sb◑; être balancé or se faire ~ par qn to be squealed on by sb; il a menacé de ~ tout ce qu’il sait he’s threatened to come out with everything he knows; 6 Compta to balance [compte]. ❷ vi 1 (osciller) [branches] to sway; [corde, trapèze] to swing; [bateau] to rock; 2 (hésiter) ~ entre deux choix/personnes to hesitate ou be torn between two choices/people; il balance entre le ‘oui’ et le ‘non’ he is wavering between ‘yes’ and ‘no’; entre les deux mon cœur balance my heart is torn between the two. ❸ se balancer vpr 1 (se mouvoir) [personne, animal] to sway; [bateau] to rock; elle se balance au rythme de la musique she is swaying to the rhythm of the music; se ~ d’un pied sur l’autre to shift from one foot to the other; se ~ de gauche à droite to sway from left to right; se ~ au bout d’une liane/d’un trapèze to swing on a creeper/a trapeze; se ~ sur sa chaise to rock on one’s chair; cesse de te ~ (sur ta chaise)! stop rocking on your chair!; 2○ (se jeter) se ~ dans le vide to throw oneself into space; se ~ du sixième étage to fling oneself off the sixth GB ou seventh US floor. Idiomes je m’en balance◑ I don’t give a damn◑.

8 ☙ 9


ą

Afrikaans Albanian Basque Bosnian Breton Catalan Cornish Croatian Czech Danish Dutch English Estonian Friulian Faroese Finnish French Frisian Gaelic Gagauz (Latin) Galician German Hungarian Icelandic

Afrikaans Albanisch Baskisch Bosnisch Bretonisch Katalanisch Kornisch Kroatisch Tschechisch Dänisch Holländisch Englisch Estnisch Friaulisch Faröisch Finnisch Französisch Friesisch Gälisch Gagausisch Galizisch Deutsch Ungarisch Isländisch

ëéêèïîôû çë çñõü čćđšž âêñöôòõüù àçéèïíŀóòüú āēīōüū ćčđšždžljnjDžLjNj áčďéěíňöóřšťúůýž åáæéíøóúý äáâëéêèïíöóôüúûij àæçëéêèïîñöôœ äöõšüž ÁÀÂÈÌÒÙ áæðíóøúý åäöšž âàæçëéêèïîôœûù äâëéêïöôüúû áàéèíìóòúù äçêöü áéíñóüú äüö áćíöóőúű áæðéíöóúýþ

Die Agilita OpenType Schriftfamilie unterstützt über 48 Sprachen, deren Basiszeichen durch das lateinische Alphabet dargestellt werden.

ëéêèïîôûʼn çë çñõü čćđšž âêñöôòõüù àçéèïíŀóòüú āēīōüū ćčđšždžljnj áčďéěíňöóřšťúůýž åáæéíøóúý äáâëéêèïíöóôüúûij àæçëéêèïîñöôœ äöõšüž áàâèìòù áæðíóøúý åäöšž âàæçëéêèïîôœûù äâëéêïöôüúû áàéèíìóòúù äçêıöü áéíñóüú äüöß áćíöóőúű áæðéíöóúýþ

ş

Albanian Mbasi njohja e dinjitetit të lindur të të drejtave të barabarta dhe të pat­ jetërsueshme të të gjithë anëtarëve të familjes njerëzore është themeli i lirisë, drejtësisë dhe paqes në botë; mbasi mosrespektimi dhe përbuzja e të drejtave të njeriut ka çuar drejt

Dutch Overwegende, dat erkenning van de inherente waardigheid en van de gelijke en onvervreemdbare rechten van alle leden van de men­ sengemeenschap grondslag is voor de vrijheid, gerechtigheid en vrede in de wereld; overwegende, dat

French Considérant que la reconnaissance de la dignité inhérente à tous les membres de la famille humaine et de leurs droits égaux et inaliéna­ bles constitue le fondement de la liberté, de la justice et de la paix dans le monde, considérant que la

Czech U vědomí toho, že uznání přiroze­ né důstojnosti a rovných a nezcizi­ telných práv členů lidské rodiny je základem svobody, spravedlnosti a míru ve světě, že zneuznání lid­ ských práv a pohrdání jimi vedlo k barbarským činům, urážejícím

Estonian Pidades silmas, et inimkonna kõigi liikmete väärikuse, nende võrdsuse ning võõrandamatute õiguste tun­ nustamine on vabaduse, õigluse ja üldise rahu alus; ja pidades silmas, et inimõiguste põlastamine ja hül­ gamine on viinud barbaarsusteni,

Hungarian Tekintettel arra, hogy az emberiség családja minden egyes tagja méltó­ ságának, valamint egyenlő és elide­ geníthetetlen jogainak elismerése alkotja a szabadság, az igazság és a béke alapját a világon, tekintettel arra, hogy az emberi jogok el nem


ş

OpenType language support

Indonesian Irish Italian Karelian Ladin Latvian Lithuanian Maltese Moldavian (Latin) Norwegian Polish Portuguese Rheto-Romance Romanian Saami Serbian Slovak Slowenian Sorbian Spanish Swedish Swahili Turkish Turkmen (Latin)

Indonesisch Irisch Italienisch Karelisch Ladinisch Lettisch Litauisch Maltesisch Moldawisch Norwegisch Polnisch Portugiesisch Rätoromanisch Rumänisch Lappisch Serbisch Slowakisch Slowenisch Sorbisch Spanisch Schwedisch Suaheli Türkisch Turkmenisch

ÉĔ áéíóú áâàéèïíîìóòôúù äåöü áâÀéêÈíîìóôÒúûù āčēģīķļņōŗšūž ąčęėįšųūž àċèġìîħòùż âî æåàéêóôòø ąćęłńóśźż áâàãçéêíóôòõüú àéèîìòù âăîșţ æäáåöø šž ä á č ď é í ĺ ľ ň ó ô ŕ šť úý ž čšž łšž áéíñóüúç äáàåëéöøüđŧ AEIOU âçêğîİöşüû äçňöüşžý

The Agilita OpenType font family supports more than 48 languages represented through the Latin alphabet.

10 ☙ 11

éĕ áéíóú áâàéèïíîìóòôúù äåöü áâàéêèíîìóôòúûù āčēģīķļņōŗšūž ąčęėįšųūž àċèġìîħòùż âî æåàéêóôòø ąćęłńóśźż áâàãçéêíóôòõüú àéèîìòù âăîșţ æäáåöø šž äáčďéíĺľňóôŕšťúýž čšž łšž áéíñóüúç äáàåëéöøüđŧ aeiou âçêğîıöşüû äçňöüşžý

ŧ

Icelandic Það ber að viðurkenna, að hver maður sé jafnborinn til virðingar og réttinda, er eigi verði af honum tekin, og er þetta undirstaða frelsis, réttlætis og friðar i heiminum. Hafi mannréttindi verið fyrir borð borin og lítilsvirt, hefur slíkt haft í för

Polish Zważywszy, że uznanie przyro­ dzonej godności oraz równych i niezbywalnych praw wszystkich członków wspólnoty ludzkiej jest podstawą wolności, sprawiedliwo­ ści i pokoju świata, zważywszy, zė nieposzanowanie i

Slovak Vo vedomí že uznanie prirodzenej dôstojnosti a rovynch a neodcudzi­ te ľných práv členov ľudskej rodiny je základom slobody, spravodlivosti a mieru na svete, že zneuznanie ľudských práv a pohrdanie nimi viedlo k barbarským činom, ktoré

Norwegian Da anerkjennelsen av menneske­ verd og like og umistelige rettighe­ ter for alle medlemmer av mennes­ keslekten er grunnlaget for frihet, rettferdighet og fred i verden, da tilsidesettelse av og forakt for men­ neskerettighetene har ført til

Romanian Considerînd că recunoașterea dem­ nităţii inerente tuturor membri­lor familiei umane și a drepturilor lor egale și inalienabile constituie fundamentul libertăţii, dreptăţii, și păcii în lume, considerînd că ignorarea și dispreţuirea

Turkish İnsanlık ailesinin bütün üyelerinde bulunan haysiyetin ve bunların eşit ve devir kabul etmez haklarının tanınması hususunun, hürriyetin, adaletin ve dünya barışının temeli olmasına, ınsan haklarının tanınma­ ması ve hor görülmesinin insanlık


Einige OpenType Features (Beispielapplikation Adobe InDesign cs)

case sensitive forms

¡¿(agilita)?! ­[c·o-m] {6–9} «light@night»    ↓     ↓     ↓

¡¿(agilita)?! ­[c·o-m] {6–9} «light@night»

[–R@9·) (·9@R–] small capitals

Agilita? ‘CO/M’ [$|€] Th@t ¶ 

→  ①

   ↓       

     ↓        

  

    

ligatures

     ↓

Agilita? ‘CO/M’ [$|€] Th@t ¶

fb ff fh fi fj fl fk ft ffb ffh ffi ffj ffl ffk fft    ↓     ↓     ↓

fb ff fh fi fj fl fk ft ffb ffh ffi ffj ffl ffk fft

tabular oldstyle figures/ tabular lining figures

01¢23$45£67€89¥    ↓     ↓

01¢23$45£67€89¥ 01¢23$45£67€89¥

Agilita? ‘CO/M’ [$|€] Th@t ¶


OpenType features

12 ☙ 13

Some OpenType features (as for example used in Adobe InDesign cs)

42/5 31/6 8436/975

Fractions

   ↓     ↓    

42/5 31/6 8436/975

(5.1a - 6.2d, e - g)  (abc5.162,47 - 83,6horst)    ↓     ↓     ↓     ↓

numerator/ denominator

Zähler (5.1a - 6.2d, e - g)  Nenner (abc5.162,47 - 83,6horst)

(5.1a - 6.2d, e - g)  (abc5.162,47 - 83,6horst)    ↓     ↓     ↓     ↓

superior/ inferior

Hochgestellt (5.1a - 6.2d, e - g)  Tiefgestellt (abc5.162,47 - 83,6horst)

1st 2nd 4th Mlle 1er

ordinals

   ↓     ↓

1st 2nd 4th Mlle 1er (Sämtliche Ordinal-, Hochgestellt-, Tiefgestellt-, Zähler- und Nenner-Zeichen sind nicht mathematisch verkleinert, sondern für eine bessere Lesbarkeit haben sie angepasste Strichstärken und laufen etwas breiter.)

(1) (2) (3) (4) (5) [6] [7] [8] [9] [10] No (P) (e) liter -> <- -^ ^-

discretionary ligatures

   ↓     ↓

(1) (2) (3) (4) (5) [6] [7] [8] [9] [10] No (P) (e) liter -> <- -^ ^(All characters of the ordinals, superiors, inferiors, numerators and denominators are not mathematically scaled, rather they have similiar weight of stroke and more generous spacing, being thus more legible.)


as Grimm’sche Wörterbuch gilt als das vollständigste und umfangreich­ste Kom­ pendium zum Wortschatz der Deutschen Sprache. Im Jahre 1854 erschien, von Jacob, einem der beiden namengebenden Märchenbrüder bevorwortet, der erste Band des Deutschen Wörterbuchs, und erst 1971 lag mit dem 33. Band das abschließende „Quellenverzeichnis“ vor –  mehr als ein Jahrhundert hat die Tätigkeit des Sammelns, Erläuterns und Suchens von Beispielen für die Verwendung auch der selten­sten Vokabeln und der unwahrscheinlich­sten dialektalen Varianten gedauert. Über Generationen haben wissenschaft­li­che Präzision und Gelehrtenfleiß nicht nachgelassen. Im Vorwort zum ersten Band verweist Jacob Grimm auf das Jahr 1837 als Initialzündung des Unternehmens: Am ersten No­vember hatte Ernst August, der König von Hannover, das «Staats­grund­gesetz», die liberal-kon­sti­tu­tionelle Verfassung des König­reichs, im Hand­streich außer Kraft gesetzt. Der Publizist und Historiker Heinrich Albert Oppermann schildert in seinem mehrbändi­gen Werk Zur Geschichte des Königreichs Hannover (1860) den Vorgang:

D

body text Agilita Regular with Italic 10 pt/4,5 mm tracked 0,5% Regular small caps tracked 5% quotes Agilita Medium 9,5 pt/4,5 mm tracked 1% initial Agilita Extra Light 24 pt

|   So standen die Dinge, als das Patent vom 1. November erschien. Dasselbe erklärte das Staatsgrundgesetz für erloschen, die vertagte Ständeverfassung für auf­ gelöst, säm­m­t­li­che Köni­g­ liche Diener würden von ihrem auf das Staatsgrund­ gesetz geleisteten Eide entbunden, den getreu­ en Unter­tha­­nen eröffnet, daß ihnen vom 1. Juli 1838 an jährlich 100 000 Thlr. an Personen- und Gewer­besteuer erlassen werden solle. Dane­ ben wurde den Unter­tha­nen versichert, daß die Gefühle Sr. Majestät für sie die eines Va­ ters für seine Kinder seien. Schließlich wurden Uebelgesinnte gewarnt, durch ihre Handlungen Se. Majestät nicht in die traurige Nothwendigkeit zu versetzen, die

hans grote

Grimms Wörter

ganze Strenge des Gesetzes gegen sie in An­ wendung zu bringen.1

Nur einige wenige der Beamten, zu denen auch die Professorenbrüder Grimm zählten, empfanden es als Zumutung, den Eid, den sie auf die Verfassung von 1833 geleistet hatten, nun einfach zu vergessen und von „Staatsdienern“ wieder zu „Königlichen Dienern“ mutieren zu sollen. Zu diesen wenigen gehörten neben den beiden Philologen die Göttinger Professoren W.  E. Albrecht, F. C. Dahlmann, H. von Ewald, W.  E.

Die Sprache ist allen beka Weber und G. Gervinus, die am 18. November 1837 eine vom Historiker Dahlmann verfasste «Protestation» gegen den königlichen Willkürakt un­terzeichneten und prompt am 14. Dezember aus dem Staatsdienst entlassen wurden; Aka­ demikerarbeitslosigkeit auf höchstem Niveau, die allerdings in diesem Fall dazu führte, dass sich der Monarch und seine Schranzen einem publizi­stischen Sperr­feuer ausgesetzt sahen. Die Rechtfertigungsschriften der «Göttinger Sieben»

wenn auf zahllose stellen unserer geg fällt, so gelingt umgedreht es auch hin un und gipfel der alten sprache eben mit d


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präg­ten den deutschen Liberalismus in den Jah­ ren vor 1848 so entscheidend, dass sie letztendlich einen wesentlichen Baustein zur Entstehung einer Deutschen Republik (die 1918 ausgerufen wurde) bilden – Akademikerarbeitslosigkeit als politischer Spreng­satz, aber auch als Ferment wissenschaftlicher Großtaten, denn, so erinnert sich Jacob Grimm in seinem Vorwort von 1854 (in der im ganzen Wörterbuch beibehalte­nen Kleinschreibung): |   Hingegeben einer unablässigen arbeit, die mich je genauer ich sie kennen lerne, mit stärkerem behagen erfüllt, warum sollte ich bergen, dasz ich meinestheils entschieden sie von mir gewiesen hätte, wenn unangetastet ich an der Göttinger stelle geblieben wäre? 2

14 ☙ 15

gliedern lässt: Es ist Ausdruck einer über meh­ rere Generationen hinweg gepflegten und relativ unwandel­bar gebliebenen Mentalität einer sich stets erneuernden Gruppe von Phi­lologen, Redakteuren, Verlegern und nicht zuletzt Benutzern, welch letztere Jacob Grimm wie folgt beschreibt:

|   das wörterbuch insgemein führt so schweren stof mit sich, dasz die gelehrtesten bei manchem verstummen oder noch nicht rechten bescheid wissen. auf zahllosen stufen dür­fen auch die andern leser bei seite lassen, was ihres vermögens nicht ist, in ihren ge­ sichtskreis nicht fällt oder was selbst sie ab­ stöszt. leser jedes standes und alters sollen auf den unabsehbaren strecken der sprache nach bienenweise nur in die kräuter und blumen sich niederlassen, zu denen ihr hang sie führt und die ihnen behagen.3

Das Grimm’sche Wörterbuch ist mit dieser Entstehungsgeschichte und mit dem weiteren Prozess seines Werdens zwischen Res­tau­ration Neben seinem Status als historisches Phäno(1854 erließ der Deutsche Bundestag das «allgemeine Koalitionsverbot», ein Verbot aller Arbei­ men birgt das Grimm’sche Wörterbuch eine weiterver­eine) und Ostpolitik (1971 wird Willy tere Di­men­sion in sich, auf die Jacob Grimm Brandt der Friedensnobelpreis zuerkannt) über ebenfalls in seiner Einleitung verweist: alle Stationen der deutschen Geschichte des 19. |   Die Sprache ist allen bekannt und ein geheim­nis. wie sie den gelehrten mächtig an­ und 20. Jahrhunderts nicht nur ein unersetzlizieht, hat sie auch der menge natürliche lust ches Werkzeug für Sprach- und Literaturwissenund neigung eingepflanzt. ‹wie heiszt doch schaftler, es ist vor allen Dingen ein deutscher das wort, dessen ich mich nicht mehr recht er­ Gedächtnisort (Pierre Nora) ersten Ranges.

author Agilita Bold small caps 10 pt tracked 5% headline Agilita Black 24 pt/9 mm pull quote Agilita Extra Light Italic 36 pt

kannt und ein Geheimnis Die Kontinuität, mit der das Projekt über Kolonialismus, Weltkriege und Kalten Krieg, über feudale Kleinstaaterei, 48er Revolu­tion, Restauration, Reichsgründung, Republik, Nationalsozia­lismus und Deutsche Teilung hinweg seine Gestal­tung erfahren hat, ist ein einmaliges Phä­ no­men der longue durée. Das Wörterbuch ist die Materialisierung eines his­torischen Faktums, das sich nicht als Ereignis erfassen und in eine eindimen­sionale Ursachen-Wirkungen-Kette ein­

innern kann?› ‹der Mann führt ein seltsames wort im munde, was mag es ei­gent­ lich sagen wollen?› ‹zu dem ausdruck musz noch es bes­sere beispiele ge­ ben, lasz uns nachschlagen.› Diese neigung kommt dem verständnis auf halbem wege entgegen. das wörterbuch braucht gar nicht nach platter deutlichkeit zu ringen und kann sich ruhig alles üblichen ge­ räths bedienen, dessen die wissenschaft so we­ nig als das handwerk entbehrt und der leser bringt das geschick dazu mit oder erwirbt sichs ohne mühe. […]

egen­wart licht aus der vergangenheit und wieder im dunkel liegende flecken der neuen zu erhellen.    Jacob Grimm


723 + 946 = 1669 45 × 168 = 7560 896 ÷ 32 = 28 £ 534 − 875 = −341

2/7 + 9/4 = 4/5 × 6/7 = 7/4 ÷ 3/2 = 5/6 − 1/9 =

37/5 − 4/23 = € 53/8 ÷ 15/4 = $ 84/5 × 2/37 = £ 28/3 + 91/3 = ¥

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946 − 723 = 223 32 × 258 = 8256 168 ÷ 12 = 14 € −74 + 839 = 765

4/9 ÷ 7/2 = 3/7 − 5/4 = 2/5 + 8/3 = 7/9 × 6/5 =

72/5 × 2/34 = $ 24/7 + 52/3 = € 58/3 − 6/15 = ¥ 37/6 ÷ 23/9 = £

Light Italic

723 + 946 = 1669 45 × 168 = 7560 896 ÷ 32 = 28 £ 534 − 875 = −341 247 ± 658 ≠ 9342 136 ≤ 725 ≈ 5138

2/7 + 9/4 = 4/5 × 6/7 = 7/4 ÷ 3/2 = 5/6 − 1/9 = 3/8 + 7/5 = 1/3 × 2/9 =

37/5 − 4/23 = $ 53/8 ÷ 15/4 = € 84/5 × 2/37 = £ 28/3 + 91/3 = ¥ 45/7 − 3/72 = ¢ 63/5 + 82/5 = ƒ

Condensed Light

723 + 946 = 1669 45 × 168 = 7560 896 ÷ 32 = 28 € 534 − 875 = −341 247 ± 658 ≠ 9342 136 ≤ 725 ≈ 5138

4/9 ÷ 7/2 = 3/7 − 5/4 = 2/5 + 8/3 = 7/9 × 6/5 = 3/8 − 4/3 = 5/6 + 2/7 =

72/5 × 2/34 = $ 24/7 + 52/3 = £ 58/3 − 6/15 = € 37/6 ÷ 23/9 = ¥ 81/3 + 4/27 = ¢ 15/4 − 67/5 = ƒ

Condensed Light Italic

The tabular figures in Light, Regular, Medium and Bold versions share the same widths and are compatible with their Italic counterparts. Compatabi­lity is also given between Hairline/Ultra Thin, Thin/Extra Light and Heavy/Black. In the Condensed versions all of the tabular figures take up the same space.

Regular Medium Bold

Italic Medium Italic Bold Italic

Condensed Regular Condensed Medium Condensed Bold Condensed Heavy Condensed Black

Condensed Italic Condensed Medium Italic Condensed Bold Italic Condensed Heavy Italic Condensed Black Italic

Tabellenziffern, mathematische und monetäre Zeichen haben identische Dickten in den Schnitten Light, Regular, Medium und Bold, ebenso in den kursiven Varianten. Diese Übereinstimmungen gelten jeweils auch für Hairline/Ultra Thin, Thin/ Extra Light und Heavy/Black. In den Condensed Versionen ist dies in allen Schnitten der Fall.

57e Critérium du Dauphiné Libéré Classement de l’étape 06 ALBERTVILLE–MORZINE AVORIAZ Distance: 155.00 km Temps du premier: 4:30:54 Vitesse moyenne: 34.330 km/h Pl N OM Prénom Dos Equ Nat Ecart 1 BOTERO Santiago 51 PHO (COL) :00 2 MONCOUTIE David 116 COF (FRA) :23 3 MANCEBO Francisco 31 IBA (ESP) :53 4 MOREAU Christophe 21 C.A. (FRA) :58 5 BRUSEGHIN Marzio 123 FAS (ITA) 2:27 6 VINOKOUROV Alexandre 11 TMO (KAZ) 2:50 7 ARMSTRONG Lance 1 DSC (USA) 2:52 8 ARROYO David 32 IBA (ESP) ” 9 GOMEZ MARCHANTE Jos 174 SDV (ESP) ” 10 LEIPHEIMER Levi 71 GST (USA) ” 11 KASHECHKIN Andrey 25 C.A. (KAZ) 3:43 12 LANDIS Floyd 57 PHO (USA) 4:02 13 LANDALUZE Inigo 183 EUS (ESP) 4:17 14 VAN HUFFEL Wim 157 DVL (BEL) 4:39 15 BELTRAN Manuel 3 DSC (ESP) ” 16 WEENING Pieter 108 RAB (NED) 4:51 17 FRITSCH Nicolas 171 SDV (FRA) ” 18 GOUBERT Stephane 201 A2R (FRA) 5:19 19 POSTHUMA Joost 106 RAB (NED) 5:48 20 ASTARLOZA Mikel 202 A2R (ESP) 6:54 21 POPOVYCH Yaroslav 7 DSC (UKR) ” 22 AZEVEDO Jose 2 DSC (POR) ” 23 GIUNTI Massimo 126 FAS (ITA) ” 24 FEDRIGO Pierrick 134 BTL (FRA) ” 25 JAKSCHE Jorg 95 LSW (GER) ” 26 CANADA David 173 SDV (ESP) 7:04 27 KOHL Bernhard 14 TMO (AUT) 7:06 28 GUTIERREZ Ivan 35 IBA (ESP) 7:39 29 PEREIRO Oscar 58 PHO (ESP) ” 30 SORENSEN Nicki 66 CSC (DEN) 8:15 31 GUTIERREZ Jose 54 PHO (ESP) 8:35 32 MERCKX Axel 151 DVL (BEL) 8:45 33 MOERENHOUT Koos 155 DVL (NED) 9:24 34 BOTCHAROV Alexandre 22 C.A. (RUS) 9:40 35 KLODEN Andreas 13 TMO (GER) ” 36 CALZATI Sylvain 203 A2R (FRA) ” 37 SASTRE Carlos 61 CSC (ESP) 10:16 38 DI GREGORIO Remy 43 FDJ (FRA) 10:30 39 GASPAROTTO Enrico 142 LIQ (ITA) 10:58 40 CHAVANEL Sylvain 111 COF (FRA) 11:25

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Edition des résultats: Chronométrage – Photo Finish


Information design

There are two sets of arrows for the use in orientation systems available for all weights.

Zwei Sorten Richtungspfeile, passend zu den jeweiligen Schriftschnitten, machen das Gestalten von Orientierungs­ systemen zu richtungsweisenden Lösungen.

16 ☙ 17

⇑ Hamburg Airport    ↗ Hamburg Hafen City

⇒⇘⇗⇓ →↗↘⇖ ↑↙↓⇑ ↖←⇐⇙ Hairline

Ultra Thin

Thin

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CN Heavy

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↗ ░ L ░ Lounge ⇑ ░ B ░ Gates B9–B25 ↖ ░ exit ░ West Wacker Drive

░ ⇗ ░ Sears Tower


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Listening to the language, even if you do not i mmediately understand much of it, helps you assimilate its intonation, pronunciation and rh ythms. Be content, at first, with identifying a f ew words and getting an overall impression of what is said. As your ear becomes more attune d to the language, you will be able to grasp m ore detailed and specific information. News br oadcasts on radio and television are particularl y helpful for learners in that many of the items will be featured and the context will thus be re adily established. Many televised programmes are subtitled, further facilitating access to the l anguage. Try to extend and enhance your expe rience of the language at every opportunity an d in a variety of ways. Where possible, talk to f luent speakers, join learners’ classes, tune in to radio and television programmes, read items in the press and attend services and social events. Test your learning of new words and expressi

Listening to the language, even if you do not i mmediately understand much of it, helps you a ssimilate its intonation, pronunciation and rhyt hms. Be content, at first, with identifying a fe w words and getting an overall impression of w hat is said. As your ear becomes more attuned t o the language, you will be able to grasp more detailed and specific information. News broadc asts on radio and television are particularly hel pful for learners in that many of the items will be featured and the context will thus be readily established. Many televised programmes are su btitled, further facilitating access to the langua ge. Try to extend and enhance your experience of the language at every opportunity and in a variety of ways. Where possible, talk to fluent s peakers, join learners’ classes, tune in to radio a nd television programmes, read items in the pre ss and attend services and social events. Test yo ur learning of new words and expressions repea

Listening to the language, even if you do not imme diately understand much of it, helps you assimilate i ts intonation, pronunciation and rhythms. Be conten t, at first, with identifying a few words and getting a n overall impression of what is said. As your ear bec omes more attuned to the language, you will be abl e to grasp more detailed and specific information. Ne ws broadcasts on radio and television are particularl y helpful for learners in that many of the items will be featured and the context will thus be readily esta blished. Many televised programmes are subtitled, f urther facilitating access to the language. Try to ext end and enhance your experience of the language at every opportunity and in a variety of ways. Where p ossible, talk to fluent speakers, join learners’ classes, tune in to radio and television programmes, read ite ms in the press and attend services and social events. Test your learning of new words and expressions rep eatedly. You could make up slips of paper or card wi th each new word or expression on a white slip and i

Listening to the language, even if you do not immed iately understand much of it, helps you assimilate its intonation, pronunciation and rhythms. Be content, at first, with identifying a few words and getting an overall impression of what is said. As your ear becom es more attuned to the language, you will be able to grasp more detailed and specific information. News b roadcasts on radio and television are particularly hel pful for learners in that many of the items will be fe atured and the context will thus be readily establishe d. Many televised programmes are subtitled, further f acilitating access to the language. Try to extend and enhance your experience of the language at every op portunity and in a variety of ways. Where possible, t alk to fluent speakers, join learners’ classes, tune in to radio and television programmes, read items in th e press and attend services and social events. Test yo ur learning of new words and expressions repeatedly. You could make up slips of paper or card with each n ew word or expression on a white slip and its equival

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Listening to the language, even if you do not i mmediately understand much of it, helps you assimilate its intonation, pronunciation and rh ythms. Be content, at first, with identifying a f ew words and getting an overall impression of what is said. As your ear becomes more attune d to the language, you will be able to grasp m ore detailed and specific information. News br oadcasts on radio and television are particularl y helpful for learners in that many of the items will be featured and the context will thus be re adily established. Many televised programmes are subtitled, further facilitating access to the l anguage. Try to extend and enhance your expe rience of the language at every opportunity a nd in a variety of ways. Where possible, talk t o fluent speakers, join learners’ classes, tune in to radio and television programmes, read items in the press and attend services and social eve nts. Test your learning of new words and expr

Listening to the language, even if you do not i mmediately understand much of it, helps you a ssimilate its intonation, pronunciation and rhyt hms. Be content, at first, with identifying a fe w words and getting an overall impression of what is said. As your ear becomes more attune d to the language, you will be able to grasp mo re detailed and specific information. News broa dcasts on radio and television are particularly h elpful for learners in that many of the items wi ll be featured and the context will thus be read ily established. Many televised programmes are subtitled, further facilitating access to the lang uage. Try to extend and enhance your experien ce of the language at every opportunity and in a variety of ways. Where possible, talk to fluen t speakers, join learners’ classes, tune in to radi o and television programmes, read items in the press and attend services and social events. Test your learning of new words and expressions re

Listening to the language, even if you do not imme diately understand much of it, helps you assimilate its intonation, pronunciation and rhythms. Be cont ent, at first, with identifying a few words and gett ing an overall impression of what is said. As your e ar becomes more attuned to the language, you will be able to grasp more detailed and specific informa tion News broadcasts on radio and television are p articularly helpful for learners in that many of the items will be featured and the context will thus be readily established. Many televised programmes ar e subtitled, further facilitating access to the langu age. Try to extend and enhance your experience of the language at every opportunity and in a variety of ways. Where possible, talk to fluent speakers, jo in learners’ classes, tune in to radio and television programmes, read items in the press and attend ser vices and social events. Test your learning of new w ords and expressions repeatedly. You could make u p slips of paper or card with each new word or expr

Listening to the language, even if you do not imme diately understand much of it, helps you assimilate its intonation, pronunciation and rhythms. Be cont ent, at first, with identifying a few words and getti ng an overall impression of what is said. As your ea r becomes more attuned to the language, you will b e able to grasp more detailed and specific informati on. News broadcasts on radio and television are par ticularly helpful for learners in that many of the ite ms will be featured and the context will thus be rea dily established. Many televised programmes are su btitled further facilitating access to the language. T ry to extend and enhance your experience of the la nguage at every opportunity and in a variety of wa ys. Where possible, talk to fluent speakers, join lear ners’ classes, tune in to radio and television progra mmes, read items in the press and attend services a nd social events. Test your learning of new words a nd expressions repeatedly. You could make up slips of paper or card with each new word or expression

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Listening to the language, even if you do no t immediately understand much of it, helps y ou assimilate its intonation, pronunciation a nd rhythms. Be content, at first, with identif ying a few words and getting an overall impr ession of what is said. As your ear becomes more attuned to the language, you will be a ble to grasp more detailed and specific infor mation. News broadcasts on radio and televi sion are particularly helpful for learners in t hat many of the items will be featured and t he context will thus be readily established. Many televised programmes are subtitled, f urther facilitating access to the language. Tr y to extend and enhance your experience of the language at every opportunity and in a v ariety of ways. Where possible, talk to fluen t speakers, join learners’ classes, tune in to r adio and television programmes, read items i n the press and attend services and social ev

Listening to the language, even if you do not i mmediately understand much of it, helps you assimilate its intonation, pronunciation and r hythms. Be content, at first, with identifying a few words and getting an overall impression o f what is said. As your ear becomes more attu ned to the language, you will be able to grasp more detailed and specific information. News broadcasts on radio and television are particul arly helpful for learners in that many of the it ems will be featured and the context will thus be readily established. Many televised progra mmes are subtitled, further facilitating access to the language. Try to extend and enhance y our experience of the language at every oppor tunity and in a variety of ways. Where possibl e, talk to fluent speakers, join learners’ classes, tune in to radio and television programmes, re ad items in the press and attend services and s ocial events. Test your learning of new words

Listening to the language, even if you do not im mediately understand much of it, helps you assi milate its intonation, pronunciation and rhythms. Be content, at first, with identifying a few words and getting an overall impression of what is said. As your ear becomes more attuned to the langua ge, you will be able to grasp more detailed and s pecific information. News broadcasts on radio an d television are particularly helpful for learners i n that many of the items will be featured and th e context will thus be readily established. Many t elevised programmes are subtitled, further facilit ating access to the language. Try to extend and e nhance your experience of the language at every opportunity and in a variety of ways. Where poss ible, talk to fluent speakers, join learners’ classes, tune in to radio and television programmes, read items in the press and attend services and social events. Test your learning of new words and expr essions repeatedly. You could make up slips of pa

Listening to the language, even if you do not im mediately understand much of it, helps you assi milate its intonation, pronunciation and rhythms. Be content, at first, with identifying a few words and getting an overall impression of what is said. As your ear becomes more attuned to the langua ge, you will be able to grasp more detailed and s pecific information. News broadcasts on radio an d television are particularly helpful for learners i n that many of the items will be featured and th e context will thus be readily established. Many t elevised programmes are subtitled, further facilit ating access to the language. Try to extend and e nhance your experience of the language at every opportunity and in a variety of ways. Where poss ible, talk to fluent speakers, join learners’ classes, tune in to radio and television programmes, read items in the press and attend services and social e vents. Test your learning of new words and expre ssions repeatedly. You could make up slips of pap

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abcg abcg abcg abcg abcg abcg abcg abcg abcg abcg abcg abcg

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Listening to the language, even if you do not i mmediately understand much of it, helps you assimilate its intonation, pronunciation and rh ythms. Be content, at first, with identifying a f ew words and getting an overall impression of what is said. As your ear becomes more attun ed to the language, you will be able to grasp m ore detailed and specific information. News bro adcasts on radio and television are particularly helpful for learners in that many of the items w ill be featured and the context will thus be readily esta blished. Many televised programmes are subtitled, furthe r facilitating access to the language. Try to extend and en hance your experience of the language at every opportun ity and in a variety of ways. Where possible, talk to fluen t speakers, join learners’ classes, tune in to radio and te levision programmes, read items in the press and attend s ervices and social events. Test your learning of new words and expressions repeatedly. You could make up slips of pa per or card with each new word or expression on a white s

Listening to the language, even if you do not immediately understand much of it, helps you assimilate its intonation, pronunciation and rh ythms. Be content, at first, with identifying a f ew words and getting an overall impression of what is said. As your ear becomes more attun ed to the language, you will be able to grasp m ore detailed and specific information. News br oadcasts on radio and television are particularl y helpful for learners in that many of the items will be featured and the context will thus be readily e stablished. Many televised programmes are subtitled, f urther facilitating access to the language. Try to extend and enhance your experience of the language at every o pportunity and in a variety of ways. Where possible, tal k to fluent speakers, join learners’ classes, tune in to r adio and television programmes, read items in the press and attend services and social events. Test your learning of new words and expressions repeatedly. You could mak e up slips of paper or card with each new word or expres

Listening to the language, even if you do n ot immediately understand much of it, helps you assimilate its intonation, pronunciation and rhythms. Be content, at first, with ident ifying a few words and getting an overall im pression of what is said. As your ear becomes more attuned to the language, you will be abl e to grasp more detailed and specific informat ion. News broadcasts on radio and television are particularly helpful for learners in that many of the items will be featured and the context will thus be readily established. Many televised progr ammes are subtitled, further facilitating access to the language. Try to extend and enhance your experience of the language at every opportunity and in a variety of ways. Where possible, talk to fluent speakers, join learners’ classes, tune in to radio and television progr ammes, read items in the press and attend services an d social events. Test your learning of new words and e xpressions repeatedly. You could make up slips of pap

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Specimens 6 point

18 ☙ 19

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Listening to the language, even if you do not immediately understand much of it, h elps you assimilate its intonation, pronunc iation and rhythms. Be content, at first, w ith identifying a few words and getting a n overall impression of what is said. As yo ur ear becomes more attuned to the langu age, you will be able to grasp more detaile d and specific information. News broadcas ts on radio and television are particularly helpful for learners in that many of the ite ms will be featured and the context will t hus be readily established. Many televised programmes are subtitled, further facilita ting access to the language. Try to extend and enhance your experience of the langu age at every opportunity and in a variety of ways. Where possible, talk to fluent spe akers, join learners’ classes, tune in to radi o and television programmes, read items i

Listening to the language, even if you do not immediately understand much of it, helps yo u assimilate its intonation, pronunciation an d rhythms. Be content, at first, with identify ing a few words and getting an overall impre ssion of what is said. As your ear becomes m ore attuned to the language, you will be abl e to grasp more detailed and specific inform ation. News broadcasts on radio and televisi on are particularly helpful for learners in tha t many of the items will be featured and the context will thus be readily established. Man y televised programmes are subtitled, further facilitating access to the language. Try to ex tend and enhance your experience of the lan guage at every opportunity and in a variety of ways. Where possible, talk to fluent speak ers, join learners’ classes, tune in to radio an d television programmes, read items in the press and attend services and social events. T

Listening to the language, even if you do not i mmediately understand much of it, helps you a ssimilate its intonation, pronunciation and rhy thms Be content, at first, with identifying a fe w words and getting an overall impression of w hat is said. As your ear becomes more attuned t o the language, you will be able to grasp more detailed and specific information. News broadc asts on radio and television are particularly hel pful for learners in that many of the items will be featured and the context will thus be readil y established. Many televised programmes are subtitled, further facilitating access to the lang uage. Try to extend and enhance your experien ce of the language at every opportunity and in a variety of ways. Where possible, talk to flue nt speakers, join learners’ classes, tune in to ra dio and television programmes, read items in t he press and attend services and social events. Test your learning of new words and expression

Listening to the language, even if you do not i mmediately understand much of it, helps you a ssimilate its intonation, pronunciation and rhyt hms. Be content, at first, with identifying a fe w words and getting an overall impression of w hat is said. As your ear becomes more attuned t o the language, you will be able to grasp more detailed and specific information. News broadc asts on radio and television are particularly hel pful for learners in that many of the items will be featured and the context will thus be readil y established. Many televised programmes are s ubtitled, further facilitating access to the lang uage. Try to extend and enhance your experienc e of the language at every opportunity and in a variety of ways. Where possible, talk to fluen t speakers, join learners’ classes, tune in to radi o and television programmes, read items in the press and attend services and social events. Tes t your learning of new words and expressions r

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tracked 3%

Listening to the language, even if you do not immediately understand much of it, helps you assimilate its intonation, pron unciation and rhythms. Be content, at fi rst, with identifying a few words and ge tting an overall impression of what is sa id. As your ear becomes more attuned t o the language, you will be able to grasp more detailed and specific information. News broadcasts on radio and television are particularly helpful for learners in t hat many of the items will be featured a nd the context will thus be readily estab lished. Many televised programmes are s ubtitled, further facilitating access to t he language. Try to extend and enhance your experience of the language at ever y opportunity and in a variety of ways. Where possible, talk to fluent speakers, j oin learners’ classes, tune in to radio and

Listening to the language, even if you do n ot immediately understand much of it, hel ps you assimilate its intonation, pronuncia tion and rhythms. Be content, at first, with identifying a few words and getting an ov erall impression of what is said. As your ea r becomes more attuned to the language, y ou will be able to grasp more detailed and specific information. News broadcasts on r adio and television are particularly helpful for learners in that many of the items will be featured and the context will thus be re adily established. Many televised program mes are subtitled, further facilitating acce ss to the language. Try to extend and enha nce your experience of the language at eve ry opportunity and in a variety of ways. W here possible, talk to fluent speakers, join l earners’ classes, tune in to radio and televi sion programmes, read items in the press a

Listening to the language, even if you do no t immediately understand much of it, helps y ou assimilate its intonation, pronunciation a nd rhythms. Be content, at first, with identif ying a few words and getting an overall impr ession of what is said. As your ear becomes more attuned to the language, you will be a ble to grasp more detailed and specific infor mation. News broadcasts on radio and televi sion are particularly helpful for learners in t hat many of the items will be featured and t he context will thus be readily established. Many televised programmes are subtitled, f urther facilitating access to the language. Tr y to extend and enhance your experience of the language at every opportunity and in a v ariety of ways. Where possible, talk to fluen t speakers, join learners’ classes, tune in to r adio and television programmes, read items in the press and attend services and social ev

Listening to the language, even if you do not immediately understand much of it, helps yo u assimilate its intonation, pronunciation an d rhythms. Be content, at first, with identify ing a few words and getting an overall impre ssion of what is said. As your ear becomes m ore attuned to the language, you will be abl e to grasp more detailed and specific inform ation. News broadcasts on radio and televisi on are particularly helpful for learners in th at many of the items will be featured and th e context will thus be readily established. M any televised programmes are subtitled, furt her facilitating access to the language. Try t o extend and enhance your experience of the language at every opportunity and in a vari ety of ways. Where possible, talk to fluent s peakers, join learners’ classes, tune in to rad io and television programmes, read items in the press and attend services and social even

Heavy, 6/7

Heavy Italic, 6/7

Condensed Heavy, 6/7

Condensed Heavy Italic, 6/7

tracked 2%

tracked 2%

tracked 3%

tracked 3%

Listening to the language, even if you d o not immediately understand much of it, helps you assimilate its intonation, pronunciation and rhythms. Be content, at first, with identifying a few words and getting an overall impression of w hat is said. As your ear becomes more a ttuned to the language, you will be abl e to grasp more detailed and specific in formation. News broadcasts on radio a nd television are particularly helpful f or learners in that many of the items w ill be featured and the context will thu s be readily established. Many televise d programmes are subtitled, further fa cilitating access to the language. Try to extend and enhance your experience of the language at every opportunity and in a variety of ways. Where possible, ta lk to fluent speakers, join learners’ clas

Listening to the language, even if you do not immediately understand much of it, h elps you assimilate its intonation, pronun ciation and rhythms. Be content, at first, with identifying a few words and getting an overall impression of what is said. As y our ear becomes more attuned to the lang uage, you will be able to grasp more detai led and specific information. News broadc asts on radio and television are particular ly helpful for learners in that many of the items will be featured and the context wil l thus be readily established. Many televis ed programmes are subtitled, further facil itating access to the language. Try to exte nd and enhance your experience of the lan guage at every opportunity and in a varie ty of ways. Where possible, talk to fluent speakers, join learners’ classes, tune in to radio and television programmes, read ite

Listening to the language, even if you do not immediately understand much of it, h elps you assimilate its intonation, pronun ciation and rhythms. Be content, at first, with identifying a few words and getting an overall impression of what is said. As y our ear becomes more attuned to the lang uage, you will be able to grasp more detai led and specific information. News broadc asts on radio and television are particular ly helpful for learners in that many of the items will be featured and the context wil l thus be readily established. Many televis ed programmes are subtitled, further faci litating access to the language. Try to exte nd and enhance your experience of the lan guage at every opportunity and in a varie ty of ways. Where possible, talk to fluent speakers, join learners’ classes, tune in to radio and television programmes, read ite

Listening to the language, even if you do n ot immediately understand much of it, hel ps you assimilate its intonation, pronunci ation and rhythms. Be content, at first, w ith identifying a few words and getting a n overall impression of what is said. As yo ur ear becomes more attuned to the langu age, you will be able to grasp more detail ed and specific information. News broadc asts on radio and television are particular ly helpful for learners in that many of the items will be featured and the context wil l thus be readily established. Many televis ed programmes are subtitled, further faci litating access to the language. Try to ext end and enhance your experience of the la nguage at every opportunity and in a vari ety of ways. Where possible, talk to fluen t speakers, join learners’ classes, tune in t o radio and television programmes, read i

Black, 6/7

Black Italic, 6/7

Condensed Black, 6/7

Condensed Black Italic, 6/7

Bold with Italic, tracked 2% Bold Condensed with Italic, tracked 3%

Heavy with Italic, tracked 2% Heavy Condensed with Italic, tracked 3%

Black with Italic, tracked 2% Black Condensed with Italic, tracked 3%

Listening to the language, even if you do n ot immediately understand much of it, help s you assimilate its intonation, pronunciati on and rhythms. Be content, at first, with i dentifying a few words and getting an over all impression of what is said. As your ear be comes more attuned to the language, you will be able to grasp more detailed and specific inf ormation. News broadcasts on radio and telev ision are particularly helpful for learners in th at many of the items will be featured and the conte xt will thus be readily established. Many televised pr ogrammes are subtitled, further facilitating access to the language. Try to extend and enhance your experi ence of the language at every opportunity and in a v ariety of ways. Where possible, talk to fluent speak ers, join learners’ classes, tune in to radio and televis ion programmes, read items in the press and attend services and social events. Test your learning of new words and expressions repeatedly. You could make up

Listening to the language, even if you do not immediately understand much of it, helps you assimilate its intonation, pronu nciation and rhythms. Be content, at first, with identifying a few words and getting an overall impression of what is said. As y our ear becomes more attuned to the langu age, you will be able to grasp more detailed and specific information. News broadcasts o n radio and television are particularly helpf ul for learners in that many of the items will be featured and the context will thus be readily esta blished. Many televised programmes are subtitled, further facilitating access to the language. Try to extend and enhance your experience of the langu age at every opportunity and in a variety of way s. Where possible, talk to fluent speakers, join lea rners’ classes, tune in to radio and television prog rammes, read items in the press and attend servic es and social events. Test your learning of new wo

Listening to the language, even if you d o not immediately understand much of i t, helps you assimilate its intonation, pr onunciation and rhythms. Be content, a t first, with identifying a few words and getting an overall impression of what is sa id. As your ear becomes more attuned to th e language, you will be able to grasp more detailed and specific information. News br oadcasts on radio and television are parti cularly helpful for learners in that many of th e items will be featured and the context will th us be readily established. Many televised progr ammes are subtitled, further facilitating acces s to the language. Try to extend and enhance yo ur experience of the language at every opport unity and in a variety of ways. Where possible, talk to fluent speakers, join learners’ classes, t une in to radio and television programmes, rea d items in the press and attend services and soc

Mixed Bold, 6/7

Mixed Heavy, 6/7

Mixed Black, 6/7

abcg abcg abcg abcg abcg abcg abcg abcg abcg abcg abcg abcg


Light with Italic, tracked 1% Light Condensed with Italic, tracked 2%

Regular with Italic, tracked 1% Regular Condensed with Italic, tracked 2%

Medium with Italic, tracked 1% Medium Condensed with Italic, tracked 2%

Listening to the language, even if you do not i mmediately understand much of it, helps you a ssimilate its intonation, pronunciation and rhyth ms. Be content, at first, with identifying a few words and getting an overall impression of what is said. As your ear becomes more attuned to th e language, you will be able to grasp more detail ed and specific information. News broadcasts on radio and television are particularly helpful for l earners in that many of the items will be feature d and the context will thus be readily established. Many t elevised programmes are subtitled, further facilitating acce ss to the language. Try to extend and and enhance your ex perience of the language at every opportunity and in a vari ety of ways. Where possible, talk to fluent speakers, join le arners’ classes, tune in to radio and television programm es, read items in the press and attend services and social ev ents. Test your learning of new words and expressions repea tedly. You could make up slips of paper or card with each ne w word or expression on a white slip and its equivalent, or

Listening to the language, even if you do not i mmediately understand much of it, helps you a ssimilate its intonation, pronunciation and rhyt hms. Be content, at first, with identifying a few words and getting an overall impression of what is said. As your ear becomes more attuned to th e language, you will be able to grasp more detai led and specific information. News broadcasts o n radio and television are particularly helpful for learners in that many of the items will be featur ed and the context will thus be readily established. Man y televised programmes are subtitled, further facilitating access to the language. Try to extend and enhance your e xperience of the language at every opportunity and in a variety of ways. Where possible, talk to fluent speakers, j oin learners’ classes, tune in to radio and television pro grammes, read items in the press and attend services and s ocial events. Test your learning of new words and expressi ions repeatedly. You could make up slips of paper or card with each new word or expression on a white slip and its e

Listening to the language, even if you do no t immediately understand much of it, helps y ou assimilate its intonation, pronunciation an d rhythms. Be content, at first, with identifyi ng a few words and getting an overall impress ion of what is said. As your ear becomes more attuned to the language, you will be able to gr asp more detailed and specific information. Ne ws broadcasts on radio and television are partic ularly helpful for learners in that many of the i tems will be featured and the context will thus be rea dily established. Many televised programmes are subtit led, further facilitating access to the language. Try to e xtend and enhance your experience of the language at every opportunity and in a variety of ways. Where pos sible, talk to fluent speakers, join learners’ classes, tu ne in to radio and television programmes, read items in the press and attend services and social events. Test yo ur learning of new words and expressions repeatedly. Y ou could make up slips of paper or card with each new

Mixed Light, 8/9.5

Mixed Regular, 8/9.5

Mixed Medium, 8/9.5

Bold with Italic, tracked 1% Bold Condensed with Italic, tracked 2%

Heavy with Italic, tracked 1% Heavy Condensed with Italic, tracked 2%

Black with Italic, tracked 1% Black Condensed with Italic, tracked 2%

Listening to the language, even if you do not immediately understand much of it, helps you assimilate its intonation, pron unciation and rhythms. Be content, at fir st, with identifying a few words and gett ing an overall impression of what is said. A s your ear becomes more attuned to the lan guage, you will be able to grasp more detail ed and specific information. News broadcas ts on radio and television are particularly h elpful for learners in that many of the items will be featured and the context will thus be readily e stablished. Many televised programmes are subtit led, further facilitating access to the language. Tr y to extend and enhance your experience of the la nguage at every opportunity and in a variety of ways. Where possible, talk to fluent speakers, joi n learners’ classes, tune in to radio and television programmes, read items in the press and attend s ervices and social events. Test your learning of ne

Listening to the language, even if you d o not immediately understand much of i t, helps you assimilate its intonation, pr onunciation and rhythms. Be content, a t first, with identifying a few words and getting an overall impression of what is sa id. As your ear becomes more attuned to th e language, you will be able to grasp more detailed and specific information. News br oadcasts on radio and television are partic ularly helpful for learners in that many of the items will be featured and the context will thu s be readily established. Many televised progra mmes are subtitled, further facilitating access to the language. Try to extend and enhance you r experience of the language at every opportu nity and in a variety of ways. Where possible, t alk to fluent speakers, join learners’ classes, tu ne in to radio and television programmes, read items in the press and attend services and soci

Light with Condensed and Italics

Medium with Condensed and Italics

Heavy with Condensed and Italics

Regular with Condensed and Italics

Bold with Condensed and Italics

Listening to the language, even if you do n ot immediately understand much of it, help s you assimilate its intonation, pronunciati on and rhythms. Be content, at first, with i dentifying a few words and getting an over all impression of what is said. As your ear be comes more attuned to the language, you will be able to grasp more detailed and specific inf ormation. News broadcasts on radio and tele vision are particularly helpful for learners in t hat many of the items will be featured and the cont ext will thus be readily established. Many televised p rogrammes are subtitled, further facilitating access t o the language. Try to extend and enhance your expe rience of the language at every opportunity and in a variety of ways. Where possible, talk to fluent speak ers, join learners’ classes, tune in to radio and televis ion programmes, read items in the press and attend s ervices and social events. Test your learning of new w ords and expressions repeatedly. You could make up s Mixed Bold, 8/9.5

It was designed with rather clas­sical proportions, providing distinct word shapes through clear descenders and ascenders. It has a dynamic, yet strong and very functional appea­ rance with a fine but clear empha­sis on the horizontals. The classical approach of Agilita makes it a versatile typeface for largescale text­setting as well as for use in complex information design projects, orienta­tion systems, for example. Thus it was developed carefully into a wide-range type family system consisting of thirty-two styles. Mixed Light & mixed Regular, 11/13

Mixed Heavy, 8/9.5

It was designed with rather clas­sical proportions, providing distinct word shapes through clear descenders and ascenders. It has a dynamic, yet strong and very functional appearance with a fine but clear empha­sis on the hori­ zontals. The classical approach of Agilita makes it a versatile typeface for largescale text­setting as well as for use in complex information design projects, orienta­tion systems, for exam­ ple. Thus it was developed carefully into a wide-range type. Mixed Medium & mixed Bold, 11/13

Mixed Black, 8/9.5

Black with Condensed and Italics

It was designed with rather clas­sical proportions, providing distinct word shapes through clear descenders and ascenders. It has a dynamic, yet strong and very functional appearance with a fine but clear empha­sis on the horizontals. The classical approach of Agilita makes it a versatile typeface for largescale text­setting as well as for use in complex information design projects, orienta­tion systems, for example. Thus it was developed carefully into a wide. Mixed Heavy & mixed Black, 11/13


Specimens 8, 10, 11 & 18 point

20 ☙ 21

Light with Italic, tracked 0,5% Light Condensed with Italic, tracked 1%

Regular with Italic, tracked 0,5% Regular Condensed with Italic, tracked 1%

Listening to the language, even if you do n ot immediately understand much of it, help s you assimilate its intonation, pronunciatio n and rhythms. Be content, at first, with id entifying a few words and getting an overal l impression of what is said. As your ear be comes more attuned to the language, you will be able to grasp more detailed and spec ific information. News broadcasts on radio and television are particularly helpful for le arners in that many of the items will be featured and the context will thus be readily established. Many tele vised programmes are subtitled, further facilitating acc ess to the language. Try to extend and and enhance y our experience of the language at every opportunity a nd in a variety of ways. Where possible, talk to fluent speakers, join learners’ classes, tune in to radio and tel evision programmes, read items in the press and attend services and social events. Test your learning of new w ords and expressions repeatedly. You could make up slip

Listening to the language, even if you do not immediately understand much of it, he lps you assimilate its intonation, pronunciat ion and rhythms. Be content, at first, with i dentifying a few words and getting an over all impression of what is said. As your ear becomes more attuned to the language, yo u will be able to grasp more detailed and sp ecific information. News broadcasts on radi o and television are particularly helpful for l earners in that many of the items will be featured a nd the context will thus be readily established. Many televised programmes are subtitled, further facilitati ng access to the language. Try to extend and enhanc e your experience of the language at every opportun ity and in a variety of ways. Where possible, talk to fluent speakers, join learners’ classes, tune in to radio and television programmes, read items in the press an d attend services and social events. Test your learning of new words and expressions repeatedly. You could

Listening to the language, even if you d o not immediately understand much of it helps you assimilate its intonation, pronu nciation and rhythms. Be content, at first, with identifying a few words and getting an overall impression of what is said. As your ear becomes more attuned to the lan guage, you will be able to grasp more detai led and specific information. News broadc asts on radio and television are particularly helpful for learners in that many of the items wil l be featured and the context will thus be readily e stablished. Many televised programmes are subtitl ed, further facilitating access to the language. Try to extend and enhance your experience of the lang uage at every opportunity and in a variety of way s. Where possible, talk to fluent speakers, join lear ners’ classes, tune in to radio and television progra mmes, read items in the press and attend services a nd social events. Test your learning of new words a

Mixed Regular, 10/12.5

Mixed Medium, 10/12.5

Heavy with Italic, tracked 0,5% Heavy Condensed with Italic, tracked 1%

Black with Italic, tracked 0,5% Black Condensed with Italic, tracked 1%

Mixed Light, 10/12.5

Bold with Italic, tracked 0,5% Bold Condensed with Italic, tracked 1%

Medium with Italic, tracked 0,5% Medium Condensed with Italic, tracked 1%

Listening to the language, even if you d o not immediately understand much of it, helps you assimilate its intonation, p ronunciation and rhythms. Be content, a t first, with identifying a few words an d getting an overall impression of what i s said. As your ear becomes more attuned to the language, you will be able to grasp more detailed and specific information. N ews broadcasts on radio and television ar e particularly helpful for learners in that many of the items will be featured and the context will thus be readily established. Many televised progr ammes are subtitled, further facilitating access t o the language. Try to extend and enhance your e xperience of the language at every opportunity and in a variety of ways. Where possible, talk to fluent speakers, join learners’ classes, tune in to r adio and television programmes, read items in th the press and attend services and social events. T

Listening to the language, even if yo u do not immediately understand mu ch of it, helps you assimilate its inton ation, pronunciation and rhythms. Be content, at first, with identifying a f ew words and getting an overall impre ssion of what is said. As your ear becom es more attuned to the language, you w ill be able to grasp more detailed and sp ecific information. News broadcasts on radio and television are particularly helpful for learners in that many of the items will be f eatured and the context will thus be readily e stablished. Many televised programmes are s ubtitled, further facilitating access to the lan guage. Try to extend and enhance your experi ence of the language at every opportunity an d in a variety of ways. Where possible, talk to fluent speakers, join learners’ classes, tune in to radio and television programmes, read item

Listening to the language, even if y ou do not immediately understand much of it, helps you assimilate its i ntonation, pronunciation and rhyth ms. Be content, at first, with identif ying a few words and getting an overa ll impression of what is said. As your e ar becomes more attuned to the langua ge, you will be able to grasp more detai led and specific information. News bro adcasts on radio and television are particu larly helpful for learners in that many of th e items will be featured and the context wi ll thus be readily established. Many televis ed programmes are subtitled, further facili tating access to the language. Try to exten d and enhance your experience of the langu age at every opportunity and in a variety o f ways. Where possible, talk to fluent speak ers, join learners’ classes, tune in to radio a

Mixed Bold, 10/12.5

Mixed Heavy, 10/12.5

Mixed Black, 10/12.5

Hairline with Italic | Ultra Thin with Italic | Thin with Italic | Extra Light with Italic

It was developed with rather clas­sical proportions, providing distinct word shapes through clear descenders and ascenders. It has a dynamic, yet strong and very functional appearance with a fine but clear empha­sis on the horizontals. The classical approach of Agilita makes it a versatile typeface for editorial design as well as for use in complex information. 18/21


Qual mi fec’io quando primer m’accorsi de la trasfigurata mia persona, e i capei vidi far di quella fronde di che sperato avea già lor corona, ______________________Hairline

Hairline Italic ______________________

diventar due radici sovra l’onde non di Peneo, ma d’un più altero fiume, e ’n duo rami mutarsi ambe le braccia! Né meno anchor m’ agghiaccia l’esser coverto poi di bianche piume allor che folminato et morto giacque il mio sperar che tropp’alto montava: ché perch’io non sapea dove né quando me ’l ritrovasse, solo lagrimando là ’ve tolto mi fu, dì e nocte andava, ricercando dallato, et dentro a l’acque; et già mai poi la mia lingua non tacque mentre poteo del suo cader maligno: ond’io presi col suon color d’un cigno. Così lungo l’amate rive andai, che volendo parlar, cantava sempre mercé chiamando con estrania voce; né mai in sì dolci o in sì soavi tempre risonar seppi gli amorosi guai, che ’l cor s’umilïasse aspro et feroce. Qual fu a sentir? ché ’l ricordar mi coce: ma molto più di quel, che per inanzi de la dolce et acerba mia nemica è bisogno ch’io dica,

fragmenta

-> The Hairline and Ultra Thin styles were especially designed for display use. They should be set at a minimum size of about 20 point in print resolution and about 40 point on laser outputs, depending on the paper used.

______________________Ultra Thin

Ultra Thin Italic ______________________

______________________Thin

Thin Italic______________________

______________________Extra Light

Extra Light Italic ______________________

Light Italic ______________________

______________________Light


Specimens 20 point

benché sia tal ch’ogni parlare avanzi. Questa che col mirar gli animi fura, m’aperse il petto, e ’l cor prese con mano, dicendo a me: Di ciò non far parola. Poi la rividi in altro habito sola, tal ch’i’ non la conobbi, oh senso humano, anzi le dissi ’l ver pien di paura; ed ella ne l’usata sua figura tosto tornando, fecemi, oimè lasso, d’un quasi vivo et sbigottito sasso. Ella parlava sì turbata in vista, che tremar mi fea dentro a quella petra, udendo: I’ non son forse chi tu credi. E dicea meco: Se costei mi spetra, nulla vita mi fia noiosa o trista; a farmi lagrimar, signor mio, riedi. Come non so: pur io mossi indi i piedi,          non altrui incolpando che me stesso, mezzo tutto quel dì tra vivo et morto. Ma perché ’l tempo è corto, la penna al buon voler non pò gir presso: onde più cose ne la mente scritte vo trapassando, et sol d’alcune parlo     che meraviglia fanno a chi l’ascolta. Morte mi s’era intorno al cor avolta, né tacendo potea di sua man trarlo, o dar soccorso a le vertuti afflitte; le vive voci m’erano interditte; ond’io gridai con carta et con incostro:        Non son mio, no. S’io moro, il danno è vostro.

22 ☙ 23

Regular __________________

canzoniere

__________________Italic

Medium __________________

__________________Medium Italic

Bold __________________

__________________Bold Italic

Heavy __________________

__________________Heavy Italic

Black __________________

_________________Black Italic

-> Die Schnitte Hairline und Ultra Thin wurden speziell für sehr große Schriftgrößen gezeichnet. Sie sollten erst ab einer Größe von etwa 20 Punkt für hochauflösende Belichter gesetzt werden und in etwa 40 Punkt für Laserdrucker, abhängig vom zu bedruckenden Papier.


car att ere Hairline & Italic

Ultra Thin

Ultra Thin Italic

Thin

Thin Italic

Extra Light

Extra Light Italic

Light

Light Italic

Regular

Italic

Medium

Medium Italic

Bold

Bold Italic

Heavy

Heavy Italic

Black

Black Italic

Per util, per diletto o per onore amor, ch’è passïon, prende suo regno; quel solo è da lodar che drizza il segno verso l’onesto e gli altri lassa fuore.

Per util, per diletto o per onore amor, ch’è passïon, prende suo regno; quel solo è da lodar che drizza il segno verso l’onesto e gli altri lassa fuore.

Ultra Thin & Thin, 14/16

Thin & Light, 14/16

Ma questa specie di carnal furore entra per gli occhi al cor prima benegno, poi cresce tanto, ch’el torna in disdegno, spesse fïate, e fa sentir dolore.

Ma questa specie di carnal furore entra per gli occhi al cor prima benegno, poi cresce tanto, ch’el torna in disdegno, spesse fïate, e fa sentir dolore.

Ultra Thin & Extra Light, 14/16

Extra Light & Regular, 14/16

Che nascer vide & anchor

☙ la fera voglia che per mio mal crebbe, ☙ perché cantando il duol si disacerba, ☙ canterò com’io vissi in libertade, ☙ mentre Amor nel mio albergo a sdegno s’ebbe. ☙ Poi seguirò sì come a lui ne ’ncrebbe ☙ troppo altamente, e che di ciò m’avenne, ☙ di ch’io son facto a molta gente exempio: ☙ benché ’l mio duro scempio ☙ sia scripto altrove, sì che mille penne ☙ ne son già stanche, et quasi in ogni valle ☙ rimbombi il suon de’ miei gravi sospiri, ☙ ch’aquistan fede a la penosa vita. ☙ E se qui la memoria non m’aita ☙ come suol fare, iscùsilla i martiri, ☙ et un penser che solo angoscia dàlle, ☙ tal ch’ad ogni altro fa voltar le spalle, ☙ e mi face obliar me stesso a forza: ☙ nel dolce tempo de la prima etade. ☙


24 ☙ 25

Specimens 7, 9, 14 & 24 point Altri per certo nol turbava allora, quando nel suo bel viso gli occhi apriste et non gli offese il varïato aspetto; ma se pur chi voi dite il discolora, sembianza è forse alcuna de le viste; et so ben che ’l mio dir parrà sospetto.

Altri per certo nol turbava allora, quando nel suo bel viso gli occhi apriste et non gli offese il varïato aspetto; ma se pur chi voi dite il discolora, sembianza è forse alcuna de le viste; et so ben che ’l mio dir parrà sospetto.

Light & Medium, 9/11.5   tracked 1%

Medium & Heavy, 9/11.5   tracked 1%

Altri per certo nol turbava allora, quando nel suo bel viso gli occhi apriste et non gli offese il varïato aspetto; ma se pur chi voi dite il discolora, sembianza è forse alcuna de le viste; et so ben che ’l mio dir parrà sospetto.

Altri per certo nol turbava allora, quando nel suo bel viso gli occhi apriste et non gli offese il varïato aspetto; ma se pur chi voi dite il discolora, sembianza è forse alcuna de le viste; et so ben che ’l mio dir parrà sospetto.

Regular & Bold, 9/11.5   tracked 1%

Medium & Black, 9/11.5   tracked 1%

Altri per certo nol turbava allora, quando nel suo bel viso gli occhi apriste et non gli offese il varïato aspetto; ma se pur chi voi dite il discolora, sembianza è forse alcuna de le viste; et so ben che ’l mio dir parrà sospetto.

Altri per certo nol turbava allora, quando nel suo bel viso gli occhi apriste et non gli offese il varïato aspetto; ma se pur chi voi dite il discolora, sembianza è forse alcuna de le viste; et so ben che ’l mio dir parrà sospetto.

Regular & Heavy, 9/11.5   tracked 1%

Bold & Black, 9/11.5   tracked 1%

Se Phebo al primo amor non è bugiardo, o per novo piacer non si ripente, già mai non gli esce il bel lauro di mente, a la cui ombra io mi distruggo et ardo. Questi solo il può far veloce et tardo, et leto et tristo, et timido et valente; ch’al suon del nome suo par che pavente, et fu contra Phiton già sì gagliardo. Light & Medium, 7/9   tracked 1,5%

Se Phebo al primo amor non è bugiardo, o per novo piacer non si ripente, già mai non gli esce il bel lauro di mente, a la cui ombra io mi distruggo et ardo. Questi solo il può far veloce et tardo, et leto et tristo, et timido et valente; ch’al suon del nome suo par che pavente, et fu contra Phiton già sì gagliardo. Regular & Bold, 7/9   tracked 1,5%

Se Phebo al primo amor non è bugiardo, o per novo piacer non si ripente, già mai non gli esce il bel lauro di mente, a la cui ombra io mi distruggo et ardo. Questi solo il può far veloce et tardo, et leto et tristo, et timido et valente; ch’al suon del nome suo par che pavente, et fu contra Phiton già sì gagliardo.

Se Phebo al primo amor non è bugiardo, o per novo piacer non si ripente, già mai non gli esce il bel lauro di mente, a la cui ombra io mi distruggo et ardo. Questi solo il può far veloce et tardo, et leto et tristo, et timido et valente; ch’al suon del nome suo par che pavente, et fu contra Phiton già sì gagliardo. Medium & Heavy, 7/9   tracked 1,5%

Se Phebo al primo amor non è bugiardo, o per novo piacer non si ripente, già mai non gli esce il bel lauro di mente, a la cui ombra io mi distruggo et ardo. Questi solo il può far veloce et tardo, et leto et tristo, et timido et valente; ch’al suon del nome suo par che pavente, et fu contra Phiton già sì gagliardo. Medium & Black, 7/9   tracked 1,5%

Se Phebo al primo amor non è bugiardo, o per novo piacer non si ripente, già mai non gli esce il bel lauro di mente, a la cui ombra io mi distruggo et ardo. Questi solo il può far veloce et tardo, et leto et tristo, et timido et valente; ch’al suon del nome suo par che pavente, et fu contra Phiton già sì gagliardo.

estravaganti cn Light

cn Light Italic

cn Regular

cn Italic

cn Medium

cn Medium Italic

cn Bold

cn Bold Italic

cn Heavy

cn Heavy Italic

cn Black

cn Black Italic

Regular & Heavy, 7/9   tracked 1,5%

Bold & Black, 7/9   tracked 1,5%

I’ dico che dal dì che ’l primo assalto mi diede Amor, molt’anni eran passati, sì ch’io cangiava il giovenil aspetto; e d’intorno al mio cor pensier’ gelati facto avean quasi adamantino smalto ch’allentar non lassava il duro affetto. Lagrima anchor non mi bagnava il petto né rompea il sonno, et quel che in me non era, mi pareva un miracolo in altrui. Lasso, che son! che fui! La vita el fin, e ’l dì loda la sera. Ché sentendo il crudel di ch’io ragiono

☙ ☙ ☙ ☙ ☙ ☙ ☙ ☙ ☙ ☙ ☙ ☙


Agilita Condensed Regular, 14/16 pt

Ein Rennen für die Nachwuchsfahrer: die Tour de l’Avenir für Radsportler bis 25 Jahre, die in der Vergangenheit Olaf Ludwig und Miguel Induráin gewinnen konnten. Nach zehn Etappen zeigte sich mal wieder, dass Lars Riis in seinem Team csd ein Händchen für Talente hat. Der 23-jährige Däne Bjarne Ytting Zak holte sich auf der ersten Etappe das Gelbe Trikot und verteidigte es bis ins Ziel nach 1441 Kilometern. Zak, 1,90 Meter groß und 76 Kilo schwer, gilt für seinen Sportlichen Leiter Alain Dellopin weniger als künftiger Sieger der Tour de France denn als Spezialist für Rennen wie Flandern-Rundfahrt und Paris-Roubaix. Stark war auch der Auftritt der Deutschen: Christoph Müller siegte beim Einzelzeitfahren, Alex Winfried, der im Nationaltrikot fuhr, gewann eine bergige Etappe durch das Zentralmassiv.

Ein Rennen für die Nachwuchsfahrer: die Tour de l’Avenir für Radsportler bis 25 Jahre, die in der Vergangenheit Olaf Ludwig und Miguel Induráin gewinnen konnten. Nach zehn Etappen zeigte sich mal wieder, dass Lars Riis in seinem Team csd ein Händchen für Talente hat. Der 23-jährige Däne Bjarne Ytting Zak holte sich auf der ersten Etappe das Gelbe Trikot und verteidigte es bis ins Ziel nach 1441 Kilometern. Zak, 1,90 Meter groß und 76 Kilo schwer, gilt für seinen Sportlichen Leiter Alain Dellopin weniger als künftiger Sieger der Tour de France denn als Spezialist für Rennen wie Flandern-Rundfahrt und Paris-Roubaix. Stark war auch der Auftritt der Deutschen: Christoph Müller siegte beim Einzelzeitfahren, Alex Winfried, der im Nationaltrikot fuhr, gewann eine bergige Etappe durch das Zentralmassiv. Agilita Condensed Medium, 14/16 pt

ÅBĊĐĘFĞĦĨ ĴĶĿM@Ń ØPQŘŞŢŰVẄXỲŻ(!?) äbĉđēfĝĥī ĵķłm@ņőpq ŕŝŧůvŵxÿź&01234567 89&ĄbĆĎĔfĢĤĮĴĶĹm@ ŇŌpqŖŚŤŨvẀxŶž(!?)

ÅBĊĐĘFĞĦĨ ĴĶĿM@Ń ØPQŘŞŢŰVẄXỲŻ(!?) äbĉđēfĝĥī ĵķłm@ņőpq ŕŝŧůvŵxÿź&01234567 89&ĄbĆĎĔfĢĤĮĴĶĹm@ ŇŌpqŖŚŤŨvẀxŶž(!?) ÅBĊĐĘFĞĦĨ ĴĶĿM@Ń ØPQŘŞŢŰVẄXỲŻ(!?) äbĉđēfĝĥī ĵķłm@ņőpq ŕŝŧůvŵxÿź&01234567 89&ĄbĆĎĔfĢĤĮĴĶĹm@ ŇŌpqŖŚŤŨvẀxŶž(!?)

Paris ⇒ Roubaix

Milano ⇒ San Remo

Tirreno ⇒ Adriatico

Agilita Condensed Light, 14/16 pt

Ein Rennen für die Nachwuchsfahrer: die Tour de l’Avenir für Radsportler bis 25 Jahre, die in der Vergangenheit Olaf Ludwig und Miguel Induráin gewinnen konnten. Nach zehn Etappen zeigte sich mal wieder, dass Lars Riis in seinem Team csd ein Händchen für Talente hat. Der 23-jährige Däne Bjarne Ytting Zak holte sich auf der ersten Etappe das Gelbe Trikot und verteidigte es bis ins Ziel nach 1441 Kilometern. Zak, 1,90 Meter groß und 76 Kilo schwer, gilt für seinen Sportlichen Leiter Alain Dellopin weniger als künftiger Sieger der Tour de France denn als Spezialist für Rennen wie FlandernRundfahrt und Paris-Roubaix. Stark war auch der Auftritt der Deutschen: Christoph Müller siegte beim Einzelzeitfahren, Alex Winfried, der im Nationaltrikot fuhr, gewann eine bergige Etappe durch das Zentralmassiv.


Specimens Condensed

26 ☙ 27

Ein Rennen für die Nachwuchsfahrer: die Tour de l’Avenir für Radsportler bis 25 Jahre, die in der Vergangenheit Olaf Ludwig und Miguel Induráin gewinnen konnten. Nach zehn Etappen zeigte sich mal wieder, dass Lars Riis in seinem Team csd ein Händchen für Talente hat. Der 23-jährige Däne Bjarne Ytting Zak holte sich auf der ersten Etappe das Gelbe Trikot und verteidigte es bis ins Ziel nach 1441 Kilometern. Zak, 1,90 Meter groß und 76 Kilo schwer, gilt für seinen Sportlichen Leiter Alain Dellopin weniger als künftiger Sieger der Tour de France denn als Spezialist für Rennen wie Flandern-Rundfahrt und ParisRoubaix. Stark war auch der Auftritt der Deutschen: Christoph Müller siegte beim Einzelzeitfahren.

Ein Rennen für die Nachwuchsfahrer: die Tour de l’Avenir für Radsportler bis 25 Jahre, die in der Vergangenheit Olaf Ludwig und Miguel Induráin gewinnen konnten. Nach zehn Etappen zeigte sich mal wieder, dass Lars Riis in seinem Team csd ein Händchen für Talente hat. Der 23-jährige Däne Bjarne Ytting Zak holte sich auf der ersten Etappe das Gelbe Trikot und verteidigte es bis ins Ziel nach 1441 Kilometern. Zak, 1,90 Meter groß und 76 Kilo schwer, gilt für seinen Sportlichen Leiter Alain Dellopin weniger als künftiger Sieger der Tour de France denn als Spezialist für Rennen wie Flandern-Rundfahrt und ParisRoubaix. Stark war auch der Auftritt der Deutschen: Christoph Müller siegte beim Einzelzeitfahren.

Liège ⇒ Bastogne

Agilita Condensed Heavy, 14/16 pt

Gent ⇒ Wevelgem

Agilita Condensed Bold, 14/16 pt

Agilita Condensed Black, 14/16 pt

Ein Rennen für die Nachwuchsfahrer: die Tour de l’Avenir für Radsportler bis 25 Jahre, die in der Vergangenheit Olaf Ludwig und Miguel Induráin gewinnen konnten. Nach zehn Etappen zeigte sich mal wieder, dass Lars Riis in seinem Team csd ein Händchen für Talente hat. Der 23-jährige Däne Bjarne Ytting Zak holte sich auf der ersten Etappe das Gelbe Trikot und verteidigte es bis ins Ziel nach 1441 Kilometern. Zak, 1,90 Meter groß und 76 Kilo schwer, gilt für seinen Sportlichen Leiter Alain Dellopin weniger als künftiger Sieger der Tour de France denn als Spezialist für Rennen wie Flandern-Rundfahrt und Paris-Roubaix. Stark war auch der Auftritt der Deutschen: Christoph Müller siegte beim Einzelzeitfahren, Winfried, der im Nationaltrikot fuhr.

ÅBĊĐĘFĞĦĨ ĴĶĿM@Ń ØPQŘŞŢŰVẄXỲŻ(!?) äbĉđēfĝĥī ĵķłm@ņőp qŕŝŧůvŵxÿź&012345 6789&ĄbĆĎĔfĢĤĮĴĶ Ĺm@ŇŌpqŖŚŤŨvẀx

ÅBĊĐĘFĞĦĨ ĴĶĿM@Ń ØPQŘŞŢŰVẄXỲŻ(!?) äbĉđēfĝĥī ĵķłm@ņőp qŕŝŧůvŵxÿź&012345 6789&ĄbĆĎĔfĢĤĮĴĶĹ m@ŇŌpqŖŚŤŨvẀx

ÅBĊĐĘFĞĦĨ ĴĶĿM@Ń ØPQŘŞŢŰVẄXỲŻ(!?) äbĉđēfĝĥī ĵķłm@ņőp qŕŝŧůvŵxÿź&012345 6789&ĄbĆĎĔfĢĤĮĴĶ Ĺm@ŇŌpqŖŚŤŨvẀx

⇗ Giro d’Italia


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Copyright © 2006-2007 Linotype GmbH Linotype, Linotype Library and Agilita are trademarks of Linotype GmbH registered in the U.S. Patent and Trademark Office and may be registered in certain other jurisdictions. We reserve the right of errors and changes.

AGI-BR709DE1.01 Design: Jürgen Weltin

{([ABCDEFGHIJKLM@NOPQRSTUVWXYZ])} ÁĂÂÄÀĀĄÅÃǍÆĆČÇĈĊĎĐÉĔĚÊËĖÈĒĘĦĤ ĞĜĢĠÍĬÎÏİÌĪĮĨǏĴĶĹĽĻĿŁŃŇŅÑŊÓŎÔÖÒŐŌÕØǑ ŒŔŘŖŚŠŞŜŦŤŢÚŬÛÜÙŰŪŲŮŨǓǗǛǕǙẂŴẄẀ ÝŶŸỲŹŽŻÐÞDŽDžIJLJLjNJNj {([abcdefghijklm@nopqrstuvwxyz])} áăâäàāąåãǎæćčçĉċďđéĕěêëėèēęħĥğĝģġ íĭîïıìīįĩǐĵķĸĺľļŀłńʼnňņñŋóŏôöòőōõøǒœŕřŗśšşŝŧťţ úŭûüùűūųůũǔǘǜǖǚẃŵẅẁýŷÿỳźžżðþdžijljnjǃß {([abcdefghijklm@nopqrstuvwxyz])} áăâäàāąåãǎæćčçĉċďđéĕěêëėèēęħĥğĝģġíĭîï ıìīįĩǐĵķĺľļŀłńʼnňņñŋóŏôöòőōõøǒœŕřŗ śšşŝŧťţúŭûüùűūųůũǔǘǜǖǚẃŵẅẁýŷÿỳźžż ðþdžijljnjssfifl 0123456789 0123456789 0123456789 &&fb ff fh fi fj fk fl ft ffb ffh ffi ffj ffk ffl fft ¼ ½  ¾ (012.345,678-9abcdeghilmnorst)/(012.345,678-9abcdeghilmnorst) (012.345,678-9abcdeghilmnorst)(012.345,678-9abcdeghilmnorst) *_—–-·—–-·,.;:…¡¡!¡!¿¿?¿?ªºªº'"‘’‘’‚„“”“”‹›«»‹›«»||/\/\¶¶ ^~+±<=>−×÷¦∂µπ∆∏∑Ω√∞∫≈≠≤≥◊¬° ℮ℓ•§†‡©®™℗№ $¢£¥ƒ¤€ #%‰ $¢£¥€ (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)[1][2][3][4][5][6][7][8][9][10] ↑↓→←↗↖↘↙ ░ ⇑⇓⇒⇐⇗⇖⇘⇙ ⇈↦↥↤↧ ●◑○◎ ▪ ◀▶▲▼ ☙

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