^emf^^mrm UC-NRLF 849 A4a8 h I||||{III''|MI!"||1!V"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 (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. 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 !" „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 ^tc6ifcrb (-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§