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HINTS ON THE TEACHING OF 
 GERMAN CONVERSATION 
 
 BY 
 
 PHILIP SCHUYLER ALLEN 
 
 m 
 
 I 
 
 TOGETHER WITH A LIST OF THE TEXT- 
 BOOKS IN GERMAN PUBLISHED 
 BY GINN AND COMPANY 
 
 
 i 
 
 m 
 
Is 
 
 Hints on the 
 Teaching of German Conversation 
 
 By PHILIP SCHUYLER ALLEN 
 
 Associate Professor of German Literature in The Univenity of Chicago 
 
 My suggestions are particularly for those teachers of 
 the German language who are neither foreign-born nor 
 Americans of German parentage ; for those teachers who 
 are away from the greater centers of culture, away from 
 the ready help that large colleges and libraries offer ; for 
 those teachers who are confronted, single-handed and 
 alone, with the puzzling problem, " How shall I teach my 
 students German conversation ? " 
 
 Now it has been my very good fortune to meet and 
 know hundreds of such teachers. During the eight years 
 in which I was editorial adviser in modern foreign lan- 
 guages for Ginn and Company, much of my correspond- 
 ence was with teachers in the smaller towns and cities of 
 America. During the fifteen summers in which I have 
 uninterruptedly taught in The University of Chicago, I 
 have come into direct personal touch with such teachers. 
 And we have sat many a sultry afternoon in the inadequate 
 shade of a scrub-oak on the Chicago campus, talking, 
 talking, talking of the smaller but none the less vexing 
 problems which confront the man and the woman who in 
 an unsympathetic environment are honestly endeavoring 
 to further the cause of German in this country. 
 
 So it comes that I wish to offer such helpful suggestions 
 as I may regarding conversational German, for I feel sure 
 
 COPYRIGHT. 1912. BY GINN AND COMPANY 
 
 373713 
 
• The Teaching of German Conversation 
 
 that the audience I want to reach will welcome them. I 
 shall try to be simple and practical — to keep constantly 
 in mind the real needs of real teachers, and to make use 
 of the doctrine of derived interest and the theory of play. 
 
 The question is, "How shall we teach students con- 
 versational German ? " The answer, " By getting them 
 to speak in German about a subject in which they are 
 really interested." 
 
 Let us conjure up before us a scene which is recurring 
 day after day : A first-year class in high school is reading 
 in some popular German reader of the death of Balder. 
 The teacher is tempted to begin the lesson by asking for 
 the rules for dependent word-order, or by propounding 
 machine-made 5^agen based upon the text : (Sr^d^ten ©ie 
 iBalber^ Xraum ! 3Sa^ ^a^k ^otan §u bem Xraum ? SSarum 
 er](^ra!en bie ©otter ? etc. 
 
 Now it happens that the students — it is springtime 
 — are slightly tired of Balder. And it also happens that 
 on a previous day the students of this high school have 
 wrested an unexpected victory in baseball from their 
 dearest rivals. 
 
 A pardonable guile will lead the teacher to begin the 
 German hour by saying, " Let 's talk about t/ie game ! " 
 
 §err % i)ahm ©ie ba§ ©ptel geftern ge)e{)en ? 
 
 grautein ^, tvax e^^ etn aufregenbe^ ©ptel ? 
 
 SSar e^ intereffant, |)err S ? 
 
 SSo ftecft benn 3f)re ©timme, grdulein ^ ? 
 
 §err @, ©ie finb red)t miibe Dom gangen, md)t tval)v ? 
 
 ©agen ©te mir, grdulein g, tDariim \)abm <Ste geftern 
 nad)mittag S^r S)eutfd) nicf)t ftubicrt ? 
 
The Teaching of German Conversation 
 
 Or, if an interscholastic debate has taken place, the 
 teacher may well ask : 
 
 ^al>en @ie bte 2)ebatte ge^ort, ^err ® ? 
 
 gniiilcin ^, \)abm bie 9?ebner gut gefprorfien ? 
 
 SSie l)\Q^m iinfere 9?ebner, ^err S ? 
 
 3Ste f)te6en bie ©egner, grdulein ^ ? 
 
 A few minutes for conversation of this sort at the 
 beginning of the hour, or whenever interest flags, will 
 brighten the whole recitation period. Students with the 
 most meager linguistic taste will come to like German 
 better the moment they discover that they can convey in it 
 ideas in which they are personally interested. Asking 
 questions about stories which have been once read is often 
 almost like pulling teeth ; students seldom like it, but they 
 enjoy talking of things connected in a vital way with their 
 everyday experience. 
 
 Teachers would undoubtedly welcome a conversation- 
 manual which offered model lists of questions and answers 
 that would apply to all the various school activities -^ foot- 
 ball, baseball, track-meets, basket-ball, debates, spelling- 
 bees, anniversary celebrations, the appearance of the annual 
 school-paper, etc. A cleverly constructed manual might 
 also include the simpler summer and winter sports, such 
 as boating, fishing, hunting, skating, sleighing, snowball 
 contests. Whatever else stirs the town for a moment would 
 also be fit material for a manual of German conversation 
 — circus, theater, election of town officers, the burning of 
 a public building, the failure of a bank. 
 
 And yet such a conversation-manual would be as apt to 
 do harm as it would to benefit. For the very idea of live 
 
 3 
 
The Teaching of German Conversation 
 
 and interesting conversation is that it proceed not along 
 lines laid down by others, but that it answer to the thought 
 which we are trying to express at any given moment. 
 Thus one might study all the conversation-manuals from 
 the " foreign phrase-books " of fifty years ago down to 
 Laurence Fossler's charming '' Practical German Conver- 
 sation," and yet never quite know how to say anything 
 one wished to say ; for such books are ever teaching you 
 what you may want to say, what you should want to say, 
 what the *' average person " does want to say, but what, 
 as a matter of fact, you can travel Germany thrice over 
 without ever once getting a chance to say. And whenever 
 you wish to remark, '' I don't care for any more bread, 
 thank you ! " there on the tablet of your mind, big as 
 life and plain as fire, is written the phrase from the 
 "phrase-book," "Please pass me the bread." 
 
 Another way of avoiding the dulling effect of me- 
 chanical answers by the student to mechanical questions 
 by the teacher is to have the students ask questions of 
 one another. Each member of the class is asked to pre- 
 pare five or six questions on the text the class is reading. 
 A student is then selected to ask the first question, 
 grautein 5(, tDoEen ©ie bttte etne grage fteflen ? The ques- 
 tion, once uttered by Miss A, is criticized by the class. 
 The teacher asks them : %\i grciulein %^^ S^cige ridjtig ? 
 or SBarum \\i biefe grage t)er!ef)rt? or ^onnen ©ie bie 
 grage t)erbeffern ? When the class decides the question 
 is in proper form. Miss A chooses the one who must 
 answer it, the teacher asking her, SBer foil bie grage 
 beanttDorten ? 
 
 4 
 
The Teaching of German Conversation 
 
 The answer is also criticized by the class. Then the 
 student who has had to answer the first question has the 
 privilege of asking one. The teacher urges him to make 
 his question difficult : 9?cUanc(jicrcn @ic fid), ^err S3. 9D'?ad)cn 
 ©ie'^ bent grdulcin rcd)t fd^iucr ! And so on, as long as 
 time permits. 
 
 A valuable composition exercise can be made of such 
 questions by having the students go to the board, write 
 their own questions, and criticize those of others. 
 
 To vary pleasantly the above exercise, select one stu- 
 dent, who has been previously notified, to take the teach- 
 er's place and ask questions of the class. Students, at first 
 backward to assume this responsibility, soon delight in the 
 opportunity their brief authority affords them to tease and 
 tantalize their friends. Hilarity — first a breeze of it, then 
 a gale of it — is^ the sure result of this method of ques- 
 tioning. But why not t More German is learned amid 
 laughter than amid tears. And students like to forget 
 their worries and learn that German is not necessarily 
 
 ... a monster of so frightful mien, 
 as to be hated needs but to be seen. 
 
 Another variation is to have the students ask whatever 
 questions they will of the teacher. The teacher should 
 pretend to misunderstand any question which is not framed 
 correctly or which is capable of a double interpretation. 
 This leads the student to a clarity and an exactitude which 
 he otherwise would not strive for. 
 
 Now I have ever found that classes know more Ger- 
 man than they think they do, and there is nothing more 
 
 5 
 
The Teaching of German Conversation 
 
 encouraging for a class than to make this discovery. But 
 it is hard to get a group of individuals to talk at first about 
 matters of their daily enthusiasm, especially before some 
 practical drill in word-order and sentence-organization has 
 been given them. To bridge over the gap between the 
 first stage of conversation work (consisting simply of ques- 
 tion and answer) and the last stage (free-hand dialogue on 
 matters of mutual interest), I believe there is nothing 
 more helpful than the playing in class of conversational 
 games of any and every suitable kind. 
 
 The teacher must be careful that such games are not 
 misfits. For the high school he must not suggest games 
 which are better fitted for the lower grades : a high-school 
 student no more cares to play a German game which he con- 
 siders silly than he does an English one. Again, a game 
 which may be played successfully in private school or col- 
 lege can hardly be attempted in the large classes of a high 
 school. The teacher must use his own judgment, both in 
 regard to the games which I suggest below and to any 
 other games he may discover or invent, as to which best 
 suits his particular purpose. 
 
 The Founding of a German Club 
 
 To supplement the classroom work and create interest 
 in German, the teacher should organize a German club, 
 to meet once a week throughout term-time, or at least 
 as often as possible. The teacher should not despair of 
 doing this successfully, even if the enthusiasm for German 
 in the school seem to be at a low ebb, for the founding of 
 
 6 
 
The Teaching of German Conversation 
 
 a German club will revive the flagging interest. If for 
 some reason, however, the establishment of such a club 
 should prove really impossible, it will at least be feasible 
 to plan for occasional German socials. 
 
 If possible, a room should be secured for the sole use 
 of the club. This would permit suggestive decoration of 
 the walls of the room with 9ka(ien — symbols of one 
 sort and another which suggest and interpret modern 
 cultural life in Germany. Wall-maps, photographic views, 
 busts, flags — nothing can be too poor or too simple to 
 press into service in the way of such mural decoration, 
 if the object really reminds of some German fact, or 
 scene, or hero. 
 
 To prepare for the first meeting of the club, everything 
 should be done to show students the value they will derive 
 from attending it. As many of the townspeople as possi- 
 ble should be interested in it and given something to do 
 to help make the meeting a success. To insure a good 
 attendance at the first session, the assignment for the fol- 
 lowing day's German might be shortened for those of the 
 class who attend. 
 
 It may or may not be desirable for students to learn in 
 class, in preparation for the first meeting of the German 
 Club, a few of the more important parliamentary expres- 
 sions. But it is most advisable for the students to practice 
 some game that is going to be used in the club. It is a 
 good plan to divide the club into groups of not more than 
 six or seven, each group having for leader an advanced 
 student, an assistant teacher, or some German friend of 
 the school. A committee-meeting of these group-leaders 
 
 7 
 
The Teaching of German Conversation 
 
 should take place before each gathering of the club, to plan 
 the following program. 
 
 The first half hour might be devoted to games in these 
 smaller groups, and the second half hour to an open meet- 
 ing for business, chorus singing, and a short original pro- 
 gram. This last may be the rendition of a German song 
 or two by a good singer, the relating of experiences in 
 Germany by a traveler, or a talk on current events in Ger- 
 many by some one of the teachers. To encourage begin- 
 ners, let one student give a brief English report on some 
 phase of German life in which classes naturally would 
 be interested, such as "Athletics in German Schools," 
 '' Famous Rhine Legends," '' Student Celebrations at a 
 German University," etc. The current magazines are a 
 fruitful field for research along these lines. 
 
 For variety, five minutes of the open-meeting time 
 might be spent with some game in which all groups par- 
 ticipate. The teacher, for instance, can write on the board 
 the name So^ann SSotfgang t)on @oetf)e (or ©ott^olb 
 ®pf)raim Seffing or Sot)ann (J^riftopJ) griebrid) tion ©(^ider) 
 and announce a contest, to see who can write the longest 
 list of German words from the letters of the name. 
 
 A Trial Program or Two 
 
 7.00-7.30 Classes in conversation — Group games 
 
 ©ruppe 1, 2, 3, 4 (^Infcinger) tofferparfen 
 
 ©ruppe 5, 6, 7 (©d)u(er im gtDciten Saf)re) ^flan^en^* 
 quartettfptel 
 
 ©ruppe 8 unb 9 (^ie norgefdjrittenften ©c^iiler) ©umm ! 
 
 8 
 
The Teaching of German Conversation 
 
 7.30-8.CX) Open meeting. The chairman of the program 
 committee is responsible for the success of this part 
 
 SSerein^^gefang : !5)a^ Sieb ber ^eutfdjcn 
 
 ^eflamatton : ®oetf)e^ !J)er (Srlfonig 
 
 Kleiner ^ortrag iiber eine @ommerreife burd^ 2)eutfd)lanb 
 
 (Solo 
 
 SDebatte 
 
 ©nglifdjer ^erid^t 
 
 SSerein^gefang : !5)ie fiorelet 
 
 @efcf)dft^oerfammIung 
 
 (Srfrifrf)ungen 
 
 * * 
 * 
 
 7.00-7.30 ©ru^penfpiele 
 
 ©riippe 1, 2, 3, 4 (^tnfdnger) Ufirfpiel 
 
 ®ruppe 5, 6, 7 ((Siguier im ^njeiten Sat)re) ^ierquartettfpiel 
 
 ©ruppe 8 unb 9 (^ie t)orgefd)nttenftcn @cf)u(cr) 3Sq^ bringt 
 
 bie 3citJ^'i^9 — ^ discussion of various topics culled from 
 
 a German newspaper 
 
 7.30-8.00 Open meeting 
 
 ^erein^gefang : ^a^ gerbrod^ene ^Ringlein 
 
 2)ef(amation : £i(ienfron§ 5)ie 9J?ufif fommt 
 
 Kleiner 3Sortrag iiber beutfdf)e ©tubentenfitten 
 
 ^uett 
 
 !J)iQ(og 
 
 ©ng(i{d)er 33eric^t 
 
 35erein^gc)ang : 5(m 33runnen Dor bem Xorc 
 
 ®efc^cift(§ucrfamm(ung 
 
 @rfrijd)ungen 
 
 9 
 
The Teaching of German Conversation 
 
 The most important part of the program is furnished 
 by the refreshments. A fixed chargSs of twenty-five to fifty 
 cents on each member of the club will ordinarily pay for 
 the simple refreshments desired, and nothing else tends 
 to make a meeting so informal, gives so many a chance to 
 help, and offers material for so much simple and natural 
 German conversation as does the passing of refreshments, 
 ^arf icf) S^nen ettra^ ^ud}en anbieten ? 2)an!e fdjon, ic^ bin 
 \a |d)on Derforgt. 9^oc^ ein tuenig Qudn gefddig ? SSoUen 
 @te fo gut fein unb mir einen Soffel f)o(en ? etc. 
 
 The declamation by students of German poems ^ is most 
 desirable. This exercise, as often undertaken in class, 
 rarely yields the best results, because of the formal, stilted 
 nature of the occasion. But a student allowed to select his 
 own favorite and spurred on by the opportunity of such an 
 audience as a German club affords always does his best. 
 
 The debate or dialogue is intended to be either dramatic 
 or humorous in character. The teacher will find a large 
 amount of fairly good material for such exercises, generally 
 very cheap, at the German bookstores in this country. 
 Old reading-books, composition-books, books of tales and 
 anecdotes, are often a mine for such material. 
 
 What the wise teacher will be working toward, with the 
 organization of his German club behind him, is the pro- 
 duction near the end of the school year of a simple Ger- 
 man play. Although this may seem at the beginning of 
 the club's existence to be too daring a goal to attempt, 
 the plan once made will carry itself to a successful end. 
 
 1 On page 23 below will be found a poem which is not generally accessible, 
 but which lends itself excellently to declamation. 
 
 10 
 
The Teaching of German Conversation 
 
 Students will work harder to get ready for a play, and will 
 do more competitive work to get on the cast of it, than 
 they will for any other one aim. 
 
 There follow a few games which are suggested as helpful 
 for conversational purposes, both in classroom and in Ger- 
 man club, and certain of the most popular German songs. 
 
 After a class has learned the strong declension of 
 nouns, the following game might profitably be played 
 in a review lesson, to relieve the monotony of classroom 
 drill. It will afford practice in pronunciation and imper- 
 ceptibly impress upon the learner's mind the gender of 
 the new words. 
 
 The teacher might begin by saying : 
 
 „SSir ttjotten nun cin neue^ ©pie( lernen; e^ f)ei6t: ^offcr= 
 pacfen. grdulein 33, tva^ Wolkn @ie in 3()ren Coffer pocfen ?" 
 
 grdulein ^. ,,^'m ©emdlbe." 
 
 Se{)rer. „®ut; nun, ^err 9^, in 3f)ren Coffer miiffen ©ie 
 ba^felbe unb fonft nod) cttva^ pacfen." 
 
 ^err 9^. „C5in ®emd(be unb cincn 5IpfeI." 
 
 ©tubent 9Zo. 3. ,,©in ®emd(be, cinen ^pfel unb einen 
 ©pQten." 
 
 ©tubent 9?o. 4. „(^xn ©erndtbe, einen 5(pfet, einen ©paten 
 unb cin ^cft." 
 
 ©tubent 9^0. 5. „@in ©emdlbe, einen 5(pfe(, einen <Bpatcn, 
 ein §cft unb einen 9?ocf." 
 
 ©tubent 9^0. 6. „(i\n ®emd(be, einen 5lpfe(, einen ©paten, 
 ein i^^eft, einen 9Rod unb eine 9J?aui^." 
 
 II 
 
The Teaching of German Conversation 
 
 ©tubent 9^0. 7. „(£in ®emd(be, einen 5(pfe(, einen (Spaten, 
 ein $eft, einen 9^odE, eine Wan§ unb einen 3Surm." Etc. 
 
 If a student forgets the next word in order, he should 
 lose his turn. 
 
 After the adjectives have been mastered the game can 
 be made more profitable as well as more entertaining by 
 prefixing adjectives to each noun, and alternately using 
 the definite article, the indefinite article, and numerals 
 with or without articles ; for instance, (£ine fette @an^, ^tvd 
 fc^toar^e SJ^dufe, einen frummen <Btod, ben uralten ^dfig, bie 
 intereffanten ©iic^er unb ^e^n hianU D^abeln. 
 
 Still more variety can be secured by using the demon- 
 strative and possessive adjectives with the nouns. 
 
 When students are beginning to learn to tell time the 
 following game helps them gain fluency and accuracy in 
 understanding and expressing certain German idioms. 
 The game may be played in two ways. By the first method 
 some member of the class is asked to put on the board 
 any expression of time ; as, for instance, 8.30 a.m., 
 2.15 P.M., 12 (midnight), 6.30 a.m. The teacher should 
 turn away and not see what the student has written. After 
 every member of the class has seen the expression on the 
 board, it should be erased. 
 
 Then the teacher begins to ask questions, to find out 
 what time of day or night the students have in mind. 
 Suppose that the time was 6.17 a.m. The teacher asks 
 questions and receives answers somewhat as follows : 
 
The Teaching of German Conversation 
 
 „3ft e^ m^ bem aJiittag^effen ?" „^t'm." 
 
 ,,9Zun bann, ift e^ t)or bem Jriififtucf ?" ,,3a." 
 
 „3ft e^ ba(b nac§ 9J^itternad)t ?" „9^ein." 
 
 „Sft e^ fe()r lange uorm gru[)ftucf ?'- „9lid)t fe()r." 
 
 „Sft e^ bann Uor fed)<S U^r?" „9^ein." 
 
 „(5pdter al^3 ^alb fiebcn ?" ,,9f?cin." 
 
 („5I()o 5n)t]d}en fcd)^ unb f)a(6 fieben.") 
 
 „3ft e^ ein ^iertel nad) fec^^, ober ein 35iertc( auf fieben ?" 
 
 „©pdter a^5 biefe Qeit ?" ,,3a." 
 
 („5(I|o 3tt)i)d)en G.lo unb 6.30.") 
 
 „3ft e^ StiJan^tg 9J?inuten nad) fec^^?" „9^ein." 
 
 „(Spater a(i^ G.20?'' „92cin." 
 
 {„m\o 5tt)i]d)en 6.15 unb 6.20.") 
 
 „Sft e§ uicaeid)t fed)<3 Uf)r adjtjeljn ?" „9^ein." 
 
 „@ed)^ \\{)x neun5e()n?" „9^ein." 
 
 „9^un bann, bod) ftc^er fedi^ Ut)r fcc^5ef)n ?" „9^ein." 
 
 „^ann mnf] 0(3 fec^^J U()r [teb5et)n fein." „Sa !" 
 
 In this first method students are comparatively passive ; 
 they are growing accustomed to hearing the time-idioms. 
 After the game has been played in this way several times 
 the second method may be tried. According to this method 
 there is a contest between the two sides of the class, and it 
 often pleases students to have a score-keeper appointed to 
 see which side is the most successful for a week. First 
 the teacher should select a time of day or night and have 
 the class try to find out what time he is thinking of. He 
 should call for volunteers to state questions, and then have 
 pupils, first on the right and then on the left side of the 
 class, take their turn asking these questions. 
 
 13 
 
The Teaching of German Conversation 
 
 SStele ^anbe madden balb ein (Snbe. Many hands make light 
 
 work. 
 9}?orgenftunbe Ijat (SJolb int SJ^unbe. The early bird catches 
 
 the first worm. 
 (£g ift ntd)t a((e§ ®o(b, tt)a^ G^cin^t. All that glitters is not 
 
 gold, 
 ^er 9}^enfd) ben!t, ®ott (enft. Man proposes, God disposes, 
 ^eine D^ofe of)ne S)orn. No rose without a thorn, 
 lu^ ben ^lugen, au^ bem (Sinn. Out of sight, out of mind. 
 5lu^ bem Df^egen in bie ^raufe. Out of the frying-pan into 
 
 the fire. 
 SJ^an mu^ ha§> (Sifen fc^mieben, tuenn e§ toarm ift. Strike 
 
 while the iron is hot. 
 fitter ^nfang ift fc^trer. It's the first step that counts. 
 @i(e mit SBeile. Make haste slowly. 
 SSo Xauben finb, fliegen Xauben gu. Nothing succeeds like 
 
 success. 
 9f?eben ift @i(6er, ©c^treigen ift @o(b. Speech is silver, 
 
 silence is gold, 
 ^unger ift ber befte ^oc^. Hunger is the best sauce, 
 iibung mad^t ben TM\kv. Practice makes perfect. 
 9^eue 33efen fet)ren gut. A new broom sweeps clean. 
 ®(eic^ unb g(eid) gefeUt ftdE) gern. Birds of a feather flock 
 
 together. 
 9^ot ift bie 9}?utter ber (Srfinbung. Necessity is the mother 
 
 of invention, 
 grifc^ gett)agt, ift f)alb getuonncn. Boldly begun is half won. 
 ©^rlic^ tt)dt)rt am (dngften. Honesty is the best policy. 
 
 14 
 
 1 
 
The Teaching of German Conversation 
 
 3Bi(Icniofraft3Segc fdjafft. Where there's a will, there's a way. 
 3Ber gule^t iad^t, Iad)t am beften. He laughs best who 
 
 laughs last, 
 ^odjnuit fomnit uor bem gall. Pride comes before a fall. 
 "iSkk ^od)e Derberben ben S3rei. Many cooks spoil the broth. 
 9fiaft' id), roft' id). It is better to wear out than to rust out. 
 (SJebanfen finb jodfrei. Thoughts are free. 
 (Sine SdjiDalbe madjt nod) fcincn (Bommer. One swallow 
 
 does not make a summer. 
 
 Proverb Game 
 
 Each proverb of the preceding list should be cut in two 
 and the parts written on separate blank playing cards. 
 For instance : 
 
 e^ ift nid)t alle^ 
 
 ®o(b toa^ gtan^t 
 
 The players sit in a ring. After all cards are shuffled and 
 dealt, each person in turn draws a card from his right- 
 hand neighbor. Whoever finds two cards containing the 
 parts of the same proverb has a set and lays it aside. The 
 one finding the most sets wins the game. This furnishes 
 an incentive to memorize the proverbs. 
 
 <Summ 
 
 A German way of playing the old-fashioned English 
 game of " Buzz." This should be one of the first games 
 to play, as it is very easy and gives students confidence in 
 pronouncing the foreign words ; it also teaches them the 
 numerals in a way not to be easily forgotten. 
 
 15 
 
The Teaching of German Conversation 
 
 Players sit in a circle and count in turn from i to lOO. 
 The one whose turn it is to say a number containing the 
 figure seven (7, 17, 27, or 37, etc.), or the quantity seven 
 (7, 14, 21, 28, 35, etc.), must say instead „(Summ.'' Who- 
 ever makes a mistake must suffer one of the following 
 penalties : sit on the piano stool till the next mistake is 
 made ; pay a forfeit, to be redeemed later by singing a 
 German song ; or introduce his right-hand neighbor to 
 the leader of the game, using the German form of intro- 
 duction : ,,grauletn 51, ic^ ftelle Sf)nen §errn ^ Dor." 
 Or, ,,grdulein S, eriauben ©ie mtr, S^nen §errn ® tjor- 
 guftellen." Reply: „(£^ freut mid), @ie fennen 5U lernen." 
 Or, „(Set)r angenef)m, Sf)re 33efannlf(^aft gu moc^en," and 
 so forth. 
 
 Sanb ^ ^ ^, ^ 
 
 x^Iefant'— ^Tger— Seo^arb'— $ferb— ^iif)— ^aI6— Dd)^3 
 — @fel — C^unb — Mie — Qiege — 9)^aii^— 5(ffe— 3Soif ^ 
 9?atte — 3efca — Giraffe — Sotre — ^antf)er — Siber — 
 Wanltkv — guo)^ — Suc^^ — 33dr — Sa'guar. 
 
 Suft 
 
 — £onbor — ^alfe — dule — ^udud — ©pe^t — 
 ^^JBtage— 9]abe— gin!e--S6i^— ^olibri— 2)roffer 
 ^HP^^Sqltbalbe — ^aube — ^uf)n — ©(fter — £erd;e — 
 ^M!]o — ;:>t adjtigatl — ^ana'rienDogel — ©lord) — ©olbammer 
 
 1 The meanings of all words in this and the following games are given in the 
 vocabulary at the end of this pamphlet. 
 
 16 
 
The Teaching of German Conversation 
 
 SSaffer 
 
 SSoIfifc^ — (Seef)unb — Slrof obiC — @cf)i(bfr5te — ^'^unimer 
 
 — (Bd)\van — (Snte — ®an^ — ^eUfan' — grofd) — Slreb^ 
 
 — 9J?aififrf) — §aififd) — ©c^eafifrf) — gifrf)otter — ©aim 
 —4^ed}t—Sutte— Bering— 5(a( — ^arpfen — ©arbet'le — 
 S3acI)iorc[Ie — Slabeljau — 5(uftcr. 
 
 How to play 8anb, Suft, SSaffct 
 
 This game is played like " Beast, Bird, and Fish." One 
 person stands in the center of a ring of players, points to 
 a player, and says one of the three words, Sanb or Suft or 
 SBaj'fcr. Then he counts as rapidly as may be, ein^, ^mi, 
 brei, Dicr, fiinf, fed)§, ficben, ad% neun, 5et)n. Before 3et)n is 
 uttered the player designated must name (with the proper 
 form of the definite article prefixed) a creature of the land, 
 air, or water, depending on which is called for. 
 
 If 5c()n is uttered before the player responds properly, 
 he in turn must be " it"; that is, he must exchange places 
 with the one in the center of the ring. Unless students 
 have already had drill on the names of beasts, birds, and 
 fishes, it will be advisable to give each one a list of them 
 the first time the game is played. 
 
 How to play S^tcrquartctt, S^ogclquattctt, 
 and ^flanscnquartett 
 
 Each game consists of twelve sets, or books, of four 
 cards each. The teacher must procure library cards which 
 are as stout as possible, and for each game make his own 
 
 17 
 
The Teaching of German Conversation 
 
 deck of forty-eight cards. Each of the twelve sets must 
 be copied four times ; for example : 
 
 III.3Bieberfduer 
 
 III.2Bieberfduer 
 
 III.2Bieberfaucr 
 
 III.SBieberfduer 
 
 ber ©benen 
 
 ber ®benen 
 
 ber (Sbenen 
 
 ber ©benen 
 
 3)er D^g 
 
 ®er SBifent 
 
 Sag darnel 
 
 2)te ©traffe 
 
 Xex m\ent 
 
 2)er Dc^g 
 
 2)er Dc^g 
 
 2)er Dc^a 
 
 2)a§ Mantel 
 
 3)ag darnel 
 
 2)er SBifent 
 
 2)er SBtfent 
 
 2)ie ©iraffe 
 
 S)te ©iraffe 
 
 2)ie ©iraffe 
 
 2)a^ 5lamel 
 
 Remember that the ?iame of each card is at the top 
 (below the group-heading) in large letters, and by this 
 name only can the card be asked for. The names in smaller 
 letters serve only to show what cards form that set or book. 
 
 Shuffle and deal. The person to the left of the dealer 
 calls for any card he may need to complete a set of which 
 he already holds one. He continues to call for cards until 
 he misses. Then the next player on his left calls in like 
 manner until he misses ; and so on, until all the cards have 
 been called for and formed into sets or books. The player 
 having most books wins the game. 
 
 As the purpose of these games is to encourage German 
 conversation, any one who asks a question in English 
 forfeits a card. Any one who calls for a card which he 
 already holds in his own hand forfeits the card to the one 
 of whom he asks it. 
 
 Expressions useful in playing these games are : ,,grdU' 
 lein 33, bitte, geben @ie mix ben ZiQa." ,,(5^ tut mtr (eib, aber 
 ic^ fann tf)n S^nen ntd)t geben." „^tvx 9^, toollen ©ie mtr 
 gefdlltgft ha^ 9lenntter reid)en?" ,,3c^ bebaure unenblid) ; 
 erften^ \)aht id) !ein 9f?enntier; gtueiten^ fonnte id) ein fo 
 fd^lpere^ ^ier nid)i gut reid)en." „grdu(ein dc, feien ©ie fo 
 
 I 
 
The Teaching of German Conversation 
 
 gut unb geOen ©ie mir ben 2Bo(f." „Tlxt bem grdgten ^er* 
 gniigen." „§err ^8, tDoUen ®ie mir ben 8pinnenaffen gebcn ?" 
 „3att)o{)(, |)err ^, fe()r gemc." „C)l), id) ()abe ein Ouartett !" 
 „<Sie finb ein ®(uc!^t3oge( unb ic^ ein ^edjUogel." 
 
 S^terquartett 
 
 I. 2lffenart 
 
 1. ^er ©d)impanfe 
 
 2. !5)er ^a))ian 
 
 3. ®cr aJtagot 
 
 4. 2)er ^pinnenaffe 
 
 II. 2Bieberfauer ber Serge 
 *^ 1. ^ie Siege 
 / 2. ^a^ (Sd)af 
 ^ S. S)ie (SJemfe 
 4. S^er 3a! 
 
 III. SBieberfduer ber (Sbenen 
 •^ 1. ^er Dd)^ 
 
 2. 2)er SBifent 
 
 3. !5)a^ Slamel 
 
 4. 2)ie ©iraffe 
 
 IV. ^irfc^art 
 
 1. 2)a^ (Slenticr 
 
 2. 2)a^ D^enntier 
 
 3. !5)a^ 2)amtt)ilb 
 t, 4. 2)a§ 9^e{) 
 
 V. «pferbeart 
 A, 2)er efe( 
 
 2. 2)a^ 3ebra 
 
 3. ^er ^apir 
 
 4. ^a^ 9if)ino5ero^ 
 
 VI. 2Sajjer=©dugetiere 
 
 1. 2)er SSalfifd) 
 
 2. !4)a^ 3}^ecrfd)tDein 
 
 3. !Der <Seef)unb 
 
 4. 2)Qg $;?i(pferb 
 
 VII. 3Btefelart 
 
 1. ^CX Slti^ 
 
 2. !Der 9J?arber 
 
 3. 2)a^ |)erme(in^ 
 
 4. !Der 2)a(^^ 
 
 VIII. S3aren= unb ^unbeart 
 
 1. !5)er SSoIf 
 
 2. 2)er gud)^ 
 
 3. 2)a^ SSinbfpiel 
 1/ 4. 5)er (Si^bdr 
 
 * 3)cr <Pcl3 biefcg liereS ^ci6t bet ^etmelinl 
 
 A teacher who prefers to avoid the complication of this footnote may substitute bet 
 Biclfrofe or ber 3obcI for bai ^etmelin. 
 
 19 
 
The Teaching of German Conversation 
 
 IX. 5la^enart 
 
 1. S)er Sotre 
 
 2. 2)er Sttger 
 
 3. ^er £eo|)arb ober 
 
 ^antt)er 
 
 4. 3)er Suc^^ 
 
 X. ^leinere ?iagetiere 
 
 2. ^ie 9^atte 
 
 3. S)a<3 ®id)t)ornc^en 
 
 4. ^er ^amfter 
 
 XI. ©rb^ere S'iagetiere 
 
 1. 3)er §afe 
 
 2. ®a§ taninc^en 
 
 3. 3)a^ SO^urmeltier 
 
 4. ^er S3iber 
 
 XII. Snfeftenfrefjcr 
 
 1. ^er Sgel 
 
 2. 3)er 3J?aurtDurf 
 
 3. ^ie ©pil^mau^ 
 
 4. ®ie gtebermaug 
 
 SSiJgelquartctt 
 
 I. Xag=3flaub»ogel 
 
 1. !^er 5lbler 
 
 2. ^er (SJeter 
 
 3. ^er galfe 
 
 4. !^er SSei^e 
 
 II. ^Uad^t^Stauboogel ober ®ulcn 
 
 1. ^er Uf)U 
 
 2. 2)aa ^du5($en 
 
 3. ^ie (Scf)leier^@ule 
 
 4. !4)te 2BaIb^Di)reuIe 
 
 III. i^lettertjogel 
 "^ 1. 2)er ^apagei 
 
 2. ^er ^afabu 
 
 3. S)er ^udutf 
 
 4. SDer ©pec^t 
 
 IV. ©ingvogel 
 
 1. ^ie D^ac^tigaa 
 
 2. S)ie Sercf)e 
 
 3. ®a^ 9iot!e^rcf)en 
 
 4. S)er 2)iftetfin! 
 
 V. Zanben 
 
 1. 2)te ^au^taube 
 
 2. ®te ^ingeltaube 
 
 3. S)ie Sad^taube 
 
 4. 2)ie ^urteltaube 
 
 VI. §u^ner 
 
 1. ®er Xrutf)a^n ober 
 
 ^utcr 
 
 2. 5)er ^^fau 
 
 3. ^a§ ^augfju^n 
 
 4. 2)a^ ^^ebf)ul)n 
 
I 
 
 The Teaching of German Conversation 
 
 VII. Saufpbgel 
 
 1. ^er ©traug 
 
 2. 2)er Slafuar 
 
 3. 2)er (Smu 
 
 4. ^er ©c^nepfenftrauj 
 
 VIII. ©untpfoogcl 
 
 1. ':Der ^ranic^ 
 
 2. ^cr ©torc^ 
 
 3. ^er ^Reitjer 
 
 4. 2)er Sbi^ 
 
 IX. ©eeoogel 
 
 1. ^ie 9}^ott)e 
 
 2. 2)er ^elifan 
 
 3. 2)er (Sturmtjogel 
 
 4. S)er £iebi^ 
 
 X. ©tanbDogel 
 
 1. 2)er ©perling 
 
 2. SDer S^unfonifi 
 
 3. 2)ie @o(bammer 
 
 4. !Der 9ia6e 
 
 XI. 2anb=3w9»09el 
 
 1. 2)ie (SdjlDQlbe 
 
 2. :Die 5lmfel 
 
 3. ^er 2Biebe^o|)f 
 
 4. 2)ie ^rd()e 
 
 XII. aBaffer^BugDogel 
 
 1. !iDie iDifbe (5Jan^ 
 
 2. ^ie tt)i(be (Snte 
 
 3. ^er (Sd)iDan 
 
 4. ^er glamingo 
 
 ^ftatt^enquartctt 
 
 I. SCalbblumcn 
 
 1. ^er 3ier(id)e SBalbmei- 
 
 ftcr 
 
 2. ^ie njtibe 9?ofe 
 
 3. jDq^ 6(aue Smmergriin 
 
 4. S)er eble ©njian 
 
 II. ^elbblumcn 
 
 1. ^ie fc^dblid)e ^ornrabe 
 
 2. !I)ie !ried)enbe 5(c!er= 
 
 itjinbe 
 
 3. ^ie gelbe 33utter6(ume 
 
 4. jDte fc^one ^ornblume 
 
 III. ©artcnblumen 
 
 1. '^k I)errlidje Silie 
 
 2. S)ie bunte 5(fter 
 
 3. ^a^ reijenbe ©ticfmiitter^ 
 
 4. !3)ie tt)of)(ried)enbe 9^elfe 
 
 IV. Sltjncipflanjcn 
 
 1. ^a^ narfotifrf)e 33itterfu6 
 
 2. 3)a^^ i^(dnbi|d)e 9}?oog 
 
 3. !4)ie fc^meraftiUenbe ^fef* 
 
 ferminje 
 
 4. S)ie aromati)d)e ^amitlc 
 
The Teaching of German Conversation 
 
 V. ©iftpflanjen 
 
 1. ^ie gemcine XoKfirfc^e 
 
 2. 2)er tdb(icf)e (Sc^terling 
 
 3. ^er tt)af)re (Sifenljut 
 
 4. 2)er Jjrddjtlge Tlol)n 
 
 VI. 3ierftrduc^er 
 
 1. !Der buftenbe glieber 
 
 (©fringe) 
 
 2. ^ag befannte ©eifeblatt 
 
 3. jDer beliebte (Sd)neebatl' 
 
 ftraud^ 
 
 4. !Der fleinbliitige SBei^born 
 
 VII. 5«uMtrauc^er 
 
 1. ^er ftad)elige 3Sac^oIber 
 
 2. ^er niiglidje §oIunber= 
 
 ftraud) 
 
 3. "^k biegfame ^orbttjeibe 
 
 4. ^er mebigtmfdje (Sd)let)en= 
 
 ftraud) 
 
 VIII. iBecrenobft 
 
 1. ^te gemiir^ige ©rbbeere 
 
 2. !^ie rote ^imbcere 
 
 3. ^ie fdin^ar^e 3ot)anni!§' 
 
 beere 
 
 4. !i[)ie fafttge (Bta^etbeere 
 
 IX. SCBalbbdume 
 
 1. ^ie ftorfe (Sidje 
 
 2. ^ie ftattlic^e 33uc^e 
 
 3. ^ie fd)attige £inbe 
 
 4. ^ie ^ot)e ^anne 
 
 X. Dbftbdumc 
 
 1. ^er tt)eitt)erbreitete %p\tU 
 
 baum 
 
 2. ^er (angtebige S3irn* 
 
 baum 
 
 3. ^er frud)tbare ^irfdjen- 
 
 baum 
 
 4. ^er niebrtge ^Iprifofen- 
 
 baum 
 
 XI. ©etrcibc 
 
 1. ^tx SKei^en 
 
 2. 2)er D^oggen 
 
 3. ^er ^afer 
 
 4. !5)ie (55erfte 
 
 XII. ©emiifc 
 
 1. ^er ©pinat 
 
 2. ^ie ^o{)ne 
 
 3. 2)ie erbfe 
 
 4. ^er ^lumenfo^t 
 
 22 
 
The Teaching of German Conversation 
 
 2>ic mn\it fomnit 
 
 1. ^(tngling, bumbum unb tfdjingbaba, 
 Qkt)t tm ^rtumpf) ber ^erfer)d)al) ? 
 
 Unb urn bie Scfe braufenb bridjt'!^ 
 SBie Stubaton beg SSeltgeriditg, 
 S5oran ber (Scf)ellentrdger. 
 
 2. S3rumbrum, bag grofee S3ombarbon, 
 ^er 33ecfenfd)(ag, bag ^elifon, 
 
 ^ie ^iffolo, ber 3tnfenift, 
 2)ie ^iirfentrommel, ber glotift, 
 
 Unb bann ber ^erre ^auptmann. 
 
 3. !5)er ^auptmann nat)t mit ftol^em @inn, 
 S)ie (Sd^u|)penfetten unterm ^inn, 
 
 !5)ie (5d)drpe fc^niirt ben fd)(anfen Seib, 
 S3eim 3^"^ • ^ci*^ M"^ f^^n Qeitoertreib ; 
 Unb bann bie ^erren Seutnantg. 
 
 4. Qtvei Seutnantg, rofenrot unb braun, 
 ^ie ga^ne frf)u^en fie a(g 3^""r 
 
 ^ic 5a()nc fommt, ben §ut nimm ah, 
 
 S)er ftnb tuir treu big an ha^ (^tab ! 
 
 Unb bann bie ©renabiere. 
 
 5. jDer ©renabier in ftrammem ^ritt, 
 3n ediritt unb Xritt unb ^ritt unb @rf)ritt, 
 '^a^ ftampft unb hibtjixt unb flappt unb flirrt, 
 fiaternenglag unb genfter flirrt, 
 
 Unb bann bie fleinen 3}Mbc^cn. 
 
 «3 
 
The Teaching of German Conversation 
 
 6. !J)ie Tlab6^m aUe, ^opf an ^opf, 
 '^a^ 5(uge b(au unb btonb ber 3opf, 
 5Iu^ Zixx unb Xor unb |)of unb $au^ 
 @d)aut 9J?tne, Xrine, ©tine au^ ; 
 
 SSorbei ift bie Wn)ik. 
 
 7. ^(ingling, tfd)ingtfd)ing unb ^aufenfrac^, 
 ^06) an§ ber gerne tout e^ fc^mac^, 
 
 (55an5 ^^^f^ bumbumbumbum tfd)ing ; 
 3og ba ein bunter (Sd^metterttng, 
 
 Stf(^ingt)d^ing, bum, urn bie @cte ? 
 
 24 
 
The Teaching of German Conversation 
 
 Sangfam. gfticbric^ ffllfltf, 1814. 
 
 ^ 
 
 
 ^ 
 
 ^ 
 
 ? 
 
 X) ^ "■= • — ^. • -^ — * # ^ 
 
 1. S« ei = nem fu^ = Ien ©run = be, ba ge^t cin aWu§=lcn= 
 
 Lft 
 
 ^^ 
 
 s 
 
 ^ i ^ li ^ d d 
 
 rab, tnein' Sieb s fte ift t)er=fcl}n)uii = bea, bie 
 
 ^^^ 
 
 bort ge = n)Ol^=net ^at; mein' iJicb = fte ift ocr= 
 
 tt 
 
 » 
 
 I 
 
 K-^ 
 
 fc^roun = ben, bie bort ge = n)o^ = net ^at. 
 
 2. ©ie f)ai mir Xreu' oerjproc^en, gab mir ein diinQ babei, fie ^at 
 bie 3:reu' gebroc^en, mein SRinglein fprang entsroci. 
 
 3. ^d) mbc^t' alg ©pielmann reifen roeit in bie 9BeIt ^inauS, unb 
 fingen meine SBeifen, unb ge^n won §aug ju ^aug. 
 
 4. ^d) moc^t' al^ 9leiter fliegen roo^l in bie blut'ge ©c^Iac^t, urn ftiUe 
 iJeuer liegen im ^^elb bei bunfler 9iacf|t. 
 
 6. ^or' id^ ba^ 2Wiit)lrab gel^en : ic^ roeife nic^t, roa^ ic^ roiU — ic^ 
 mbc^t' am liebften fterben, ba roar's auf einmal ftiU ! 
 
 3ofcp^ don tti(ftenbotff, 1810. 
 
 25 
 
The Teaching of German Conversation 
 
 fiprclci 
 
 
 fiangiam 
 f) 
 
 • 
 
 
 3fncbrtci) ©tldEjcr, 1837-1839. 
 
 — . 
 
 -Ht — ^ 
 
 -^- 
 
 _^ _A-g 1!> 
 
 
 
 ^ 
 
 \]{ J 
 
 -^- 
 
 -J^^-^^f— •-J- 
 
 p_ 
 
 ^ p< r^i 1^- 
 
 v^ 
 
 >rS • 
 
 • » ij : , 
 
 • • i 4^ 
 
 M J J 1 
 
 «- 
 
 
 
 »- ^ 
 
 
 * * O' J- -^ 
 
 1. Sc^ roei^mc^t^roagfoU eg be^beu = ten, ba| ic^ jo tcau-rio 
 
 i 
 
 * 
 
 A-n- 
 
 3t=it: 
 
 :p=^ 
 
 =^ 
 
 bin 
 
 ein Wdv - d^en au^ al = ten ^ei - ten, ba^ 
 
 ij 
 
 :*: 
 
 1^ 
 
 ^ 
 
 fommt mir nic^t OiW^ bem ©inn. 2)ie Suft i[t fii^l unb e^ 
 
 i 
 
 i 
 
 s 
 
 N — ^ — ^-N 
 
 ^^ 
 
 :«* 
 
 bun = felt, unb i;u = ^ig flie^t ber 3ftl§ein; ber ®ip=fel beio S3ei;= ge§ 
 
 i 
 
 f-l'-^^-H^ ^^ 
 
 ^^^^EE 
 
 fun s felt im 21 = benb = fon = nen = fc^ein. 
 
 2. 2)ie fc^onfte ^ungfrau fi^et bort oben rounberbar, if)r golbneg 
 ©efc^meibe bli^et, fie fammt if)V golbeneg §aar. ©ie fdmmt eg mit goI= 
 benem ^amme unb fingt ein :^ieb babei ; bag f)at eine raunberfame, ge= 
 roaltige 3JieIobei. 
 
 3. 2)en ©c^iffer im fleinen ©c^iffe ergreift eg mit rcilbem 3Be^ ; er 
 
 fc^aut nirf)t bie j^elfenriffe, er fc^aut nur ^inauf in bie§o§'. ^c^ glaube, 
 
 bie 2BeUen Derfc^lingen ^m @nbe ©d^iffer unb ^a^n; unb bag ^at mit 
 
 if)rem ©ingen bie Sorelei getan. 
 
 ;&cinrid^ $einc, 1822-1823. 
 
 26 
 
The Teaching of German Conversation 
 
 S)ai^ Sicb bcr ^cutft^cn 
 
 (Dtiginol ®=a5ut.) 
 fiangfam. 
 
 3ofepft ©QHbn, 1797. 
 
 ^5 
 
 ^^^^ 
 
 ^^^ 
 
 r 2)cut[c^lanb, 25eutjc^lanb il » ber al 'ltd, ii « ber 
 \ roenn eg ftetg ju ©c^u^ unb ^rut = jc bril = ber» 
 
 m 
 
 Bt 
 
 S^ 
 
 ^ 
 
 ^ 
 
 al = leg in ber 2BeIt, 
 lic^ 3U * jam = men = pit 
 
 ;} 
 
 t)on ber 2KaaS big an bic 
 
 i 
 
 e 
 
 ;i4F=^ 
 
 ■i,_j_! ;iLzit:*Jig^ 
 
 ^?^^ 
 
 2He = mel, oon ber et[c^ bis an ben SBelt — 3)eut((^Ianb, 
 
 s 
 
 g ^j ^wm 
 
 t? 
 
 # ^ ' vF # ' gy 
 
 35eutfc^lanb it = ber ahleg, ii * ber al = leg in ber SBelt 
 
 2. 2)eutfc^e ^rauen, beutfc^e 2;reue, beutfc^er SBein unb bcutfc^er 
 6ang joUen in ber SBelt beplten i^ren alien fd^onen ^lang, uns ju ebler 
 ^at begeiftern unfer ganjeg i^eben long — |: beutjc^e §rauen, beut[cf>c 
 ^reue, beutfc^er 2Bein unb beutfc^er ©ang ! :| 
 
 3. einigfeit unb 3iec^t unb ^rei^eit fur bag beutfc^e 58aterlanb! 2)a« 
 nac^ lafet ung aUe ftreban briiberlic^ mit ^erj unb ^anb I einigfcit unb 
 3tec^t unb grei^eit finb beg ©lucfeg Unterpfanb — |: S3lu^' im ©lanje 
 biefeg ©liideg, blii^e, beutfc^eg SBaterlanb! :| 
 
 Hoffmann oon Soaet8Ie6en, 1841. 
 
 27 
 
The Teaching of German Conversation 
 
 2>cr SittbcttBaum 
 
 3Jla%xQ. 
 
 grana ©cl)u6crt, 1827. 
 
 g ^a^ ^^fefe^ j 
 
 N=1^ 
 
 --1 N I 
 
 at 
 
 ^ 
 
 ^ 
 
 1. 2lm Srun=nen Bor bent Xo = re ba fte^t ein Sin = ben= 
 
 -51— •- 
 
 #-r- 
 
 baum; ic^ trdumt' in fet = nem ©cfiat = ten 
 
 fo 
 
 « 
 
 ^?3 
 
 ^ 
 
 man = d^en fu = ^en 2;raum. ^c^ fc^nitt in jei = ne 
 
 p^Vi=^^5=r 
 
 N— , 
 
 J «^~ 
 
 — ^ s r ■ -» 
 
 — H ^ — ^ \ — « — K— 
 
 -4)^^ J. ^ *. 
 
 -^:t= 
 
 J p ■ ^ r 
 • J ^ # 
 
 9iin = be 
 
 lie = be SBort; es 
 
 :^ 
 
 >i— # 
 
 m 
 
 J^e 
 
 jog in^^reub'unb Sei = be ju i§m mic^ im=mer=fort. 
 
 2. ^c^ mu^t' auc^ fieute manbern oorbei in liefer St^ac^t, ba f)ab' id) 
 noc^ im 2)unfel bie 2lugen gugemacfit. Unb feine 3"'6i96 raufd^ten, alg 
 riefen jie mir ju: 5^omm ^er ju mir, ©efelle, ^ier finbft bu beine ^u^' ! 
 
 3. ^ie falten 3Binbe bliefen mir grab ing Slngefic^t, ber §ut flog 
 mir t)om £opfe, ic§ roenbete mic^ nirf)t. 3^un bin ic^ manege ©tunbe ent= 
 fernt »on jenem Drt, unb immer pr' ic^'g raufc^en: Xu fanbeft 3tu^e 
 bort! 
 
 2Bilt)elm ^iiUtx, 1822. 
 
 28 
 
The Teaching of German Conversation 
 
 S)cr SBirttn Xoi^ttxhin 
 
 Sctjr maStg. 58oIf8tt)ei?e. 
 
 * 
 
 m^ 
 
 m^^ 
 
 • — #■ 
 
 1. ®3 80 = gen brei Sur = fc^cn n)ol)l ii = bcr ben 
 
 i 
 
 ^^=X 
 
 • — {- • . m ^ 
 
 . J i^ 
 
 9tf)ein, bei ei = ner ^rau 35Jir = tin, ba !ef)r » ten fie 
 
 i 
 
 f- rr i i" » 
 
 :f=?c 
 
 i^l 
 
 ein, bei ei = ner %x(x\x 3Sir = tin, ba fe^r = ten fie ein. 
 
 2. „%xa\x 3Cirtin, ^at ©ie gut Sier unb SBein ? | : 2Bo ^at @ie i^r 
 fc^one^ 3:oc^tedein ?'' :| 
 
 3. „a«ein S3ier unb 28ein ift frifc^ unb !Iar. |: 2Kein Xoc^terlein licgt 
 auf ber Xotenba^r'." :| 
 
 4. Unb al^ fie traten jur 5lammer f)inein, |: ba lag fie in einem 
 fc^roarjen ©c^rein. :| 
 
 5. 2)er erfte, ber fct)Iug ben ©c^Ieier aurud |: unb fc^aute fie an mit 
 traurigem Slid: :| 
 
 6. „%^, lebteft bu nocf), bu fc^one 3Kaib ! |: Sc^ wiirbe bic^ liebcn 
 t)on biefer ^t\i." :| 
 
 7. 2)er ^roeite becfte ben ©c^Ieier ju 1: unb le^rte fi(^ ah unb roeinte 
 baju: :| 
 
 8. „%^, ba^ bu liegft auf ber XotenbafirM I: 3«^ ^ab' bic^ gclicbet 
 fo manc^eg S(i^r«" *l 
 
 9. !Der britte \)\xh i^n roieber fogleic^ |: unb !u^tc fie auf ben aWunb 
 fo bleic^: :| 
 
 10. „2)ic^ liebt' ic^ immer, bic^ lieb' ic^ noc^ ^eut i: unb rocrbe bic^ 
 lieben in ©roigfeit." :| 
 
 fiubroifl U^lanb, 1809. 
 
 29 
 
The Teaching of German Conversation 
 
 it 
 
 9l6fd)tcb 
 
 SBoIIStoeife. 
 
 #^^^E?J fefei ^ ^^ MH 
 
 ' r Tlu^ i benn, mu^ \ benn gum ©tab = te = le 'naug, 
 (^ SBenn i lomm', raenn i fomtn', rcenn i rote = brum fomtn' 
 
 i 
 
 P 
 
 :i2r-^- 
 
 wi/ 
 
 W 
 
 £t? 
 
 ^^ 
 
 ©tiib = te = le 'nau^ unb bu, tnein ©d^a^, bleibft t)ier ? ^ 
 Tt)te = brum !omm', fe^r' i ein, mein ©c^a^, bei bir. j 
 
 -/gth-^-^-fv- 
 
 fi h — K-n 
 
 ~^- 
 
 =tf=^ 
 
 =M^ 
 
 -^^l^^-J^-iv- 
 
 A-* — J — 
 
 
 # • 
 
 
 ^ann i gleic^ net all = roeil bei bir fein, l^an i 
 rit. r==- a tempo 
 
 ^ 
 
 • — ^-^ 
 
 3^ 
 
 ^ 
 
 St 
 
 N-»- 
 
 m 
 
 boc^ mein 'gteub' an Wc; toenn i tomm',n)ennt!omm',n)enni 
 
 fc^:^ 
 
 i 
 
 raiebrumIomm',n)iebrumfomm',fe^r'i ein,mein©c^a^,bei bir. 
 
 2. 2Bie bu roeinft, mie bu toeinft, ba^ i roanbere mu^, roie toenn b' 
 Sieb' je^t roar' ■Dorbei. ©inb an brau^, ftnb au braug ber 2JiabeIe oiel, 
 lieber ©d^a^, i bleib' bir treu. XenV bu net, roenn i en anbere fe^', no 
 fei mein' Sieb' corbei; finb au brau^ ufro. 
 
 3. libera '^af)x, libera ^af)v, roenn me 3:raubele jc^neibt, fteU' i ^ier 
 mi roiebrum ein; bin i bann, bin i bann bein ©d^d^ele nod^, jo foU bie 
 Jpod^jeit fein. libera '^d^v, ba ift mein' 3eit corbei, ba g't)or' i mein unb 
 bein ; bin i bann ufro. 
 
 SBoIfSIicb. 
 
 30 
 
The Teaching of German Conversation 
 
 2)er 2^attttcn6aum 
 
 WnStfl. 
 
 ^tT^^=^} J |J-J^'- JV'J^^ 
 
 k^=^ 
 
 ±t±iz:M=zM=± 
 
 1. D 2;an=nembaum, D 2;an=ncn=baum, roie trcu finb bci = ne 
 
 i 
 
 s 
 
 1=5E 
 
 r f r 
 
 ^^ 
 
 V__LV 
 
 SIdt = ter ! 2)u griinft nic^t nur jur ©om=mcr=3eit, neiu, 
 
 ^^^ 
 
 * 
 
 * * 
 
 ? 
 
 r—y 
 
 auc^ im 2Bin = ter, toenn eg fc^neit. D Xan » ncmbaum, D 
 
 i 
 
 ^ 
 
 3t=i 
 
 Xan = nen=t)aum, roie treu finb bei » nc Slat* ter I 
 
 2. D aWagbelein, o aWagbelein, roie falfc^ ift be'n ®cmutc ! 2)u f c^rourft 
 mir 2reu' in meinem %\M, nun arm ic^ bin, ge^ft bu suriicf I D 3Jiagbe« 
 lein, 2Kdgbelein, roie falfc^ ift bein ©emiite I 
 
 3. 3)ie giac^tigaa, bie ^Wac^tigaU na^mft bu bir jum (Sjcmpel I 6ic 
 bleibt folang ber ©ommer lac^t, im ^erbft fie fic^ t)on bannen ma(^t : 
 2)ie 9?act)tigalt, bie 9?ac^tigaU na^mft bu bir jum ©jcmpel I 
 
 4. 2)er 33ac^ im %o\, ber 33ac^ im Xal ift beiner 5alf(^^eit 6picgel ! 
 (gr ftromt aUein, roenn Slegen flie^t, bei 2)iirr' er balb ben Duett ©er^ 
 f(^Iief;t : 2)er 33ac^ im Sal, ber 93ac^ im 2;al ift beiner ^alfc^^eit ©piegel ! 
 
 3' 
 
VOCABULARY 
 
 ber 3(at (-e) eel 
 
 bie $((!ertt)inbe (-n) bindweed 
 
 ber Slblcr (-) eagle 
 
 ber 2lffc (-n) monkey, ape 
 
 bie Slffcnart (-en) ape and monkey 
 kind 
 
 bie 5(mfcl (-n) ousel, blackbird 
 
 ber ^IVfctbaiim ("e) apple-tree 
 
 ber 2(^ri!o'fcu6aum (-e) apricot- 
 tree 
 
 aroma'tifl^ adj. aromatic 
 
 bie ^Irsttci'pflattje (-n) medicinal 
 plant 
 
 bie 5lftcr (-n) aster 
 
 bie 5(uftcr (-n) oyster 
 
 bie Sad^forcttc (-n) brook trout 
 
 ber Siir (-en) bear 
 
 bag S3ccrett06ft berries 
 
 befnttttt' adj. familiar, well-known 
 
 BcUcW adj. popular 
 
 ber S3crg (-e) mountain 
 
 ber 23ibcr (-) beaver 
 
 biegfdltt adj. pliant, flexible 
 
 ber SBirnbaum (^e) pear-tree 
 
 bag Sitterfii^ (-e) bitter-sweet 
 
 Btatt adj. blue 
 
 ber SBhtmettfo^I cauliflower 
 
 bie S5o^nc (-n) bean 
 
 bie S5U(^C (-n) beech 
 
 bunt adj. gay-colored, variegated 
 
 bie S3uttC (-n) flounder 
 
 bie S3utterlJtumc (-n) buttercup 
 
 ber ^aj^§ (-e) badger 
 
 bag ^ammilb fallow deer 
 
 ber ^iftctfinf (-en) goldfinch 
 
 bie ^roffcl (-n) thrush 
 
 bttftCttb adj. fragrant 
 
 bie (£6cnc (-n) plain 
 
 Cbcl adj. noble 
 
 bie @tC^C (-n) oak 
 
 bag @it^prn(^en (-) squirrel 
 
 ber (Ji^bar (-en) polar bear 
 
 ber (Sifctt^ut (''e) monkshood, 
 
 aconite 
 ber @(efant' (-en) elephant 
 bag (J'Icntier {second e not obsacre] 
 
 (-e) elk ( = American moose, not 
 
 American "elk") 
 bie @(ftcr (-n) magpie 
 ber Gmu (-g) emu 
 bie @ntc (-n) duck 
 ber (£tt'5tatt (-e) gentian 
 bie @r6fc (-n) pea 
 bie ©rbbccrc (-n) strawberry 
 ber @fcl (-) donkey 
 bie @ulc (-n) owl 
 ber ^alfc (-n) falcon 
 bie ^clbblumc (-n) field flower 
 
 32 
 
Vocabulary 
 
 ber ^infe (-n) finch 
 
 bie ^ifi^otter (-n) otter 
 
 ber ^lamin'go [sotmd the g] (-g) 
 
 flamingo 
 bie ^(cbcrmau^ Ce) bat 
 ber ^'Hcbcr (-) lilac 
 ber J^roft^ ('e) frog 
 fnit^tbar adj. fruitful 
 ber gfuc^^ (''e) fox 
 bie @an§ (*e) goose 
 bie ©flrtcnblumc (-n) garden 
 
 flower 
 
 ber @cicr (-) vulture 
 
 ba^ ©ci^blatt ("er) honeysuckle 
 
 (jclb ^<{)'. yellow 
 
 gcmcin' adj. common 
 
 bie @cmfe (-n) chamois 
 
 ba^ ©cmii'fe (-) vegetable, vege- 
 tables 
 
 bie ©crftc barley 
 
 ba^ ©Ctrci'be (-) grain, cereals 
 
 gettiitr'^ig adj. spicy 
 
 bie 6)ift|iflanje (-n) poisonous 
 plant 
 
 bie ©iraf'fc (-n) giraffe 
 
 bie ©olbammcr (-n) yellow- 
 hammer 
 
 gro^ adj. (grower, am grb^ten) 
 large 
 
 ber ^afcr oats 
 
 ber ^oififf^ (-e) shark 
 
 ber ^omftcr (-) hamster (practi- 
 cally a good-sized gopher) 
 
 ber ^ofe (-n) hare 
 
 bag ^au^^u^n (""er) domestic fowl 
 
 bie ^au^toube (-n) domestic 
 
 pigeon 
 ber ^cc^t (-C) pike 
 ^i^en (ie, ie) intr. the name of ... is 
 ber Bering (-e) herring 
 
 bad {beast) or ber {fur) ^ttVMXxof 
 
 (-e) ermine, stoat 
 l^err(t(^ adj. splendid 
 bie ^imbeere (-n) raspberry 
 bie ^irfc^art (-en) deer kind 
 1)0C^ (fjo^er, am pc^ften) high, tall 
 ber ^olun'bcrftroud^ (""e or ^er) 
 
 elder 
 bag ^u^tt e'er) fowl, hen, bird of 
 
 the hen type 
 bie Rummer (-n) lobster 
 ber ^wnb (-e) dog 
 bie ^unbcart (-en) dog kind 
 ber Sbig (-fe) ibis 
 ber 3[ger (-) hedgehog 
 ber ^(tiS (-fe) polecat (not skunk, 
 
 but a dry-land mink) 
 bad l^mmergriiit (-e) periwinkle 
 ber 3infertenfrcffcr(-) insect-eater, 
 
 insectivorous beast 
 ti^'Ianbtfcl^ adj. Iceland-, Icelandic 
 ber ^a'guar (-c) jaguar 
 ber 3ttf (-d) yak 
 bie ^o^an'niiSbeere (-n) currant 
 ber ^o'bcljttu (-c or-i) codfish 
 ber ^a'fabu (-d) cockatoo 
 
 33 
 
Vocabulary 
 
 bag ^oI6 f er) calf 
 
 bag darnel' (-e) camel 
 
 bie ^amil'Ie (-n) camomile 
 
 ber ^ana'ricnt)ogc( \_sound i and e 
 
 separately] (^) canary bird 
 bag ^anttt't^Ctt (-) rabbit 
 ber ^ar^fcn (-) carp 
 ber ^afuar' (-e) cassowary 
 bie ^a^c (-n) cat 
 bie ^a^cnart (-en) cat kind 
 bag ^aujt^Ctt (-) little barn-owl 
 ber ^tc6i<? (-e) pewit, plover 
 ber ^irfd^cnbaunt (""e) cherry-tree 
 Jttcin adj. small 
 
 nein6lutt0 adj. small-blossomed 
 ber ^lettertiogcl H climber 
 ber ^o'libri (-g) humming-bird 
 ber ^ott'bor (-e) condor 
 bie ^or^ttieibe (-n) basket-willow, 
 
 osier 
 bie ^ornblume (-n) corn-flower, 
 
 blue-bottle, bachelor's-button 
 bie ^ornrabe (-n) com-cockle 
 bie ^rfi^c (-n) crow 
 ber ^ranit^ (-e) crane 
 ber ^re6§ (-e) crab 
 !riC(i)Ctt (0,0) intr. creep 
 bag ^rofobil' (-e) crocodile 
 ber ^tttfttrf (-e) cuckoo 
 bie ^tt^ (""e) cow 
 bie fittt^tttttbc (-n) collared dove, 
 
 Barbary dove 
 bag fianb (*er) land 
 
 langlcbig adj. long-lived 
 
 ber Sauftiogel ("") running bird, 
 
 bird of the ostrich type 
 berfico^arb' (-e or-tx\) leopard 
 bie ficri^c (-n) lark 
 
 bie fiibcl'lc (-n) dragon-fly 
 
 bie fiilic \_sound i and e separately'^ 
 (-n) lily 
 
 bie fiittbc (-n) linden 
 
 ber fiijwc (-n) lion 
 
 ber 2uj^^ (-e) lynx 
 
 bie fiuft re) air 
 
 ber ^a'got (-e) Barbary ape, 
 Gibraltar monkey 
 
 ber 9Jlaiftf(^ (-e) shad 
 
 ber SJlarbcr (-) marten 
 
 bag aWauIttcr (-e) mule 
 
 ber SD^autwurf (''e) mole 
 
 bie 9Jittu§ ("e) mouse 
 
 mcbiji'ttif (^ adj. medicinal, medical 
 
 bag 9)Jccrfc^tticin (-e) porpoise 
 
 bie 9JZcifc (-n) titmouse, tomtit 
 
 ber ajloijn (-e) poppy, poppies 
 
 bag ^00i§ (-c) moss 
 
 bie Wotot (-n) gull 
 
 bag SSlVLXmtMxtX (-e) marmot (Eu- 
 ropean woodchuck) 
 
 bie 9?aci)t (^e) night 
 
 bie 9?at^ttgtttt (-en) nightingale 
 
 bag 9Jagetier (-e) rodent 
 
 narfo'tift^ adj. narcotic 
 bie 9ic(fc (-n) pink 
 nicbrig adj. low, lowly 
 
 34 
 
Vocabulary 
 
 ba^ 92n^>fcrb (-e) hippopotamus 
 
 nuljlic^ adj. useful 
 
 ber 9?ttljftrourf) ("e or ^cr) useful 
 
 shrub 
 ber Cbftbaum C'e) fruit-tree 
 ber Dcf)^ (-en) ox 
 ber !|Sont^cr (-) panther, leopard 
 
 (not the American " panther ") 
 ber <(§apagct' (-en) parrot 
 ber ^a'Dtan (-e) baboon 
 ber *|Sclifan' (-e) pelican 
 ber *4?cl5 (-e) fur 
 ber ^fau (-en) peacock 
 bie ^fcffcrmin'se peppermint 
 ba^ ^fcrb (-e) horse 
 bie ^fcrbcart (-en) horse kind 
 bie ^flailjc (-n) plant 
 ^rdd^tin adj. splendid, magnificent 
 ber filter (-) turkey 
 ber JHabc (-n) raven 
 bie JRattc (-n) rat 
 ber JRaubttogcI C) bird of prey 
 ba^ 9i^b^uljtt e'er) partridge 
 bag Oic^ (-e) roe (very small deer) 
 ber 9?ci^cr (-) heron 
 rcijcnb adj. charming 
 bag JHcnnticr (-e) reindeer 
 bag JJiljiito'jcrog (-fe) rhinoceros 
 bie JRingcItaubc (-n) ring-dove, 
 
 cushat 
 ber SJongcn rye 
 bie JRofc (-n) rose 
 rot adj. red 
 
 bag 92otf e^If^Ctt (-) robin redbreast 
 faftig adj. juicy 
 
 ber @a(m (-e) salmon 
 
 bie Sarbel'Ie (-n) anchovy 
 
 bag Saugetier (-e) mammal 
 
 f^dbfif^ adj. noxious 
 
 bag @(^of (-e) sheep 
 
 fc^attig adj. shady 
 
 ber ec^eUfifd) (-e) haddock 
 
 ber 8d)icr(ing (-e) hemlock (not 
 
 the tree) 
 bie ®d)tIb!rotc (-n) turtle, tortoise 
 ber @d)impon'fc (-n) chimpanzee 
 ber ©c^lclicnftrauc^ ("corner) sloe- 
 tree, blackthorn 
 bie @(^(cicr=(£u(c (-n) white owl 
 fd^merjfttUenb adj. pain-relieving 
 ber 8(^neebaQftrau(^ (*e or Hx) 
 
 guelder-rose, snowball-tree 
 ber ©(^ncpfcnftrottfe (-e, also -en) 
 
 apteryx 
 f(^Bn adj. beautiful 
 bie ®rf|tt>olbc-(-n) swallow 
 ber @(^llian C'e) swan 
 ft^Warj adj. black 
 ber ©cc^unb (-e) seal 
 ber Seetiogel (') sea-bird 
 ber Singtiogel (*) singing bird 
 ber (5pccl)t (-e) woodpecker 
 ber Sperling (-c) sparrow 
 ber 8|)inat' spinach 
 ber Spinncnaff c (-n) spider-monkey 
 bie epi^mauS (^e) shrew 
 
 35 
 
Vocabulary 
 
 bie (Bta6)tlf)ttVt (-n) gooseberry 
 
 ftarf)elt8 adj. thorny, prickly 
 
 ber StanbHOgel O sedentary bird, 
 
 non-migratory bird 
 ber ©tar (-e) starling 
 
 ftarf adj. strong 
 
 ftattUd^ adj. goodly, handsome 
 
 ba§ <Btitjmntttv(i)tn (-) pansy 
 ber Btov(ti (^e) stork 
 ber Strou^ (-e, aho -en) ostrich 
 ber SturittDogcl (^) stormy petrel 
 ber ©um^ftiogct C') marsh bird, 
 
 wader, wading bird 
 bie (Stjrin'gC [do not sound the g] 
 
 (-n) lilac (not our " syringa ") 
 ber %^^ (-e) day 
 bie Mantle (-n) fir 
 ber Xa'pir (-e) tapir 
 bie %^Vi^t (-n) pigeon, dove 
 ba§ ^icr (-e) beast 
 ber ^igcr (-) tiger 
 tiibUt^ adj. deadly 
 bie ^ofifirfti^C (-n) belladonna, 
 
 deadly nightshade 
 ber ^rut^o^n (""e) turkey 
 bie XurtcItauBc (-n) turtle-dove 
 ber V^^^Vi (-e) homed owl 
 berSBtdfro^ (-e) glutton, wolverene 
 ber SBogcI H bird 
 ber 993ati^0l'ber (-) juniper 
 mol^r adj. true 
 
 ber SBalbboum Ce) forest tree 
 bie 2BaIbbIttmc (-n) wood flower 
 ber SBalbmeiftcr (-) sweet-scented 
 
 woodruff 
 bie 933oIb=DI)rctt(c (-n) eagle-owl 
 ber 233alfif(^ (-e) whale 
 bag 2!6affcr (-) water 
 ber aSci^c (-n) kite 
 ber SBeiporn (-en) hawthorn 
 tuettkicrireitet adj. widely distrib- 
 uted 
 ber aSSctjctt wheat 
 ber aS^iebe^o^f (-e) hoopoe 
 ber 28icbcr!aucr (-) ruminant 
 bie aSicfcIart (-en) weasel kind 
 ttjilb wild 
 
 bag SBinbfpicI (-e) greyhound 
 ber 993ifcnt (-e) bison, aurochs 
 (not the Sluerod^g of ancient and 
 medieval Germany) 
 ttJO^lrtet^Cttb sweet-smelling 
 
 ber 993oIf (^e) wolf 
 
 ber 3tittttfi)tttg (-e) wren 
 
 bag ^z^x^ (-g) zebra 
 
 bie BicflC (-") goat 
 
 JtCrlid^ adj. pretty 
 
 ber3icrftrattr^ (^e<?r^er) ornamen- 
 tal shrub 
 
 ber 3obcI (-) sable 
 
 ber 3ugb0gcl {"■) bird of passage, 
 migratory bird 
 
 36 
 
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 41 
 
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 " Hermann und Dorothea " marks the full maturity of Goethe's crea- 
 tive artistic power. This new edition of the famous masterpiece has 
 been prepared with a view to its use in advanced high-school work as 
 well as by college classes. German questions on the text, for the use of 
 classes in which German is the medium of expression, are provided. 
 
 The book is rendered unusually attractive to teachers and students 
 by the numerous illustrations from pen-and-ink sketches by Sears 
 Gallagher. 
 
 Goethe Iphigenie auf Tauris (3d or 4th year) 
 
 With Introduction, Notes, Repetitional Elxercises, and Vocabulary 
 
 Edited by Philip Schuyler Allen, Assistant Professor of German Literature in 
 The University of Chicago. i6mo, semiflexible cloth, xlii + 218 pages, with portrait, 
 60 cents. 
 
 An edition which aims to bring this masterpiece as close as possible 
 to the young American student, without destroying its beauty. The 
 introduction makes clear the sources of the plot and the place occu- 
 pied by the drama in the life of Goethe and contemporary Germany. 
 The notes not only deal with the syntactical and linguistic difficulties 
 of the text, but present as well the parallel passages and ideals which 
 occur in the older versions of the legend. The repetitional exercises 
 are designed to develop for the student the content and the underlying 
 meaning of the whole. 
 
 42 
 
German Texts for High Schools and Colleges 
 
 Goethe TorquatO TaSSO (3d or 4th year) 
 With Introduction, Notes, and Vocabulary 
 
 Edited by John Firman Coar, Professor of the German Language and Literature 
 in Adelphi College, Brooklyn, N.Y. i6mo, semiflexible cloth, Iv + 327 pages, with 
 portrait, 80 cents. 
 
 " Tasso " offers the best opportunity, with the exception of " Faust," 
 for the study of the evolution of Goethe's intellectual life, and in this 
 edition the drama is interpreted mainly as a record of this evolution. 
 The various phases of Goethe's so-called " individualism " are discussed 
 in the introduction, with some reference to their relation to German 
 society and to our American democracy. 
 
 Grandgent German and English Sounds (ist or 2d year) 
 
 By C. H. Grandgent, Professor of the Romance Languages in Harvard Univer- 
 sity. i2mo, cloth, 42 pages, illustrated, 50 cents. 
 
 This book is designed for the student of phonology and the teacher 
 of German who is not of German birth. It includes drawings illustrat- 
 ing the position of the tongue, palate, and lips in the production of Ger- 
 man and American-English vowels and the most important consonants. 
 These drawings have been reproduced on transparent paper so that the 
 difference between any two outlines can be ascertained by laying one 
 cut upon the other. 
 
 Grillparzer Sappho (2d or 3d year) 
 
 With Introduction and Notes 
 
 Edited by Chiles Clifton Ferrell, recently Professor of the Modem Languages 
 in the University of Mississippi. i6ino, semiflexible cloth, xsodii -|- 143 pages, with 
 jxjrtrait, 45 cents. 
 
 Grillparzer's fundamental thought is the conflict between art and 
 life, and upon this theme he has built a drama strongly written, thor- 
 oughly German in spirit, and remarkably free from the sensationalism 
 "^that characterizes the works of his contemporaries. 
 
 Hauff Tales (ist or 2d year) 
 
 With Introduction, Notes, asid Vocabulary 
 
 Edited by Charles B. Goold, Instructor in French and Greek in the Albany Acad- 
 emy, Albany, N.Y. i6mo, semiflexible cloth, xii + 200 pages, 50 cents. 
 
 Three tales from " Das Wirtshaus im Spessart," which picture the 
 romantic splendor of feudal times and the gallant knights and charming 
 maids of the days of chivalry. These tales are " Die Sage vom Hirsch- 
 gulden," " Die Hohle von Steenfoll," and " Saids Schicksale." 
 
 43 
 
German Texts for High Schools and Colleges 
 
 Heine Die Harzreise (2d or 3d year) 
 
 With Introduction, Notes, and some of Heine's Best Known Poems 
 
 Edited by Leigh R. Gregor, late Associate Professor of the Modem Languages in 
 McGill University, Montreal, Canada. i6mo, semiflexible cloth, xxix + 183 pages, 
 with portrait, 40 cents. 
 
 . " Die Harzreise " gives occasion for the discussion of rehgious liberty, 
 student life, character, contemporary authors, tendencies of the stage, 
 and political reform. It contains, besides, romantic dream pictures, 
 beautiful descriptions and impersonations of nature, and an inexhausti- 
 ble supply of wit. 
 
 Heine Poems (3d or 4th year) 
 
 With Introduction and Notes 
 
 Selected and edited by Carl E. Eggert, Assistant Professor of German in the 
 University of Michigan. i6mo, semiflexible cloth, lxxix + 233 pages, with pxjrtrait, 
 60 cents. 
 An authoritative text of one hundred and sixty-three of Heine's best 
 
 lyrical poems. A short biography, based upon the main facts of Heine's 
 
 life, has been included. 
 
 Heyse Anfang und Ende 
 
 With Notes, Vocabulary, Questions, and Exercises 
 
 Edited by A. Busse, Associate Professor of German, Ohio State University. i6mo, 
 cloth, viii +119 pages, 35 cents. 
 
 A STORY typical of modern German romanticism, full of charming 
 sentiment, in which all ends happily after a period of sorrow and true 
 love crossed. 
 
 Heyse L*Arrabbiata 
 
 With Introduction, Notes, Exercises, and Vocabulary 
 
 Edited by Steven T. Byington. i6mo, semiflexible cloth, xii + 82 pages, 30 cents. 
 The best story of Paul Heyse, the foremost German writer of short 
 stories. The scene is laid in Capri in the Bay of Naples. This edition 
 is planned especially to exercise the student in producing the best pos- 
 sible English translation. 
 
 Hillern Hoher als die Kirche (ist or 2d year) 
 
 With Introduction, Notes, Elxercises, and Vocabulary 
 
 Edited by Clarence Willis Eastman, Professor of German Literature in Amherst 
 College, Amherst, Mass. i6mo, semiflexible cloth, x + 107 pages, 30 cents. 
 
 44 
 
German Texts for High Schools and Colleges 
 
 A SIMPLE tale of the struggles of a young artist of the sixteenth century, 
 with its background furnished by the Renaissance and the Reformation 
 and such characters as Emperor Maximilian and Albrecht Diirer. 
 
 The editor has provided carefully graded composition exercises based 
 upon the text, and particular attention has been given to systematic 
 drill on such difficulties as word order and the modal auxiliaries. The 
 introduction lays stress on the historical background of the story. 
 
 Keller Dietegen (2d or 3d year) 
 
 With Introduction and Notes 
 
 Edited by Gustav Gruener, Professor of German in Yale University. i6mo, semi- 
 flexible cloth, vi + 75 pages, 25 cents. 
 
 In his versatility in the creation of new plots and types, his wonder- 
 ful delineation of human nature, his power of clear description, and his 
 simple, agreeable style, Keller has been called "a Shakespeare of the 
 novel." " Dietegen," one of the best of his shorter works, shows all the 
 excellences and peculiarities of the author's style. It is a simple village 
 tale with its scene laid in an imaginary Swiss town. The development 
 of the heroine from an imperious little tyrant to a sweet, unselfish 
 woman furnishes the thread of the narrative. 
 
 Kleist Prinz Friedrich von Homburg (2d or 3d year) 
 
 With Introduction, Notes, and Bibliography 
 
 Edited by John Scholte Nollen, President of Lake Forest College, Lake Forest, 
 111. i6mo, semiflexible cloth, Ixxii + 172 pages, 50 cents. 
 
 Both because of its historical position and because of its intrinsic 
 excellence, this work is one of the foremost German dramas since the 
 death of Schiller. A very complete biography of the dramatist gives 
 an adequate background for the study of his writings. The notes and 
 introduction are largely literary and critical. 
 
 Lessing Emilia Galotti (3d or 4th year) 
 
 With Introduction and Notes 
 
 Edited by Max Poll, Professor of the Germanic Languages in the University of 
 
 Cincinnati. i6mo, semiflexible cloth, xlvi+ 131 pages, 50 cents. 
 
 " Emilia Galotti " is one of Lessing's greatest works and the first real 
 tragedy in German literature. The style is clear and the language is not 
 difficult. The very full introduction of this edition gives much helpful 
 information about the sources of the play, the history of its conception 
 and composition, its structure, and its influence upon German dramatic 
 literature. 
 
 45 
 
German Texts for High Schools and Colleges 
 
 Lessing Minna von Barnhelm, oder Das Soldatengliick 
 
 (2d or 3d year) 
 
 With Introduction, Notes, and Vocabulary 
 
 Edited by Richard Alexander von Minckwitz, late Teacher in the De Witt 
 Clinton High School, New York City, and Anne Crombie Wilder, Teacher of 
 L^tin and Greek in the Westport High School, Kansas City, Mo. i6mo, semiflexible 
 cloth, xviii + 218 pages, 45 cents. 
 
 " Minna von Barnhelm " is the expression of the rejuvenated nation- 
 ality of the period of Frederick the Great. The truth with which the 
 comedy portrays the life of the times, and the conciseness, clearness, 
 and refinement of Lessing's style, make it especially adapted for sec- 
 ond- or third-year study. 
 
 Luther Deutschen Schriften, Auswahl aus (3d or 4th year) 
 
 With Introduction and Notes 
 
 Edited by William Herbert Carruth, Professor of the Germanic Languages and 
 Literatures in the University of Kansas. i6mo, semiflexible cloth, Ixxxii + 362 pages, 
 80 cents. 
 
 The present edition gives enough of each of Martin Luther's greatest 
 works to outline the whole body of his writings. The selections are, so 
 far as possible, those which have literary or historical value, and offer 
 sound material for the study of Luther's style, vocabulary, syntax, and 
 phonology. 
 
 Manley and Allen Four German Comedies (2d or 3d year) 
 
 With Notes, Vocabulary, and Repetitional ELxercises 
 
 Edited by Edward Manley, Instructor in the Modem Languages in the Engle- 
 wood High School, Chicago, and Philip Schuyler Allen, Assistant Professor of 
 German Literatxare in The University of Chicago. i6mo, semiflexible cloth, 2 10 pages, 
 45 cents. 
 
 These thoroughly modern German comedies are of just the lively, 
 colloquial sort to make an instant appeal. They comprise Rosen's 
 " Ein Knopf," Moser's " Ein amerikanisches Duell," Miiller's " Im 
 Wartesalon erster Klasse," and Pohl's " Die Schulreiterin." In a number 
 of American schools they have been successfully staged by the students 
 of German. 
 
 Meyer Der Schuss von der Kanzel (2d or 3d year) 
 
 With Introduction, Notes, Elxercises, and Vocabulary 
 
 Edited by Martin H. Haertel,* Instructor in German in the University of Wis- 
 consin. i6mo, semiflexible cloth, xiii + 141 pages, with portrait, 35 cents. 
 
 A CLEAN, interesting realistic story of the best type. The climax is 
 reached when a pleasure-loving parson inadvertently shoots off a pistol 
 
 46 
 
German Texts for High Schools and Colleges 
 
 while preaching a sermon on peace from his pulpit. The author is con- 
 sidered one of the greatest German story-tellers of the last century. 
 
 Minckwitz and Unwerth Edelsteine (ist year) 
 
 With Introduction, Notes, and Vocabulary 
 
 Edited by Richard Alexander von Minckwitz, late Teacher in the De Witt Clin- 
 ton High School, New York City, and Frida von Unwerth. i6mo, semiflexible 
 cloth, xiii-f- 133 pages, with portrait, 35 cents. 
 
 These stories — Baumbach's " Bruder Klaus und die treuen Tiere," 
 " Der Eselsbrunnen," " Der Fiedelbogen des Neck," and " Die Siebenmei- 
 lenstiefel " ; Volkmann-Leander's " Die Rumpelkammer " ; and Seidel's 
 " Der gute alte Onkel " — are examples of the best modern German prose. 
 
 Morike Mozart auf der Reise nach Prag (3d or 4th year) 
 
 With Introduction and Notes 
 
 Edited by Clyde C. Glascock, Assistant Professor of German, Sheffield Scientific 
 
 School, Yale University. [/« press\ 
 
 Besides this classic short story, the present edition contains the best 
 of Morike's poetry. 
 
 Mueller Deutsche Gedichte (ist or 2d year) 
 
 Selected and arranged by Hermann Mueller. i6mo, semiflexible cloth, xii-j-ji 
 pages, 40 cents. 
 
 An excellent collection of the simpler short poems, arranged in the 
 best order for committing to memory. Chamisso, Goethe, Hauff, Heine, 
 Hoffmann, Schiller, and Uhland are among the authors. 
 
 Miiller Deutsche Liebe (2d or 3d year) 
 
 With Introduction, Notes, and Vocabulary 
 
 Edited by James Chapman Johnston, Principal of High School, Harrisonbuig, Va. 
 i6mo, semiflexible cloth, xx + 185 pages, with portrait, 45 cents. 
 
 " Deutsche Liebe " is the story of a poor German scholar who has 
 fallen in love with a princess. 
 
 Niese Aus danischer Zeit, Selections from (ist or 2d year) 
 
 With Introduction, Notes, and Vocabulary 
 
 Edited by Laurence Fossler, Head Professor of the Germanic Languages and 
 Literatures in the University of Nebraska. i6mo, semiflexible cloth, x-f- 156 pages, 
 with portrait, 35 cents. 
 
 The quaint picturesqueness of the customs and practices of the com- 
 mon folk of the fatherland finds expression in these sketches of Danish 
 
 47 
 
 ■ 
 
German Texts for High Schools and Colleges 
 
 life by Charlotte Niese. The Old World aroma hangs as distinctly about 
 them as does that of New England about the stories of Sarah Orne 
 Jewett or Mary E. Wilkins. 
 
 Nollen German Poems 1 800 - 1 850 (3d or 4th year) 
 
 With Introduction and Notes 
 
 Edited by John Scholte Nollen, President of Lake Forest College, Lake Forest, 
 111. [Ready in the Fall of iqi2\ 
 
 Lyrics and ballads of the period of the romantic movement from 
 Holderlin, Schlegel, and Novalis to Geibel. The collection is sufficiently 
 complete to bring out the characteristic manner of each poet and the 
 general tendencies of lyrical expression during the period. 
 
 Riehl Burg Neideck (2d or 3d year) 
 
 With Introduction and Notes 
 
 Edited by Charles B. Wilson, Professor and Head of the Department of German 
 Language and Literature in the State University of Iowa. i6mo, semiflexible cloth, 
 86 pages, 25 cents. 
 
 " Burg Neideck " is one of the best of Riehl's historical novels, and 
 shows well the author's imaginative power in weaving a fictitious plot 
 about an authentic historical setting. His narrative is told with a vivid- 
 ness and a rush that never allows the interest to flag. 
 
 Riehl Der Fluch der Schonheit (2d or 3d year) 
 
 With Introduction, Notes, Vocabulary, and Exercises in Composition and 
 Conversation 
 
 Edited by Arthur N. Leonard, Professor of German in Bates College. i6mo, 
 semiflexible cloth, xiv+ 137 pages, with map, 40 cents. 
 
 " Der Fluch der Schonheit " is one of the most interesting of the 
 many Kulturgeschichtliche Novellen produced by Riehl. An interesting 
 character study is offered in the handsome young Amos, whose beauty 
 proves a great obstacle in his career. The historical setting, with its 
 background of the Thirty Years ' War, presents a vivid conception of 
 the life of a soldier during that troublous period. 
 
 Riehl Die vierzehn Nothelfer (2d or 3d year) 
 
 With Introduction, Notes, Elxercises, and Vocabulary 
 
 Edited by J. F. Louis Raschen, Professor of the Modem Languages in Lafayette 
 College. i6mo, semiflexible cloth, xii + 79 pages, 25 cents. 
 
 This little book is characterized by its simple style, its vivid portrayal 
 of character, and its quiet, wholesome humor. It describes the life of 
 a capricious, happy-go-lucky artist whose irresponsibility causes him to 
 
 48 
 
i 
 
 German Texts for High Schools and Colleges 
 
 clay the execution of a set of paintings ordered by a patron knight, and 
 leads him into many amusing situations. 
 
 Rosegger Waldheimat, Selections from (2d or 3d year) 
 
 With Introduction and Notes 
 
 Edited by Laurence Fossler, Head Professor of the Germanic Languages and 
 Literatures in the University of Nebraska. i6mo, semiflexible cloth, ix + 103 pages, 
 35 cents. 
 
 In presenting these delightful Alpine sketches from Rosegger's 
 " Waldheimat," the publishers feel that they are introducing an artist of 
 exceptional charm and power — simple, yet strong and skillful in his 
 diction. His native mountains and mountaineers never tire him nor us. 
 
 Scheffel Der Trompeter von Sakkingen {3d or 4th year) 
 
 With Introduction, Notes, Vocabulary, Maps, and Repetitional Elxercises 
 Edited by Herbert Charles Sanborn, Vanderbilt University, Nashville, Tenn. 
 i6mo, semiflexible cloth, xxvi + 590 pages, illustrated, 90 cents. 
 This narrative poem furnishes a striking and accurate picture of 
 seventeenth-century life. In it Scheffel shows at its best the exquisite, 
 wholesome humor with which he defied the pseudo-romanticism of his 
 time. The story is a simple one of a poor young musician who falls in 
 love with a baron's beautiful daughter, but the picture is painted with a 
 life and color that only a scholar gifted with an artist's imagination 
 could give. The book is delightfully illustrated. 
 
 Schiller Jungfrau von Orleans (3d or 4th year) 
 
 With Introduction, Notes, and Vocabulary 
 
 Edited by Philip Schuyler Allen, Assistant Professor of German Literature in 
 The University of Chicago. i6mo, semiflexible cloth, xxxv -i- 334 pages, 70 cents. 
 In the present edition of the "Jungfrau" much care has been taken 
 in both the notes and the vocabulary to render the play profitable for 
 the less-informed student and to create a desire for a closer acquaint- 
 ance with Schiller. 
 
 Schiller Maria Stuart (3d or 4th year) 
 
 With Introduction, Notes, Questions, and Vocabulary 
 
 Edited by John Scholte Nollen, President of Lake Forest College, Lake Forest, 
 III. i6mo, semiflexible cloth, bcii + 361 pages, with portrait, 75 cents. 
 This edition of " Maria Stuart" gives the student such material as is 
 most important for the study of the play as a work of literary art and 
 specifically as an historical drama. Among other subjects the editor dis- 
 cusses the place of " Maria Stuart " in German drama, the historical 
 background of the play, the growth of the work in the author's mind, 
 and the author's use of sources in his creative work. 
 
 49 
 
German Texts for High Schools and Colleges 
 Schiller and Goethe Selections from the Correspondence 
 
 between (3d or 4th year) 
 
 With Introduction and Notes 
 
 Edited by John G. Robertson, Professor of German in the University of London. 
 
 i6mo, semiflexible cloth, xlix+ 210 pages, 60 cents. 
 
 These letters afford the best of all commentaries upon the intellec- 
 tual life and achievement of Germany in the zenith of her literary great- 
 ness, and are in themselves masterpieces of German prose. 
 
 Schiller WilhelmTell 
 
 With Introduction, Notes, Vocabulary, and Elxercises 
 
 Edited by B. J. Vos, Professor of German in Indiana University. 
 
 With Vocabulary. i6mo, semiflexible cloth, xxviii + 387 pages, with frontispiece, 
 70 cents. 
 
 Without Vocabulciry. i6mo, semiflexible cloth, xxviii + 300 pages, with frontis- 
 piece, 60 cents. 
 The introduction gives a sketch of the life of Schiller, and discusses 
 briefly the various historical and literary questions that are connected 
 with the study of the drama. Parallels with English literature, in so far 
 as they are adapted to quicken the pupil's interest, have been intro- 
 duced rather more freely than is usually done in books of this character. 
 Ln addition to the well-prepared vocabulary and exercises there is a map 
 of the region of the Four Forest Cantons, an outline map of Switzer- 
 land, and a number of illustrations. 
 
 Schiicking Die drei Freier (ist or 2d year) 
 
 With Introduction and Notes 
 
 Edited by Otto Heller, Professor of the German Language and Literature in 
 Washington University, St. Louis, Mo. i6mo, semiflexible cloth, xxxiii + Si pages, 
 with portrait, 30 cents. 
 
 In " Die drei Freier " Levin Schiicking, called the " Walter Scott of 
 Westphalia," has skillfully linked together, for the first time in literary 
 history, the stories of " The Wandering Jew," " The Wild Huntsman," 
 and " The Flying Dutchman." 
 
 Seeligmann Altes und Neues (ist or 2d year) 
 
 By Karl Seeligmann, late Instructor in German in the Harvard School, Chicago,, 
 111. i6mo, semiflexible cloth, 125 pages, 35 cents. 
 A COLLECTION of prose and poems adapted from German sources fori 
 beginners. There are twenty-six selections in all, representing, among 
 others, Prohle, Trenkner, Grimm, Hebel, BUrger, Miiller, Goethe, and 
 Uhland. 
 
 50 
 
German Texts for High Schools and Colleges 
 
 Seume Mein Leben (2d or 3d year) 
 
 With Introduction, Notes, and Bibliography 
 
 Edited by J. Henry Senger, Associate Professor of German in the University of 
 
 California. i6mo, semiflexible cloth, vii + 136 pages, 40 cents. 
 
 The experiences of a Leipzig student as a Hessian mercenary, im- 
 pressed into service at the time of the American Revolution, again in 
 the Prussian wars, and later in the Polish rebelHon. The book is one 
 of the classic autobiographies. 
 
 Storm Geschichten aus der Tonne (ist or 2d year) 
 
 With Introduction and Notes 
 
 Edited by C. F. Brusie, Principal of Mt. Pleasant Military Academy, Ossining, 
 N.Y. i6mo, semiflexible cloth, xii+ 127 pages, 35 cents. 
 
 The simplicity, sweetness, and tenderness of Storm's prose are well 
 brought out in the three imaginative stories which make up this vol- 
 ume — " Die Regentrude," " Bulemann's Hause," and " Der Spiegel des 
 Cyprianus." The music of their language and the charm of their style 
 are characteristic of the author, who is ranked with Heine and Eichen- 
 dorff in the world of German literature. 
 
 Storm Immensee (ist or 2d year) 
 
 With Introduction, Notes, and Vocabulary 
 
 Edited by Richard Alexander von Minckwitz, late Teacher of Greek and Latin 
 in the De Witt Clinton High School, New York City, and Anne Crombie Wilder, 
 Teacher of Latin and Greek in the Westport High School, Kansas City, Mo. i6mo, 
 semiflexible cloth, 89 pages, 30 cents. 
 
 "Immensee" is an idyl — a series of enchanting pictures through 
 which the children, Reinhardt and Elizabeth, play and dream and love 
 and grieve as they grow from childhood to maturity. The story is almost 
 as well known and loved in America as it is in Germany. Storm's char- 
 acters and scenes are drawn from the little world in which he lived, 
 but they are true to nature and humanity everywhere. 
 
 Storm In St. Jiirgen (2d or 3d year) 
 
 With Introduction, Notes, Vocabulary, and Elnglish Exerdses 
 
 Edited by J. H. Beckmann, Teacher of German in the Westport High School, 
 Kansas City, Mo. i6mo, semiflexible cloth, vi + 120 pages, with portrait, 35 cents. 
 
 " In St. Jiirgen " deserves an equal place with " Immensee." As a 
 character study it offers even greater possibilities in the lives of Hansen 
 \d Harre, who, having spent their childhood together, develop later 
 ndely varying careers under the influences of different environments. 
 
 51 
 
German Texts for High Schools and Colleges 
 
 Storm Der Schimmelreiter (2d or 3d year) 
 
 With Notes, Ejcercises, Vocabulary, and Biographical Notice 
 
 Edited by J. Macgillivray, Professor of German in Queen's University, Kingston, 
 Ont., and E. J. Williamson, Professor of the German Language and Literature, 
 Hobart College, Geneva, N.Y. i6mo, semiflexible cloth, xx + 331 pages, with por- 
 trait, 70 cents. 
 The last and best of Storm's works. It is as invigorating as are the 
 breezes from the North Sea, mentioned so frequently in the text, while 
 the spectral " rider of the white horse " lends an enticing touch of 
 mystery to a story whose Frisian characters and Schleswig setting give 
 it a peculiar charm. 
 
 Super Elementary German Reader (ist or 2d year) 
 
 With Notes and Vocabulary 
 
 Edited by O. B. Super, Professor of the Romance Languages in Dickinson College, 
 Carlisle, Pa. i6mo, semiflexible cloth, ix + 134 pages, 40 cents. 
 This little book contains more easy reading than any other reader 
 of its class. 
 
 There are " Little Stories," very short and simple, to suit beginners, 
 and " Stories and Tales," for pupils slightly more advanced. " Historical 
 Stories " and " Easy and Short Poems " complete the collection. 
 
 Thiergen Am deutschen Herde (2d or 3d year) 
 
 With English Notes 
 
 By OsKAR Thiergen, of the Royal Cadet College, Dresden, and Valerie Thiergen. 
 With English Notes by S. W. Cutting, Professor and Head of the Department of 
 Germanic Language and Literature in The University of Chicago. i6mo, semiflexi- 
 ble cloth, 261 pages, 50 cents. 
 " Am deutschen Herde " tells of the adventures of two young Amer- 
 icans in Germany, bringing out the native peculiarities of German speech 
 and custom. The happy combination of dialogue, narration, and de- 
 scription, the simple, idiomatic diction, and the faithful glimpses of the 
 Germany of to-day and of yesterday, are sure to be appreciated by the 
 student. 
 
 Van Daell Preparatory German Reader (ist year) 
 
 With Vocabulary 
 
 By C. L. VAN Daell. lamo, cloth, 136 pages, 40 cents. 
 Goethe, Schiller, Heine, Korner, and Riickert are among the poets 
 represented. Much of the prose is brief extracts or adaptations from 
 Lessing, Herder, Hebel, Campe, and others. The readings have been 
 chosen to give some idea of the country and to tell something about a 
 few of its most illustrious men. All are brief — of such a length that 
 each is suitable for a complete lesson for the beginner. 
 
 52 
 
German Texts for High Schools and Colleges 
 Volkmann-Leander Traumereien an franzosischen 
 
 Kaminen (ist or 2d year) 
 
 With Introduction, Notes, Elxercises, and Vocabulary 
 
 Selected, arranged, and edited by J. B. E. Jonas, Assistant Professor of Germanic 
 Languages and Literatures in Brown University, and Anne T. Weeuen, Teacher 
 of German in the Hope Street High School, Providence, R.L i6nio, semiflexible 
 cloth, xii + 243 pages, with portrait, 40 cents. 
 
 These stories give in simple, often colloquial language, but invariably 
 in finished and fascinating literary form, a rich picture of the naive be- 
 liefs, traditions, and superstitions so characteristic of Germany. The 
 book is prepared for beginners, but is equally well suited to advanced 
 students for sight reading and outside study. 
 
 Von Sybel Die Erhebung Europas gegen Napoleon I 
 
 (3d or 4th year) 
 
 With Introduction and Notes 
 
 Edited by A. B. Nichoi-s, Professor of German in Simmons College, Boston. i6mo, 
 
 semiflexible cloth, x + 1 26 pages, 40 cents. 
 
 A HISTORICAL study of Europe's rise against Napoleon. The material 
 is suitable for rapid reading in the third or fourth year, and encourages 
 an intelligent appreciation rather than a minute study of the text. 
 
 Zschokke Der zerbrochene Krug (ist or 2d year) 
 
 With Introduction, Notes, and Vocabulary 
 
 Edited by Herbert Charles Sanborn, Vanderbilt University, Nashville, Tenn. 
 i6mo, semiflexible cloth, xvi + 76 pages, with portrait, 25 cents. 
 
 Among all of Zschokke's works one could hardly select one of equal 
 length which is more characteristic of his quiet humor than the little 
 story of " Der zerbrochene Krug." 
 
 Other Textbooks in German 
 Miiller and Wenckebach Gliick Auf A First Reader 
 
 By Margarethe Muller, Professor of German, and Carla Wenckebach, late 
 Professor of German, in Wellesley College. i2mo, cloth, xxiii + 235 pages, illustrated, 
 60 cents. 
 
 One of the most popular elementary German readers now in use in 
 this country. The central idea of the book is to introduce the student 
 at once to facts, ideas, and sentiments which are in close relation to 
 German life, and to lead him to a knowledge and appreciation of what 
 is choice and valuable in German literature. 
 
 53 
 
German Texts for High Schools and Colleges 
 
 Schiller Maria Stuart (2d or 3d year) 
 
 With German Comments, Notes, and Questions 
 
 Edited by Margarethe MUller, Professor of German, and Carla Wenckebach, 
 
 late Professor of German in Wellesley College. lamo, cloth, xxx 4-262 pages, qo 
 
 cents. 
 
 The whole editorial apparatus of this edition of Schiller's popular 
 
 classic is in German. The notes and the development questions are so 
 
 simple, both in style and in vocabulary, that they can be read by the 
 
 student almost at sight. 
 
 Bahlsen The Teaching of Modern Languages 
 
 By Leopold Bahlsen, Professor of the Realschule VI, Berlin, Lecturer on Methods 
 
 of Teaching French and German in Teachers College, Columbia University, 1902- 
 
 1903. Translated from the German by M. Blakemore Evans, Professor of German 
 
 in Ohio State University. 8vo, semiflexible cloth, 97 pages, with portrait, 50 cents. 
 
 Intended primarily for teachers of French and German in secondary 
 
 schools, this suggestive work can also be used with profit as collateral 
 
 reading in " methods " courses in normal schools and universities. 
 
 Bernhardt A Course in German Composition 
 
 By WiLHELM Bernhardt, late Director of German in the High Schools of Wash- 
 ington, D.C. i2mo, cloth, 230 pages, 90 cents. 
 
 Each lesson of this course combines work in reading, translation, 
 conversation, sight reading, and grammar review, the exercises being 
 based on selections from the writings of standard German authors. This 
 combination of work has made the book very attractive and unusually 
 successful in the schools. German-English and English-German vocab- 
 ularies are included. 
 
 Collar First Year German 
 
 By William C. Collar, Head Master Emeritus of the Roxbury Latin School, Rox- 
 
 bury, Mass. i2mo, cloth, 336 pages, $1.00. 
 The aim of this book is to lay out in orderly progression, for begin- 
 ners having not less than four lessons a week, one year's work in speak- 
 ing, reading, and writing German. A brief summary is given of the 
 essentials of English grammar, in order that the student's progress may 
 not be retarded by his ignorance of common grammatical terms. 
 
 CoUar-Eysenbach German Lessons 
 
 With Notes, Selections for Reading, and Vocabularies 
 
 Revised and largely rewritten by William C. Collar, Head Master Emeritus of 
 the Roxbury Latin School, Roxbury, Mass. i2mo, cloth, xxii4-36o pages, $1.20. 
 English into German The English Exercises from Collar's Eysenbach's " German 
 Lessons." i2mo, paper, 51 pages, 25 cents. 
 
 54 
 
German Texts for High* Schools and Colfe^ek 
 
 The "natural" and the "scientific" methods are harmonized in a 
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 Collar Shorter Eysenbach 
 
 With Notes to the ELxercises and Vocabularies 
 
 Revised and largely rewritten by William C. Collar, Head Master Emeritus of 
 the Roxbury Latin School, Roxbury, Mass. Revised by Ci-ara S. Curtis. i2mo, 
 cloth, 242 pages, $1.00. 
 
 An abridgment of Eysenbach's *' Practical German Grammar." 
 
 Doriot Beginners* Book in German 
 
 By Sophie Doriot. Square i2mo, boards, 273 pages, 80 cents. 
 Ix this book each lesson is introduced by a picture illustrating a 
 humorous verse from the juvenile literature of Germany. 
 
 Duerr Essentials of German Grammar 
 
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 N.Y. i2mo, cloth, 2c/) pages, 80 cents. 
 
 Memorizing is here reduced to a minimum. The constant repetition 
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 German Exercise Book 
 
 8vo, boards, 8 pages + 65 blank leaves, 30 cents. 
 To hold the written work of a half year. 
 
 Gronow Jung Deutschland (ist year) 
 
 By Anna Gronow, The University of Chicago Elementary School. [/« ^ress] 
 
 A BEGINNING German book presenting grammar and simple, idiomatic 
 reading. Directions for both teacher and pupil are given largely in German, 
 and emphasis is placed upon oral self-expression in the new language. 
 
 Ham and Leonard Brief German Grammar 
 
 By RoscoE James Ham, Professor of German in Bowdoin College, Brunswick, 
 Maine, and Arthur Newton Leonard, Professor of German in Bates College, 
 Lewiston, Maine. i2mo, cloth, 241 pages, 90 cents. 
 
 This new short grammar combines conciseness, completeness, good 
 arrangement, and interest. The prose work is chosen from anecdotes 
 thoroughly German in spirit as well as idiom. The grammatical rules 
 are stated with unusual clearness and simplicity. 
 
 55 
 
German Textc fcr High Schools and Colleges 
 
 Heller Studies in Modern German Literature 
 
 By Otto Heller, Professor of the German Language and Literature in Washing- 
 ton University, St. Louis, Mo. lamo, cloth, 301 pages, $1.25. 
 
 The most important aspects of German modernism and the most 
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 Hempl German Orthography and Phonology. Part I 
 
 By George Hempl, Professor of Germanic Philology in Leland Stanford Junior 
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 The first book to give a systematic and comprehensive treatment of 
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 Hempl The Easiest German Reading for Learners 
 
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 illustrated. 
 
 Kellogg German Verb Blank (ist or 2d year) 
 
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 For purposes of drill in verb forms. Provision is made for the con- 
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 Stein German Exercises (ist or 2d year) 
 
 With Notes 
 
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 in the Boston Public Schools. 
 
 Book I. 1 2mo, cloth, 118 pages, 40 cents. 
 Book II. i2mo, cloth, 114 pag^s, 40 cents. 
 
 Book II, with Commercial Exercises. i2mo, cloth, 153 pages, 50 cents. 
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 56 
 
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