With the introduction of the study of German into so many of our public
and private schools, has arisen the need of a reader which can
advantageously be used for _beginners of all ages_. The aim of this work
is to present a series of tales, interesting enough to stimulate the
curiosity of even the youngest pupils, yet so easy as not to discourage
anyone at the very outset. The stories have therefore been narrated in
the simplest manner possible, and every new word introduced has
purposely been repeated frequently enough in the following sentences to
insure its being remembered by even dull pupils. All idioms have also
been used repeatedly with the same object in view, and as none but
ordinary words and expressions have been introduced, the pupils soon
acquire a sufficient vocabulary to serve all their purposes, and are
able to read and understand easy German prose at sight.
These stories, of which every word has its special purpose, have been
used with excellent results with pupils of all ages; and while complete
success depends greatly upon the teacher, the method is so simple and
practical that it can profitably be used by pupils who wish to study
alone. The author's plan of proceeding, which, of course, varies greatly
to suit the age and intelligence of the pupils, can briefly be outlined
as follows, using the introductory paragraph of the first story as an
example: The first sentence is read aloud, slowly and distinctly, and
the pupils are taught to repeat it correctly. As this is used for the
_first_ German lesson, with pupils who know nothing whatever of the
language, every word is translated. Then the pupils are called upon to
read and translate the words, in any order, as rapidly pointed out by
the teacher.
A few moments' rapid drill enables them to memorize these few words,
whose similarity to the English equivalents cannot but appeal to them.
The teacher next reads the second sentence, which the pupils repeat, and
_they_ translate all the words which occurred in the previous sentence,
the teacher supplying only the translation of _new_ words, or of such as
do not seem to convey their own meaning to unaccustomed ears.
When the reading and translating drill on the first paragraph is
finished, the books are closed, and the pupils are questioned _in
German_, none but the words already given being used, and the questions
being framed at first so as to supply their own answer, as it were.
Example: Query, »War Jakob ein Mann?« Answer, »Jakob war ein Mann.«
Each story is accompanied by fifty questions on the text, but, of
course, many more can advantageously be used. The pupils are encouraged
to answer all these questions in German only, and the words of the story
are made the basis for supplementary questions by personal application.
With many classes where the pupils are old enough to be depended upon,
no translation is made, except when they fail to comprehend every word,
and then only those words are given in English. The lesson can also be
dictated, either in German or in English, each pupil supplying his or
her own translation in the latter case. In this way reading, writing,
translation and conversation can successfully be carried on with the
same materials, and a pleasant variety is secured.
Of course, as the pupil's vocabulary increases, the questions gradually
become more varied and comprehensive, the lessons longer, and the pupils
are not only encouraged to _guess_ at the meaning of new words, but also
to tell the stories in their own way. To further accustom them to the
rapid continuous sound of the language, it is always a good plan to tell
them the story in the usual conversational tone, after they have
finished reading it at first, and, as they advance further, before they
have begun it, when it will be seen that they can often glean all the
sense, even if they fail to understand some of the words.
The complete vocabulary has been added only for the convenience of
pupils who have missed recitations, or who study alone, or to adapt the
book to the purpose of teachers who may wish to use it in a somewhat
different way from the author.
With the exception of the introductory story, for which the well known
"House that Jack Built" has purposely been used, all tales familiar to
Americans have been avoided, and miscellaneous legends, fairy-tales, and
anecdotes have been retold, the author constantly keeping the main
object in view,--that of _providing the pupils with a practical working
vocabulary_. This they acquire almost unconsciously, owing to the
constant repetition, while carried away by the interest of these tales.
In some cases rather long stories have been selected, because the
interest is more sustained, and curiosity urges the pupils either to
read on, or to look forward to the next recitation, and the solution of
the mystery.
This work can be used either as shown above, or as an elementary reader,
all the written exercises being furnished by a Grammar as usual. It can
also be used as composition book for more advanced classes, the teacher
reading or making the pupils read aloud a story which they are then
required to reproduce in writing. The persistent use of the present
polite mode of address, even in regard to children and inferiors, will,
of course, seem strange to Germans, but it has purposely been inserted
everywhere to accustom beginners to the form of conversation which they
are first called upon to use in class. While no attempt at literary
style could here be made, the author expresses a sincere hope that
teachers may find this little work an aid in making the language hour
pass as pleasantly as profitably.
Inhalt.