Transcriber’s Note: Font changes are indicated in this text using the
following symbols.
Fraktur: +plus sign+
italics: _underscores_
bold: =equals sign=
gesperrt: ~tildes~
Sometimes, more than one applies, such as +=bold Fraktur text=+.
Clarendon Press Series
LANGE’S GERMAN COURSE
_COMPOSITION_
HENRY FROWDE, M.A.
PUBLISHER TO THE UNIVERSITY OF OXFORD
[Illustration]
LONDON, EDINBURGH, AND NEW YORK
Clarendon Press Series
GERMAN COMPOSITION
_A THEORETICAL AND PRACTICAL GUIDE
TO THE ART OF TRANSLATING ENGLISH PROSE
INTO GERMAN_
BY
HERMANN LANGE
LECTURER ON FRENCH AND GERMAN AT THE MANCHESTER TECHNICAL SCHOOL
AND LECTURER ON GERMAN AT THE MANCHESTER ATHENÆUM
THIRD EDITION
_With the German Spelling revised to meet the requirements of the
Government Regulations of 1880_
Oxford
AT THE CLARENDON PRESS
M DCCCC
Oxford
PRINTED AT THE CLARENDON PRESS
BY HORACE HART, M.A.
PRINTER TO THE UNIVERSITY
PREFACE.
‘German Composition’ is intended to be a Theoretical and Practical Guide
to the Art of Translating English Prose into good and idiomatic German.
It is arranged in such a manner that students who have reached the
fiftieth Lesson of the ‘German Manual’ may commence and advantageously
use it conjointly with that book. Being complete in itself, it is
likewise adapted for the use of any other students who, possessing a
knowledge of German Accidence and having had some practice in reading
German Prose, wish to acquire the Art of Translating English Prose into
German.
The book is calculated to serve the requirements of the B.A. Examinations
of the London and Victoria Universities, the Competitive Examinations
for the Civil and Military Service, the Oxford and Cambridge Local
Examinations for Senior Students, the Examination of the College
of Preceptors for First Class Candidates, and of similar Public
Examinations—all of which require the candidates to translate English
Prose into German.
I may conscientiously say that I have done all I could to make the book
attractive and useful. The selection of the Extracts has been made with
the greatest care directly from the works of the various authors, and is
the result of many years’ attentive reading and research. The pieces have
been almost exclusively chosen from the works of the best modern English
and American writers, and, it is hoped, will be found as interesting
and instructive as they are well adapted for translation into German.
They represent all the various styles of English Prose Composition, and
contain a great variety of subjects, as a glance at the various pages
will show; whilst the fact that the specimens, with only one or two
exceptions, are no mere fragments, but complete pieces in themselves,
must necessarily add to their value.
The Biographical Sketches of famous men and women, which at intervals
appear in the Notes and are always given in German, form a special
feature of the book. (Comp. S. 127, N. 1; S. 138, N. 12; and S. 156, N.
1.) They are of various lengths, according to their importance, and have
been written to add to the interest of the work and at the same time to
offer the student some useful material for reading German.
With respect to the help given in the Notes, I may state that I have
proceeded with the utmost consideration and care. The great object
I placed before me was to show, by precept and example, that a good
translation cannot be produced by the mere mechanical process of joining
together a number of words, as the dictionary may offer them at first
sight: but that it requires great thought and analytic power; that every
sentence, nay, almost every word, has to be weighed and considered with
respect to its true bearing upon the text; and that a good rendering is
only possible when the translator has grasped the true meaning of the
passage before him.
I have endeavoured to give neither too little nor too much help, but
whenever I found a difficulty which a student of average ability could
not fairly be expected to overcome, I have stepped in to solve it. For
this purpose I have made use of English equivalents and periphrases and
of Rules and Examples, and in cases where neither of these helps was
considered practicable I have not hesitated to give the German rendering
of the word or passage to be translated. The last mode of procedure,
however, I have adopted only when I found that the dictionaries in
ordinary use were insufficient, as is so frequently the case, and more
especially with respect to idiomatic passages, which it is impossible
to render successfully unless the translator is well versed in both
languages, and at the same time has undergone a thorough training in
the Art of Translating English into German, which the present volume
professes to teach. The plan of indicating the rendering of words and
phrases by means of English equivalents and periphrases must be of
evident advantage to the learner, for it teaches him how to think and
analyse, whilst it leads him to render the word or phrase correctly
without giving him the translation itself.
The Notes of Sections 1 to 150 and the Appendix contain in a concise and
lucid form almost all the rules relating to the German Syntax, and in
most instances these rules have been illustrated by practical examples
and models. The Appendix gives in thirty-seven paragraphs the Rules
referring to the Construction, the use of the Indicative, Subjunctive (or
Conjunctive), and Conditional Moods, which for convenient reference have
been reprinted from my ‘German Grammar,’ and to facilitate the student’s
work I have added an Index to the Grammatical Rules and Idiomatic
Renderings.
In a work containing such a great number of Extracts as the present,
there are, of course, many idioms and passages which may be correctly
translated in various ways, and I can therefore scarcely hope that all my
renderings will meet with the approval of every German scholar. I may,
however, confidently affirm here that I have devoted much thought and
labour to this publication, and that I have tried with all my heart to
make it acceptable to teachers and students alike.
In conclusion I respectfully tender my best thanks to the publishers—
Messrs. W. and R. Chambers, Edinburgh,
” Chapman and Hall, }
” Longmans and Co., }
” Sampson Low and Co., }
” Macmillan and Co., }
Mr. Murray, } London,
Messrs. T. Nelson and Sons, }
” Smith, Elder, and Co., and }
” Stanford and Co., }
and to the Editors of—
The Daily News, }
” Daily Telegraph, }
” Globe, } London,
” Standard, and }
” Times, }
for their very kind permission to make use of the Copyright Extracts in
this publication, and for the cordial manner in which they granted my
request.
Page ix contains a few Hints and Directions for using the Book which I
consider of great importance, and to which I beg to draw attention.
HERMANN LANGE.
HEATHFIELD HOUSE, LLOYD STREET, GREENHEYS, MANCHESTER, _September, 1883_.
PREFACE TO THE SECOND EDITION.
A second edition of this volume having been called for, I wish to express
my cordial thanks to the numerous colleagues and friends who adopted it
as a text-book for their classes.
As I am engaged in preparing, besides this book, a third edition of
two other volumes of my ‘German Course,’ and, at the request of the
Delegates of the University Press, also a Key to this volume, ‘German
Composition,’ I think the present moment opportune for introducing the
reformed German spelling which, by Government regulations, has been
taught in German schools for the last five or six years, and is becoming
more generally used from year to year in friendly intercourse, papers,
periodicals, literature, and commercial correspondence. It is but
fair that the students of German in this country should be taught to
spell in the simplified way now universally practised by their German
contemporaries. They will at least have nothing to unlearn then; and,
although the present spelling-reform may be considered but a compromise
between the older and the younger schools, there being a tendency in
the younger men to go even further than their older colleagues in the
simplification of our orthography and to make it still more phonetic and
uniform in principle, it will take a long time before the Government will
be moved to make modifications of any importance in their regulations.
I confidently trust that the great trouble I have bestowed upon the
revision of the present edition will be appreciated by teachers and
students alike. It will easily be seen that the alterations of the
orthography in the various books forming this ‘German Course’ must have
necessarily entailed a very considerable additional expense; but the
publication having met with much approval on the part of the public, I
was anxious to leave nothing undone in order to adapt it in every respect
to the requirements of the times and to make it still more useful.
On examination it will be seen that the changes made are not so many
as may be supposed, and that the principles underlying the German
spelling-reform are simple and easy to understand.
=At the end of the Appendix will be found a Synopsis of the principal
changes the German spelling has undergone, accompanied by Examples and a
few Exceptions to the general rules.=
HERMANN LANGE.
HEATHFIELD HOUSE, LLOYD STREET, GREENHEYS, MANCHESTER, _December, 1886_.
DIRECTIONS FOR USING THE BOOK.
Each Section should first be prepared for _viva voce_ translation,
_with_ the assistance of the Notes in class; then translated in writing;
carefully corrected; and finally practised, by comparing the English text
with the corrected German version, FOR A SECOND _viva voce_ TRANSLATION
=until the student is able to translate the English text, _without_ the
assistance of the Notes in class, just as readily into correct German as
if he were reading from a German book=.
The Grammatical Rules given in the Notes should always be carefully
studied, and the reading of previously given Rules and the various
paragraphs of the Appendix referred to in the text should never be
omitted.
=The strict and conscientious observance of these directions is earnestly
requested.=
THE SECOND _viva voce_ TRANSLATION _without_ the assistance of the Notes
in class, as explained above, is especially of the greatest importance to
the student’s progress in the Art of Translating English into German, and
is the only way of mastering all the idiomatic and syntactic difficulties
contained in the Lessons and explained in the foot-notes. It commends
itself likewise as the best way of committing to memory the great number
of words and the various forms of construction occurring in the text,
and will gradually, but surely, lead to the acquisition of a good and
thorough German style of writing.
To be quite clear the Author ventures to propose the following
PLAN OF WORKING.
FIRST LESSON.
Prepare for _viva voce_ translation Sections 1 and 2, WITH the
assistance of the Notes in class.
SECOND LESSON.
Translate in Writing Sections 1 and 2; and prepare for _viva
voce_ translation Sections 3 and 4, WITH the assistance of the
Notes in class.
THIRD LESSON.
PREPARE FOR FLUENT AND CORRECT _viva voce_ TRANSLATION Sections
1 and 2, WITHOUT the assistance of the Notes in class, by
comparing the English text with the corrected German version;
translate in Writing Sections 3 and 4; and prepare for _viva
voce_ translations Sections 5 and 6, WITH the assistance of the
Notes in class.
FOURTH LESSON.
PREPARE FOR FLUENT AND CORRECT _viva voce_ TRANSLATION Sections
3 and 4, WITHOUT the assistance of the Notes in class, by
comparing the English text with the corrected version;
translate in Writing Sections 5 and 6; and prepare for _viva
voce_ translation Sections 7 and 8, WITH the assistance of the
Notes in class;
Then proceed in the same way throughout the book.
=It need scarcely be added that the quantity of work pointed out here
may be diminished or increased according to circumstances, and that the
longer sections towards the end of the book will in most cases require
the former course.=
The frequent attentive study of German literature will be a powerful
auxiliary to this book in imparting the Art of Translating English Prose
into German.
ABBREVIATIONS AND SIGNS EXPLAINED.
Acc. Accusative.
adj. adjective.
adv. adverb.
App. Appendix
art. article.
Comp. compare.
comp. compound.
conj. conjunction
constr. construction.
contr. contracted.
Dat. (_or_ dat.) Dative.
def. definite.
+d. h.+ (+das heißt+), that is.
demonstr. demonstrative.
e.g. (exempli gratia) for example.
etc. (et cetera), and so forth.
Expl. Example.
fem., _or_ (f.) feminine.
+geb.+ (+geboren+), born.
Gen. Genitive.
i.e. (id est), that is.
Impf. Imperfect.
impers. impersonal.
indef. indefinite.
Inf. Infinitive.
insep. inseparable.
intr., _or_ intrans. intransitive.
Liter. Literally.
m., _or_ (m.) masculine.
N. Note
n. noun.
neut., _or_ (n.) neuter.
Nom. Nominative.
p. p. Past Participle.
p. ps. Past Participles.
pers. person.
persnl. personal.
posses. possessive.
prep. preposition.
Pres. Present.
pres. p. Present Participle.
pron. pronoun.
refl. reflective.
reg. regular.
relat. relative.
S. Section.
Sing. Singular.
str. strong.
Subj. Subjunctive.
tr., _or_ trans. transitive.
+u. a.+ (+und andere+), and others.
+u. s. w.+ (+und so weiter+), and so forth.
v. verb.
viz. (videlicet), namely, to wit.
w. weak.
§ paragraph.
† (+gestorben+), died.
= is equivalent to.
CONTENTS.
PAGE
Preface v
Directions for Using the Book ix
Abbreviations and Signs Explained xi
SECT.
1. A Good Maxim.—Sir Thomas Buxton 1
2. What is Eternity?—Rev. R. K. Arvine 1
3. The Action of Water.—Dr. Lankester 2
4. Of what Use is it?—S. Smiles 2
5. Wealth.—Rev C. Cotton 3
6. Mendelssohn in Birmingham.—Athenæum 3
7. To Forgive is to Forget.—Rev. H. W. Beecher 3
8. What is Capital?—Rev. Dr. Macduff 4
9. A Good Rule.—S. Smiles 4
10. England under the Rule of Queen Victoria.—W. M. Thackeray 5
11. Concentration of Powers.—T. Carlyle 5
12. Coolness.—W. C. Hazlitt 6
13. Religious Toleration.—Rev R. K. Arvine 6
14. How Hugh Miller became a Geologist.—S. Smiles 7
15. Extremes Meet.—Rev. R. K. Arvine 7
16. Poor Pay.—Rev. R. K. Arvine 8
17. The World is a Looking-glass.—W. M. Thackeray 8
18. Give the honour to God alone.—Rev. R. K. Arvine 9
19. How did Cuvier become a Naturalist?—S. Smiles 9
20. On the Choice of Books.—Lord Dudley 10
21. An apparently insignificant fact often leads to great
results.—S. Smiles 10
22. Oats.—Nelson’s Readers 11
23. Spring Blossoms.—Rev. E. M. Davies 11
24. The Winking Eyelid.—Prof. G. Wilson 11
25. A Good Example.—Rev. J. Burroughs 12
26. Description of a Glacier.—Mrs. Beecher Stowe 12
27. Without Pains no Gains.—S. Smiles 13
28. The Magna Charta.—Lord Macaulay 14
29. Honesty.—Dr. B. Franklin 14
30, 31. Formation of a Coral-Island.—M. Flinders 15, 16
32. Reynard Caught.—Anonymous 16
33, 34. The Means of Conveyance in the Time of Charles II.—Lord
Macaulay 17
35. Sir William Herschel.—Rev. Dr. Leitch 18
36, 37. The Air-Ocean.—Maury 19, 20
38. Cheerful Church-Music.—Rev. R. K. Arvine 20
39. Our Industrial Independence depends upon Ourselves.—S. Smiles 21
40. England’s Trees.—Hewitt 21
41-45. The Indian Chief.—Washington Irving 22-24
46. Rice.—Nelson’s Readers 25
47-53. The White Ship.—Charles Dickens 26-30
54. Barley.—Nelson’s Readers 30
55. The soldier and his Flag.—General Bourrienne 31
56. Our cultivated Native Plants.—Hewitt 32
57, 58. The Bequest.—Anonymous 32, 33
59. Wheat.—Nelson’ Readers 33
60. Occupation of the Anglo-Saxons.—Milner 34
61-68. Tender, Trusty, and True.—Rev. Robert Collyer 34-39
69. Despatch of Business.—Sir Walter Scott 39
70, 71. On Perfumery.—Prof. Ascher 40, 41
72. On Instinct.—Rev. S. Smith 41
73. Peter the Great and the Monk.—Anonymous 42
74, 75. The Beauty of the Eye.—Prof. G. Wilson 43
76. A Funeral Dance.—Sir S. Baker 44
77. Absolution Beforehand.—Rev. R. K. Arvine 45
78, 79. Stand up for whatever is True, Manly, and Lovely.—T.
Hughes 46, 47
80. Work is a great Comforter.—Anonymous 47
81. Perseverance finds its Reward.—N. Goodrich 48
82. The Necessity of Volcanoes.—Rev. Prof. Hitchcock 49
83. The Power of Beauty.—Lord Shaftesbury 49
84. The English Climate.—Hewitt 50
85, 86. The London Docks.—The “Globe” Newspaper 50, 51
87. Dr. Johnson on Debt.—S. Smiles 52
88-94. A Curious Instrument.—Jane Taylor 53-57
95. Anglo-Saxon Dress.—Milner 57
96, 97. The Glaciers at Sunset.—Mrs. Beecher Stowe 58, 59
98, 99. The Lost Child Found.—Jacob Abbott 59, 60
100. Perspiration.—Rev Dr. Dick 61
101-107. The Drama of the French Revolution of 1848.—Essays
from “The Times” 61-69
108. Experience is the best Teacher.—W. C. Hazlitt 69
109. On Self Culture.—William Chambers 70
110, 111. Goethe’s Death.—G. H. Lewes 70, 71
112. On Travelling.—Charles Kingsley 72
113. The Management of the Body.—Sidney Smith 73
114. The Sources of Water.—Dr. Lankester 73
115. The Art of Oratory.—Henry Clay 74
116. Early Privations.—S. Smiles 75
117, 118. The Blessedness of Friendship.—Charles Kingsley 76
119, 120. Do Good in your own Sphere of Action.—Thos. Hughes 77, 78
121, 122. The State of Ireland.—The Right Hon. John Bright 79
123-125. On Ragged Schools.—Dr. Guthrie 80-82
126. Shylock Meditating Revenge.—Shakespeare 82
127, 128. Character of Charlemagne.—Hallam 83, 84
129-131. Goethe’s Daily Life at Weimar.—G. H. Lewes 85-87
132. The Progress in the Art of Printing.—The Right Hon. W.
E. Gladstone 88
133. Robert Dick, the Baker, Geologist, and Botanist.—S. Smiles 89
134, 135. The Gospel of Work.—Charles Kingsley 90, 91
136, 137. Do not be Ashamed of your Origin.—Anecdotes 92
138. Not Near Enough Yet.—Rev. Prof. Earle 93
139. A Great Loss.—S. Smiles 95
140, 141. Hero Worship.—Charles Kingsley 95, 96
142-144. James Watt and the Steam-Engine.—Lord Jeffrey 97, 98
145. Manufactures in England.—Bevan 98
146, 147. Mr. H. M. Stanley’s Appeal for Supplies 99, 100
148. Answer to the preceding letter.—J. W. Harrison 101
149, 150. Mr. Stanley’s Acknowledgment of the preceding letter
and the Supplies 102, 103
151. Returned Kindness.—Dr. Dwight 104
152-154. New-Year’s Eve.—After Hans Andersen 105-107
155. Providence Vindicating the Innocent.—W. Smith 108
156, 157. Napoleon Bonaparte.—Emerson 109-111
158. The Warlike Character of the Germans.—Admiral Garbett 112
159. The Way to Master the Temper.—Alcott 113
160, 161. Opinions as to English Education.—S. Smiles 113-115
162. A Royal Judgment.—P. Sadler 116
163. Tacitus.—Sir Walter Scott 117
164. Humility.—Anonymous 117
165-168. Russian Political Prisoners in Banishment.—James Allen 118-122
169-171. Tahiti.—Charles Darwin 123-125
172. Audubon, the American Ornithologist, relates how nearly
a thousand of his original Drawings were destroyed.—John
Audubon 126
173-177. The Battle of Kassassin.—The Correspondent of the
London “Standard” 127-132
178. How the Duke of Wellington was Deceived.—Historical Anecdotes 134
179-181. A Letter from Dr. Henry Danson to Mr. John Forster,
on Charles Dickens’s School-Life 135-137
182. Sir Joseph Paxton.—S. Smiles 138
183-186. Rebecca describes the Siege of Torquilstone to the
wounded Ivanhoe.—Sir Walter Scott 139-143
187-190. The Favourite Hares.—William Cowper 144-146
191. Prince Bismarck’s Home.—The Correspondent of the London
“Daily News” 147
192. Royal Benevolence.—W. Buck 148
193. Telegraphy among Birds.—Prof. G. Wilson 149
194-196. The Hanse.—J. H. Fyfe 150-152
197. Coming to Terms.—The “Young Ladies’ Journal” 153
198. False Pride.—The “New York Herald” 155
199. Anecdotes of Great Statesmen:
I. Abraham Lincoln.—The “New York Herald” 156
II. Prince Bismarck and Lord Beaconsfield.—The
Correspondent of the London “Daily Telegraph” 156
200. The Power of Music.—Manchester “Tit-Bits” 158
201-206. The two Schoolboys, or Eyes and No Eyes.—Dr. Aikin 159-165
207, 208. The King and the Miller.—Chambers’s Short Stories 166, 167
209, 210. A Friend in Need.—Chambers’s Short Stories 168, 169
211. My First Guinea.—The Rev. Dr. Vaughan 169
212. The Green Vaults in Dresden.—Bayard Taylor 171
213. The Death of Little Nell.—Charles Dickens 172
214. The Childhood of Robert Clive.—Lord Macaulay 173
215, 216. An Adventure with a Lion.—Dr. Livingstone 173, 174
217-220. The Burning of Moscow.—Sir Walter Scott 175-177
221-223. Christmas in Germany.—Bayard Taylor 178-180
224. New-Year’s Eve in Germany.—Bayard Taylor 181
225, 226. The Two Robbers.—Dr. Aikin 182
227, 228. A Touching Scene at Sea.—Rev. E. Davies 183, 184
229-232. An Oration on the Power of Habit.—J. B. Gough 185-187
233-242. A Curious Story.—W. J. J. Spry 187-194
243, 244. How the Bank of England was Humbled.—“Tit-Bits” 195, 196
245, 246. Morgan Prussia.—King George the Fourth 197, 198
247. The Terrible Winter of 1784.—After Alexander Dumas 199
248-250. A Story Worth Reading.—St. James’s Magazine 201, 203
Appendix:
A.—Essentials of Construction 205
B.—The Indicative Mood 209
C.—The Subjunctive (or Conjunctive) Mood 210
D.—The Conditional Mood 213
Synopsis of the changes the German Spelling has undergone
through the Government Regulations of 1880 215-222
Index to the Grammatical Rules and Idiomatic Renderings 223-228
[Illustration: I. Specimens of German Handwriting.
Capital Letters.
A, B, C, D, E, F, G, H,
A, B, C, D, E, F, G, H,
I, J, K, L, M, N, O, P,
I, J, K, L, M, N, O, P,
Q, R, S, T, U, V, W,
Q, R, S, T, U, V, W,
X, Y, Z.
X, Y, Z.
Small Letters.
a, b, c, d, e, f, g, h, i, j,
a, b, c, d, e, f, g, h, i, j,
k, l, m, n, o, p, q, r, s,
k, l, m, n, o, p, q, r, s,
s, t, u, v, w, x, y, z.
s, t, u, v, w, x, y, z.]
[Illustration: II. Compound Consonants.
ch, ck, ss, ß, sch, sp, st, th, tz.
ch, ck, ss, sz, sch, sp, st, th, tz.
Arm, Birne, Character,
Dank, Eis, Freund, Gold,
Hund, Insel, Jahr, Kind,
Land, Mann, Nuß, Onkel,
Pfad, Quelle, Rabe, Sack,
Stunde, Tante, Uhr, Vater,
Welt, Xenophon, Yacht, Zahl.
In der Jugend strebe
nach Tugend.
Morgenstunde hat
Gold im Munde.
Fleiß bringt Brot,
Faulheit Not.]
[Illustration: III. Einbildung.
Ein Mann hatte die Gewohnheit, oft mit sich selbst zu sprechen. Einer
seiner Freunde hatte es bemerkt. Warum sprechen Sie so oft mit sich
selbst? fragte er ihn eines Tages. — Das will ich Ihnen sagen, war die
Antwort.
Erstens mag ich gern einen vernünftigen Menschen sprechen hören; und
zweitens mag ich gern mit einem vernünftigen Menschen reden. —
Wissen ist Macht.]
[Illustration: IV. Unsere Sprache.
Daß keine, welche lebt, mit Deutschlands Sprache sich
In den zu kühnen Wettstreit wage!
Sie ist, damit ich’s kurz, mit ihrer Kraft es sage —
An mannigfalt’ger Uranlage
Zu immer neuer und doch deutscher Wendung reich;
Ist, was wir selbst in jenen grauen Jahren,
Da Tacitus uns forschte, waren:
Gesondert, ungemischt und nur sich selber gleich.
Klopstock.]
GERMAN COMPOSITION.
1. Words which, in the English text and in the periphrases of the English
text, are printed in _Italics_, must not be translated.
2. When two words are separated by a dash (—) in the Notes, they
represent the first and last word of a whole clause in the English text,
and the rendering refers to the clause thus indicated.
3. When two or more words are separated by dots (...) in the Notes, the
rendering refers to those words only.
4. The sign = is used in the meaning of: ‘is equivalent to’.
5. As a rule, the periphrases are given in correct English construction.
_Section 1._
A GOOD MAXIM[1].
My maxim is: never to begin[2] a book without finishing[3] it, never to
consider[4] it finished without[5] knowing it, and to study[6] it with[7]
a whole mind.—SIR THOMAS BUXTON.
[1] +Grundsatz+, m.
[2] to begin, +an´fangen+. When the =Infinitive= is used either
subjectively or objectively, it is generally preceded by the preposition
+=zu=+, and is called =Supine=. Comp. S. 78, N. 14, 1. To form the
=Supine Present= of compound separable verbs, like +an´fangen+, we must
place the preposition +zu+ between the separable prefix and the verb. The
Supine must be used here. See App. § 1.
[3] to finish, +beendigen+. The =Supine= is generally used for rendering
the =English Gerund= (i.e. the verbal in -ing) when the latter is
governed by a preposition, though, sometimes, this form may be rendered
by the help of the subordinative conjunction +~daß~+ and a finite verb
(i.e. one with a personal termination); as—
He judges _without understanding_ anything about the matter.
+Er urteilt, ~ohne~ etwas von der Sache ~zu verstehen~+, _or_
+~ohne daß er~ etwas von der Sache ~versteht~.+
Use the Supine, which is always to be placed at the end of the clause.
[4] To consider a thing finished, +eine Sache ~als~ beendigt betrachten+.
The pronoun ‘it’ should begin the clause. See App. § 2.
[5] without — it, +ohne mit dem Inhalt desselben vertraut zu sein+.
[6] to study, +studie´ren+.
[7] with — mind = with undivided attention.
_Section 2._
WHAT IS ETERNITY?
_The_ following question was[1] put in writing[2] to a boy[3] in the
deaf-and-dumb school[4] at Paris: “What is eternity?” “It is the
life-time of the Almighty,” was the answer.—REV. R. K. ARVINE.
[1] Here the verb is in the Passive Voice. Remember that the =German
Passive Voice= is formed by the auxiliary +=werden=+. =The verb is in the
Passive Voice whenever the subject is suffering the action expressed by
the verb=; as—
The castle _was built_ in the year 1609.
+Das Schloß ~wurde~ im Jahre 1609 ~erbaut~.+
To put a question to a person, +einem eine Frage vor´legen+.
[2] in writing, +schriftlich+, which place before the p. p. (App. § 1).
[3] boy = pupil.
[4] +Taubstummenanstalt+, f.; render ‘in the’ by the gen. of the def.
art.; at = in.
_Section 3._
THE ACTION[1] OF[2] WATER.
The action of water on[3] our food[4] is very important. There[5] would
be no carrying of food into the system but for the agency of water. It
dissolves everything[6] that[7] we take[8], and nothing[9] that we take
as food can[10] become nutriment that[11] is not dissolved in water.—DR.
LANKESTER.
[1] ‘action’, here = operation, +Wirkung+, f.
[2] Use the gen. of the def. art. =The definite article= is always
required before nouns representing the whole of a given class, and before
abstract nouns taken in a general sense.
[3] on = upon.
[4] food = victuals, +Speisen+, pl.
[5] This sentence must be construed in a somewhat different way; say:
‘Without the agency (+Vermittelung+, f.) of water, no food (+Nahrung+,
f.) would be conveyed into the body,’ +würde dem Körper keine Nahrung
zu´geführt werden+.
[6] everything = all.
[7] ‘that’, here +~was~+. The indefinite relative pronoun +=was=+ is
the pronoun generally required after the indefinite numerals +alles+,
+etwas+, +manches+, +nichts+, +viel+, and +wenig+, after the indefinite
demonstrative pronoun +~das~+, and also after a superlative used
substantively; as +Das Schönste, was ich habe+.
[8] ‘To take’, when used of food, may be rendered by +essen+, +trinken+,
or +genießen+, which latter verb should be used here.
[9] ‘nothing — food’, may be briefly rendered by ‘+keine genossene
Speise+‘.
[10] can — nutriment = can serve as nutriment (+Ernährung+, f.). The verb
+dienen+ requires the prep. +zu+, which governs the dat. and must here be
contracted with the def. art. into +zur+: see N. 2.
[11] that — water = before (+ehe+, see App. § 17) the same (f.) is
dissolved in water.
_Section 4._
OF[1] WHAT USE IS IT?
When[2] Franklin made his discovery of the identity[3] of lightning[4]
and electricity[4], it[4] was sneered at[5], and _people_ asked: “Of
what use is it?” To[6] which his apt reply was: “What is the use of a
child?—It may[7] become a man!”—S. SMILES.
[1] Of — it, +Wozu nützt es?+
[2] ‘=When=’, referring to definite time of the Past, must always be
rendered by ‘+=als=+’.
[3] of the identity, _von der Identität_, f.; see S. 3, N. 2.
[4] When the agent from which the action proceeds is not mentioned, the
=English Passive Voice= is often rendered by a =reflective verb=, or by
the indefinite pronoun +=man=+ and a verb in the =Active Voice=; as—
At last the book _was found_.
+Endlich {~fand sich~} das Buch.+
+{~fand man~ }+
Say ‘people (+man+) sneered at it.’
[5] _A._ To sneer at something, +über etwas spotten+; _B._ ‘=at it=’ =
there at, +=darüber=+. The English pronouns ‘=it=’, ‘=them=’, ‘=that=’,
and ‘=those=’, dependent on a preposition governing in German the dative
or accusative, are generally to be rendered by the pronominal adverb
‘+=da=+’ in combination with a corresponding preposition. This is always
the case when ‘it’ and ‘that’, in connection with a preposition are used
indefinitely, and frequently when either of these pronouns refers to a
noun representing an inanimate object or an abstract idea. The letter +r+
is inserted between the adverb +da+ and the preposition, whenever the
latter begins with a vowel.
[6] To — was = Upon this (+Hierauf+) he (inverted constr., see App. § 14)
gave _the_ following striking (+treffend+) answer.
[7] may = can; to become a man, +zum Manne werden+.
_Section 5._
WEALTH[1].
Wealth, after all[2], is[3] but a relative thing: for he who has[4]
little, and wants[5] still less, is richer than he who has much, and
wants still more.—REV. C. COTTON.
[1] wealth, +Reichtum+, m., see S. 3, N. 2.
[2] after all ... but, +doch immer nur+; a — thing, +etwas Relatives+.
[3] =When the subject, which may be preceded by its attributes, occupies
the first place in a principal clause, either the copula or the verb must
follow immediately.=
[4] to have = to possess.
[5] ‘to want’, here +bedürfen+.
_Section 6._
MENDELSSOHN IN BIRMINGHAM.
When[1] Mendelssohn, on[2] the first performance of his[3] ‘Elijah’ in
Birmingham, was about[4] to enter[5] the orchestra, he[6] said laughingly
to one of his friends and critics[7]: “Stick[8] your claws into me! Don’t
tell[9] me what you like, but[10] what you don’t like!”—ATHENÆUM.
[1] See S. 4, N. 2.
[2] The preposition ‘on’, signifying ‘on the occasion of’, must be
rendered by ‘+bei+’. ‘Performance’, +Aufführung+, f.
[3] Use the gen. of the def. art.; Elijah, +Elias+.
[4] ‘=to be about=’, +~im Begriff sein~+. ‘To be about’ may also be
rendered by the auxiliary verb of mood +~wollen~+ and the infinitive of
another verb; as—
I _was_ just _about_ to leave, when the letter arrived.
+~Ich war~ gerade ~im~ Begriff abzureisen+ (_or_ +~Ich wollte~
gerade ~abreisen~+), +als der Brief ankam.+
[5] ‘to enter’, +betreten+, see S. 1, N. 2.
[6] Since the subordinate clause precedes the principal clause, the
construction of the principal clause must be inverted, see App. § 15.
[7] to — critics, say ‘to a friend and critic’, +Rezensent+, m.
[8] ‘Stick — me!’ This metaphor must be rendered freely by: +Packen Sie
mich nur tüchtig an!+
[9] tell = say; to like = to please, with the dat. of the person.
[10] The co-ordinative conjunction ‘=but=’ must be rendered by
‘+=sondern=+’, when, after a negative statement, the subsequent clause
expresses an idea altogether contrary to that of its antecedent.
_Section 7._
TO FORGIVE IS[1] TO FORGET.
“I can forgive, but I cannot forget,” is[2] only another way of saying:
“I will not forgive.” A wrong _once_ forgiven[3] ought[4] to be like[5] a
_cancelled_ note[6], torn in two and burned up, so[7] that it never can
be shown against the man.—REV. H. W. BEECHER.
[1] ‘to be’, here = to signify, +heißen+.
[2] is — saying = signifies only in (+mit+) other words. ‘+Das Wort+’ has
two plural forms with a different meaning to each: +die Wörter+, single,
unconnected words; +die Worte+, words connected into speech.
[3] _A._ Whilst the English Perfect Participle (commonly called Past
Participle) is placed both before and after the noun it qualifies, =the
German Past Participle used attributively, as a rule, precedes the
qualified noun=; as—
We met with a ship _bound for Bremen_.
+Wir trafen =ein nach Bremen bestimmtes Schiff=.+
_B._ Clauses containing a Perfect Participle, however, may also be
rendered by the help of a =relative pronoun=. Thus rendered, the
preceding sentence would read:
+Wir trafen ein Schiff, =welches nach Bremen bestimmt war=+;
but the first rendering is certainly more concise than the second, and it
is to be preferred in all cases where the attributive construction would
not be too lengthy. ‘A wrong _once_ forgiven’, say ‘A forgiven wrong’,
and mark that: =When Participles are used attributively, and precede the
noun they qualify, they must be inflected like adjectives.=
[4] render ‘ought’ by the imperfect of +sollen+.
[5] like, +wie+.
[6] note, +Schuldschein+, m.; to tear in two, +zerrei´ßen+; to burn up,
+verbren´nen+. According to the rule given in N. 3, the participles of
these two verbs have to be placed before the noun ‘note’, which they
qualify.
[7] ‘so — man’, say ‘which never again can be used against the debtor’.
According to the hint given in S. 2, N. 1, the verb is in the passive
voice, and since the clause is a subordinate one, the verbs must stand at
the end of the clause. Place the p. p. first, and the copula (can) last.
_Section 8._
WHAT IS CAPITAL?
What is capital? Is[1] it what a man has? Is[2] it counted (App. § 31)
by[3] pounds and pence, stocks[4] and shares[5], by houses and lands[6]?
No! Capital[7] is not what a man has, but what a man is. Character[8]
is[9] capital; honour[10] is capital.—REV. DR. MACDUFF.
[1] ‘Is — has?’ say ‘Does it consist in that which (see S. 3, N. 7)
we possess?’ The prep. ‘in’ here governs the dat. Read again S. 4, N.
5, _B_, and notice that, when the =demonstrative pronouns= ‘that’ and
‘those’ are =followed by a relative pronoun=, they cannot be rendered by
the adverb ‘+da+’ in combination with a preceding preposition; as—
We laughed _at that which_ (_or_ at what) you told us.
+Wir lachten ~über das, was~ Sie uns erzählten.+
[2] See S. 2, N. 1; ‘to count’, here +schätzen+.
[3] by = +nach+.
[4] +Wertpapiere.+
[5] +Aktien.+
[6] +Ländereien.+
[7] ‘Capital — is’. The literal translation of this sentence would read
very awkwardly in German, say ‘Our capital does not consist in that which
we possess, but (S. 6, N. 10) in that which we are.’
[8] Character = A good reputation.
[9] ‘is’, here _ist_.
[10] +Ehrenhaftigkeit+, f.
_Section 9._
A GOOD RULE[1].
A French minister, who was alike[2] remarkable[3] for his[4] despatch of
business and _his_ constant[5] attendance at places of public amusement,
being[6] asked how he contrived to combine both _objects_, replied:
“Simply[7] by never postponing till to-morrow what should be done[8]
to-day.”—S. SMILES.
[1] +Lebensregel+, f.
[2] ‘alike ... and’, +sowohl ... wie auch+.
[3] to be remarkable for something, +sich durch etwas aus´zeichnen+.
[4] his — business, +schnelle Erledigung seiner Amtsgeschäfte+.
[5] constant — amusement, +regelmäßiger Besuch öffentlicher
Vergnügungsorte+. The prep. +durch+, which requires the acc., must be
repeated at the beginning of this clause.
[6] ‘being — replied’; this sentence requires an entirely different
construction in German, say ‘answered upon the question, how (App. §
16) he made it possible to combine both (neuter sing.)’. To combine,
+vereinigen+. The verb ‘to make’ must be placed in the Present
Subjunctive, since the clause contains an indirect question. Read
carefully App. §§ 28 and 30.
[7] Simply — to-morrow, +Einfach dadurch, daß ich nie auf morgen
verschiebe+.
[8] ‘to do’, here +erledigen+. See S. 2, N. 1, and place the verbs in the
order pointed out in S. 7, N. 7.
_Section 10._
ENGLAND UNDER THE RULE[1] OF[2] QUEEN VICTORIA.
The peace, the freedom, the happiness[3], and the order which Victoria’s
rule guarantees[4], are[5] part of my birthright as _an_ Englishman,
and I bless[6] God for my share[7]! Where else shall[8] I find such
liberty[9] of action, thought, speech[10], or[11] laws which protect me
so well[12]?—W. M. THACKERAY.
[1] rule = reign.
[2] Use the gen. of the def. art. The definite article is used in German
before names of persons when preceded by an adjective or a common name;
as—
+Der arme Fritz!+
Poor Fritz!
+Der Kaiser Wilhelm.+
Emperor William.
[3] happiness = well-being, +Wohlfahrt+, f. ‘Victoria’s rule’, say ‘the
reign of Queen Victoria’.
[4] to guarantee, +gewähren+.
[5] are part = form a part.
[6] I bless = I thank.
[7] share = lot.
[8] shall = can.
[9] +Freiheit des Handelns.+ Repeat the article before the two following
nouns. In German the =articles, possessive adjective pronouns, and other
determinative words= must be =repeated= when they are used in reference
to several nouns of different gender or number, whilst in English they
are only required before the first noun.
[10] Insert ‘and’ before ‘speech’, +Rede+, f., and place the verb
+finden+ immediately after that noun.
[11] Substitute the words ‘and where’ for the word ‘or’.
[12] +gut.+
_Section 11._
CONCENTRATION OF POWERS.
The weakest living creature[1], by[2] concentrating his powers on
a single object, can[3] accomplish something. The strongest[4], by
dispersing his over many, may fail to accomplish anything[5]. The drop,
by continually[6] falling[7], bores[8] its passage through the hardest
rock. The hasty[9] torrent rushes[10] over it with hideous uproar, and
leaves no trace behind.—T. CARLYLE.
[1] creature, +Wesen+, n.; strengthen the superlative of the adjective by
placing ‘aller’ before it, forming one compound expression, analogous to:
+Die aller schönste Blume+, the finest flower (of all).
[2] ‘by concentrating his powers’, +durch Konzentration seiner Kräfte+;
to accomplish something, +etwas zustande bringen+. Use the adverbial
expression ‘at least’ before ‘something’, which will give more force to
the German rendering.
[3] The copula ‘can’ must be placed immediately after the subject and its
attributes, as has been pointed out in S. 5, N. 2.
[4] The strongest — fail, +Dem Stärksten hingegen wird es durch
Zersplitterung seiner Kräfte nicht gelingen+.
[5] anything, +auch nur das Geringste+.
[6] continual, +unablässig+, adj.
[7] To render ‘falling’, form a noun of the verb ‘+fallen+’. The German
language makes frequent use of the =Infinitive Present= of verbs to form
=abstract nouns=, whilst the English language uses the Verbal in -ing for
that purpose. Such nouns are always of the neuter gender; as +das Gehen+,
going; +das Essen und Trinken+, eating and drinking.
[8] to bore one’s passage, +sich einen Weg bohren+. Place the verb
according to S. 5, N. 2; the adverbial clause ‘by continually falling’
must follow it.
[9] hasty, +ungestüm+; torrent, +Strom+, m.
[10] to rush over something, +über etwas hinweg´stürzen+; ‘rushes —
uproar’, say ‘rushes with hideous (+entsetzlich+) uproar (+Getöse+) over
the same.’
_Section 12._
COOLNESS[1].
Of the Duke of Wellington’s[2] perfect coolness on[3] the most trying
occasions. Colonel Gurwood gives[4] this instance. He was[5] once in
great danger of suffering[6] ship-wreck. It was bed-time[7] when (S. 4,
N. 2) the captain of the vessel came to him, and said: “It will soon be
_all_ over[8] with us!” “Very well,” answered the Duke, “then I (App. §
14) need not (App. § 12) take off[9] my boots!”—W. C. HAZLITT.
[1] +Kaltblütigkeit+, f.
[2] Place the genitive after the governing noun, and say: ‘Of (+Von+) the
perfect coolness of the Duke of Wellington.’ Perfect = great.
[3] ‘on — occasions’ = in the most dangerous (+gefahrvoll+) situations.
[4] to give = to relate. See App. § 14 for the construction. ‘This
instance’ = _the_ following example.
[5] ‘to be’, here +sich befinden+.
[6] Construe according to S. 1, N. 3.
[7] +Schlafenszeit+, f.
[8] +vorüber+.
[9] to take off, +aus´ziehen+, see S. 1, N. 2.
_Section 13._
RELIGIOUS TOLERATION[1].
When[2] certain persons attempted[3] to persuade Stephen[4], King of
Poland, to constrain[5] some of his subjects, who[6] were of a different
religion, to embrace[7] his, he said[8] to them: “I[9] am king of men,
and not of[10] consciences[11]. The[12] dominion of conscience belongs
exclusively to God.”—REV. R. K. ARVINE.
[1] +Religionsduldung+, f.
[2] ‘When’, here?
[3] attempted to = would, impf. of +wollen+.
[4] Say ‘the king Stephen of Poland’. +König Stephan von Bathori regierte
von+ 1576-1586.
[5] +zwingen+. Place the verb after the relative clause, since =the
relative pronoun should follow its antecedent as closely as possible=.
[6] ‘who — religion’, say ‘who belonged to another religion’.
[7] to embrace = to accept.
[8] ‘to say’, here ‘to reply’, +entgegnen+.
[9] I — men = I rule (+herrschen+) over men.
[10] of = over.
[11] This noun is not used in the plural in German. See S. 3, N. 2.
[12] ‘The — God’, say ‘God alone rules over consciences (sing.)’.
_Section 14._
HOW HUGH MILLER[1] BECAME _A_[2] GEOLOGIST.
Hugh Miller’s[3] curiosity[4] was[5] excited by _the_ remarkable traces
of extinct[6] sea-animals in[7] the Old Red Sandstone, on which he
worked as a quarryman. He inquired[8], observed, studied, and became
_a_ geologist. “_It was_ the necessity”, said he, “which made[9] me a
quarrier, _that_ taught me to be a geologist.”—S. SMILES.
[1] +Hugh Miller wurde am 10ᵗᵉⁿ Oktober 1802 von armen Eltern zu Cromarty
in Schottland geboren. Er arbeitete 15 Jahre als gemeiner Steinbrecher,
beschäftigte sich jedoch während jener Zeit mit litterarischen und
wissenschaftlichen Arbeiten, besonders mit der Geologie, der er ganz neue
Bahnen eröffnete. Durch seine Werke hat er sich in der Wissenschaft einen
unsterblichen Namen erworben, und als er am 24ˢᵗᵉⁿ Dezember 1856 starb,
verlor Schottland in ihm einen seiner besten Söhne, und die Geologie
einen ihrer beredtesten und ergebensten Lehrer.+
[2] Contrary to English construction, =the indefinite article is not used
in German in stating the business or profession of a person=; as—
He wants to be _a_ soldier.
+Er will Soldat werden.+
=Exception:= When the noun denoting the business or profession is
preceded by an adjective, the indefinite article is used in German, as in
English:
His father was a clever physician.
+Sein Vater war ein geschickter Arzt.+
[3] When a =Proper Name= is used in the =Genitive Case=, it is generally
placed before the governing noun, as in English: Schiller’s poems,
+Schillers Gedichte+.
[4] +Wißbegierde+, f.
[5] How is the Passive Voice to be recognised? ‘To excite’, here +lebhaft
an´regen+; construe accord. to S. 13, N. 5.
[6] +aus´gestorben.+
[7] in — sandstone, +in einem alten Rotsandsteinlager+; on which = where.
[8] ‘to inquire’, here +Nachforschungen anstellen+.
[9] ‘to make’ requires here the prep. +zu+ contracted with the def. art.;
‘that — geologist’, +machte mich schließlich auch zum Geologen+.
_Section 15._
EXTREMES MEET[1].
When Diogenes, during the famous festival[2] at Olympia[3], saw[4]
some young men of Rhodes arrayed[5] most magnificently, he (App. § 15)
exclaimed smiling: “This is pride!” And when, afterwards[3], he met[6]
with some Lacedæmonians in _a_ mean[7] and _sordid_[8] dress, he said:
“And this is also pride!”—REV. R. K. ARVINE.
[1] +Die Extreme berühren sich.+
[2] the festival at Olympia, +die Olympischen Feste. Diese berühmten
Feste, auch Olympische Spiele genannt, wurden in jedem fünften Jahre am
ersten Vollmond nach der Sonnenwende (Anfang Juli) bei Olympia zu Ehren
des Zeus gefeiert. Sie dauerten fünf Tage und bestanden in Wettrennen (zu
Wagen, zu Pferd und zu Fuß) und in gymnastischen Spielen aller Art.+
[3] Contrary to English practice, =the comma is, as a rule, not used
in German to enclose adverbs or adverbial clauses of time, manner, and
place=.
[4] ‘to see’, here +erblicken+, which place after ‘Rhodes’; young men =
youths; ‘of’, here +aus+; Rhodes, +Rhodus+.
[5] ‘arrayed — magnificently’. Turn these words into a relative clause,
and say: ‘which were most magnificently (+aufs prächtigste+) arrayed
(+schmücken+)’, according to the rule given in S. 7, N. 3, _B_.
[6] to meet with a person, +einem begegnen+. Place the subject
immediately after ‘when’. The Lacedæmonian, +der Lazedämonier+.
[7] +armselig.+
[8] +zerlumpt.+
_Section 16._
POOR PAY[1].
When the Duke of Marlborough, immediately after the battle of
Blenheim[2], observed[3] a soldier leaning[4] pensively on the butt-end
of his musket, he accosted[5] him thus: “Why so pensive[6], my friend,
after so[7] glorious a victory?” “It may be glorious[8],” replied the
brave fellow, “but[9] I am thinking that all _the_ human blood I[10] have
spilled this day[11] has only[12] earned me fourpence.”—REV. R. K. ARVINE.
[1] +Armselige Bezahlung.+
[2] +Die Schlacht bei Blindheim+ (Engl. ‘Blenheim’) +wurde am 13ᵗᵉⁿ
August 1704 von dem Herzog von Marlborough in Verbindung mit dem
östereichischen Prinzen Eugen gegen die Franzosen gefochten. Blindheim
ist ein kleines bayerisches Dorf bei Höchstädt, an der Donau. Die
Schlacht wurde zu gunsten der Verbündeten entschieden, und der Herzog von
Marlborough erhielt für diesen glänzenden Sieg von der Königin Anna ein
prachtvolles Schloß+ (Blenheim House) +bei Woodstock in Oxfordshire zum
Geschenk.+
[3] Place the verb ‘observed’ after the noun ‘soldier’.
[4] ‘leaning — musket’. This passage must be changed into a relative
clause, thus: ‘who leant (+sich stützen+) pensively (+gedankenvoll+) upon
the butt-end (+Kolben+, m.) of his musket’, for: =Sentences containing
a Present Participle which qualifies a preceding noun or pronoun, are
generally turned into relative clauses=; as—
The teacher, _noticing_ the boy’s talent, applied to the prince
on his behalf.
+Der Lehrer, ~welcher~ das Talent des Knaben ~bemerkte~,
verwendete sich für ihn bei dem Fürsten.+
[5] to accost, +anreden+; thus, +folgendermaßen+.
[6] here ‘+nachdenkend+’ in order to avoid the repetition of the same
word.
[7] so ... a, +ein ... so+.
[8] Make the word ‘glorious’ emphatic by placing it at the head of the
clause, and see App. § 14. Insert the adverb ‘+wohl+’ between the subject
and the verb ‘be’, which will render the sentence more idiomatic.
[9] but — thinking, +aber ich bedenke+.
[10] Supply the relative pronoun ‘which’, for: =The relative pronoun can
never be omitted in German=; to spill, +vergießen+.
[11] this day = to-day.
[12] This work has only earned me a shilling, +diese Arbeit hat mir nur
einen Schilling eingebracht+.
_Section 17._
THE WORLD IS A LOOKING-GLASS.
We[1] may be pretty certain that persons[2] whom all the world treat
ill, deserve entirely[3] the treatment they[4] get. The world is a
looking-glass, and gives[5] back to every man the _reflection_ of his
own face. Frown[6] at it, and[7] it will in turn look sourly upon you;
laugh[8] at it and with it, and[9] it is a jolly, kind companion[10].—W.
M. THACKERAY.
[1] We — certain. +Wir können uns ziemlich sicher darauf verlassen.+
[2] persons — ill = those who have to suffer from everybody.
[3] +vollkommen.+
[4] they get, +welche ihnen zuteil wird+.
[5] to give back the reflection = to reflect, +zurück´werfen+; every man,
+jeder+; face = image.
[6] to frown at a person, here ‘+einen mürrisch an´blicken+’; use the
second pers. sing.
[7] and — you, +und sie wird auch auf dich verdrießlich
hernie´derschauen+.
[8] ‘Laugh at it’ seems to be used here in the sense of: ‘Smile at it’.
Say: ‘Smile at it, laugh with it’, etc. ‘To smile at a person’, here
‘+einen freundlich an´blicken+’.
[9] ‘and — is’, say: ‘and it will be for thee (+dir+)’.
[10] +Gefährtin.+
_Section 18._
GIVE[1] THE HONOUR TO GOD ALONE.
A lady applied[2] to the worthy philanthropist[3] Richard Reynolds
on behalf of a little orphan boy. After he[4] had (App. § 17) given
liberally[5], she said: “When[6] he is old enough, I (App. § 15) will
teach[7] him to thank his benefactor.” “Stop[8],” said the good man,
“thou art mistaken[9]. We do not thank the clouds for rain (S. 3, N.
2). Teach[10] him to look higher, and thank Him[11] who giveth both the
clouds and the rain.”—REV. R. K. ARVINE.
[1] Say ‘Give God alone the honour’.
[2] to apply to a person _on behalf of_ somebody, +sich bei einem ~für~
jemand verwenden+.
[3] +Menschenfreund+, m.
[4] To avoid ambiguity turn the pron. ‘he’ here by ‘Reynolds’.
[5] ‘liberally’, here +reichlich+.
[6] The conjunction ‘=when=’, used in the sense of ‘=whenever=’, and
referring to indefinite time, must be rendered by ‘+=wenn=+’ (compare S.
4, N. 2); as—