time=, it must generally, by the help of one of the conjunctions +als+
(when), +nachdem+ (after), +indem+ (while, whilst), and +während+
(while, whilst), be changed into a finite verb, i.e. one with a personal
termination; thus—
_Hearing_ his opponent speak in this way, his features assumed
an expression of contempt.
+~Als~ er seinen Gegner so sprechen ~hörte~, nahmen seine Züge
den Ausdruck der Verachtung an.+
_Having given_ his orders, the officer rode quickly away.
+~Nachdem er~ seine Befehle erteilt ~hatte~, ritt der Offizier
schnell von dannen.+
_Looking_ at me in a suppliant manner, a tear glittered in her
eye.
+~Indem sie~ mich bittend ~ansah~, glänzte eine Thräne in ihrem
Auge.+
I saw it _when passing_ the house this morning.
+Ich sah es, ~als ich~ heute Morgen beim Hause ~vorüberging~.+
Consequently, the above passage must be rendered thus: ‘When Napoleon
saw (+bemerken+) a young Prussian soldier who was pressing his flag to
(+an+) his (S. 43, N. 9, _A_) bosom (+Herz+) in the agonies of death (+im
Todeskampfe+, which place after ‘flag’), he said to his officers’: etc.
[2] Say ‘You see, gentlemen’.
[3] ‘to approach’ here = to border (+an etwas grenzen+). For the
construction see S. 16, N. 4.
[4] Say ‘Bury this young man (+Jüngling+) without delay with military
honours’.
[5] that — write, +um ... schreiben zu können+. He writes _to_ me once a
month, +Er schreibt einmal monatlich ~an~ mich+.
[6] Supply the pronoun +ihm+ (from him) after the Imperative.
[7] +Leichentuch+, n.; ‘for him’ must be rendered by the dat. of the
pers. pron., which place after the copula ‘will’.
[8] +Der General Bourrienne war Privatsekretär und späterer Biograph
Napoleons des Ersten.+
_Section 56._
OUR CULTIVATED[1] NATIVE[2] PLANTS.
Most[3] of the fruits which grow on trees, _such_ as our apples and
pears, have[4] been greatly[5] improved and raised[6] above their natural
state by grafting and other artificial means.
Of[7] cultivated native plants, the chief are celery[8], parsley, the
cabbage, turnip, carrot, parsnips, and the hop. The onion is[9] a
native of South France, the lettuce of Greece, the radish of China, and
the rhubarb, now[10] so largely used in pies and puddings, of Russia.
Cress comes from[11] Persia, spinach from some[12] part of Asia, and
the Jerusalem artichoke[13] from Brazil.—HEWITT, PHYSICAL GEOGRAPHY OF
ENGLAND AND WALES.
[1] +veredelt.+
[2] +einheimisch.+
[3] The clause ‘Most — trees’ may be briefly rendered by ‘+Die meisten
Baumfrüchte+’.
[4] Here follows the adverbial clause ‘by grafting — means’.
[5] +bedeutend.+
[6] ‘raised — state’ may be elegantly rendered by the p. p. ‘cultivated’
(+veredelt+).
[7] Say ‘The principal cultivated native plants are’, etc.
[8] See S. 3, N. 2. I should recommend to repeat the art. before each of
the following six nouns.
[9] is a native _of_, +stammt ~aus~+.
[10] ‘Now — puddings’. This elliptic clause must be completed in German.
Say ‘which is now so largely (much) used in pies (+Pasteten+) and
puddings’.
[11] +aus+.
[12] ‘some’, here +irgend ein+.
[13] +Erdartischocke+, f.
_Section 57._
THE BEQUEST[1].
I.
An old avaricious English gentleman[2] had three sons, of whom one[3]
was a good-natured but light-minded fellow. Whenever (S. 18, N. 6) he
fell[4] into any trouble, he excused himself on[5] the ground that[6]
he was seeing life. His prodigality, however, annoyed[7] his father so
much[8], that he resolved to disinherit (S. 1, N. 2) him. His friends
interceded[9] in his favour, but their efforts were in vain.
When the old gentleman[10] felt his end approaching, he called his sons
together[11], and said to them: “I leave[12] to my son John my whole
estate[13], and desire him[14] to be frugal.” John[15], in a sorrowful
tone, as is usual on such occasions, prayed heaven to prolong his
father’s life, and give him health to enjoy the gift[16] himself.
[1] +Das Vermächtnis.+
[2] +Engländer.+
[3] Say ‘the one’.
[4] to fall into trouble, +in Verlegenheit geraten+.
[5] on the ground, +damit+.
[6] +daß er das Leben kennen lerne.+ Comp. App. §§ 28 and 30.
[7] +verdrießen+. See S. 5, N. 2.
[8] +sehr.+
[9] to intercede in a person’s favour, +zu gunsten einer Person
sprechen+. He interceded in my favour, +er sprach zu meinen gunsten+.
Supply the adverb +zwar+ (it is true) after the verb.
[10] +Herr+; to feel one’s end approaching, +sein Ende heran´nahen
fühlen+.
[11] together, +zu sich+.
[12] ‘to leave’, here = to bequeath.
[13] +Besitzung+, f.
[14] The construction of =the Infinitive with an Accusative=, so
frequently employed in English as an imitation of the Latin and Greek,
=is unknown in German=. Such constructions must be rendered by a
subordinate clause introduced by the conjunction ~+daß+~; as—
I know _him to be_ an industrious man.
+Ich weiß, daß er ein fleißiger Mann ist+.
See also App. § 34, and say ‘and wish that he may be frugal (+sparsam+)’.
[15] This passage requires the following construction: ‘As (+wie+) it is
usual (+üblich+) on (+bei+) such occasions, John (App. § 15) implored
heaven in (+mit+) a sorrowful tone to prolong’, etc. The noun +Himmel+ is
always used with the article.
[16] +Vermächtnis+.
_Section 58._
THE BEQUEST.
II.
The father continued: “I leave to my son James my money[1], amounting[2]
to four thousand pounds[3].” “Ah, father,” said[4] James, of course
in[4] great affliction, “may (App. § 34) heaven give you life and
health to enjoy the gift yourself.” The[5] father, then addressing the
spendthrift, said: “As[6] for you, Dick, you[7] will never come to good;
you will never be rich. I leave you a shilling to (S. 19, N. 7) buy[8] a
halter.” “Ah, father,” said Dick in _a_ most[9] melancholy voice, “may
heaven give you life and health to enjoy the gift yourself!”—ANONYMOUS.
[1] ‘money’, here = ready money, +bares Geld+.
[2] to amount to something, +sich ~auf~ etwas belaufen+. See S. 16, N. 4.
[3] +=Das Pfund=+, one pound English money, never takes the sign of the
Plural in German, and the same refers to ‘+=die Mark=+’, a German coin
corresponding to one shilling English.
[4] said = exclaimed; in = with.
[5] Say ‘Upon this the father addressed himself (+sich wenden+) to (+an+)
the spendthrift and said’.
[6] As — Dick, +Was dich betrifft, Richard.+
[7] Introduce this clause by the adverbial conjunction +so+, and see App.
§ 15; to come to good, +zu etwas Rechtem kommen+.
[8] =The German language, as a rule, requires that the person for whose
benefit an action is performed, is clearly indicated. When this is not
done by a noun in the dative case, it is generally done by means of the
dative of a personal pronoun=; as—
I will buy a hat.
+Ich will ~mir~ einen Hut kaufen.+
We have built a house.
+Wir haben ~uns~ ein Haus gebaut.+
Supply, therefore, the necessary pronoun after the conjunction +um+; a
halter = a rope, +Strick+, m.
[9] Render ‘most’ here by ‘+höchst+’.
_Section 59._
WHEAT.
Wheat is the most valuable[1] of all grains, because[2] from it, chiefly,
we obtain the flour of which bread is made. In order to make[3] flour,
the grains of wheat[4] are crushed[5] between stones in a mill. The
crushed mass is then separated[6] into two parts,—bran[7] and flour.
Bran is the outer husk of the grain, which is used (S. 4, N. 4) for[8]
fattening cattle, etc.[9] It[10] does no harm, however, to mix the bran
with the flour; the mixture is more nourishing than the pure flour. The
bran makes the flour and the bread darker _in colour_; but this is no
disadvantage, for brown bread is both[11] cheaper and more nourishing
than white bread. Bread[12] is often artificially whitened by[13] the
addition of alum and other injurious substances. Wheat is[14] chiefly
grown in France, Germany, Austria, Southern Russia, (S. 46, N. 6) the
British Isles, Australia, the United States, Canada, Egypt, and Northern
Africa.—NELSON’S READERS.
[1] +wertvoll+; ‘grain’, here +Kornart+, f.
[2] Say ‘because it yields (+liefern+) us chiefly the flour for our
bread’.
[3] +bereiten.+
[4] Form a compound noun of ‘wheat’ and ‘grains’ (+Körner+).
[5] +zermahlen.+
[6] +sondern.+
[7] The prep. ‘in’ must be repeated before this and the following noun.
[8] for — cattle, +zur Viehfütterung+.
[9] +u. s. w.+, i.e. +und so weiter+.
[10] It — however, +Übrigens schadet es nichts+.
[11] both ... and, +sowohl ... als auch+.
[12] Say ‘Bread receives (+erhalten+) often an artificial whiteness
through an addition’, etc.
[13] When ‘=by=’ is equivalent to ‘=through=’, it must be rendered by
+=durch=+.
[14] Say ‘grows chiefly’, in order to make the construction more concise
than it would be by using a p. p., which would have its place at the end
of the whole clause, and would thus make the construction too lengthy.
_Section 60._
OCCUPATION OF THE ANGLO-SAXONS.
Fishing (S. 40, N. 9) was a principal occupation, owing[1] to the
frequent abstinences from flesh-meat, enjoined[2] by (S. 59, N. 13) a
superstitious ritual[3]. Eels were taken[4] in immense numbers in the
marsh lands of the Eastern counties; salmon in the river Dee; herrings
along the shores of Suffolk, Kent, and Sussex, in[5] their annual
migration; while larger species, as[6] the whale and grampus[7], were
captured in the open sea. Hunting and falconry were the field-sports[8]
of the great. The beasts of the forest or chase, which were protected
by fines, and reserved[9] for privileged persons, were the[10] stag,
roebuck, hare, and rabbit. The wolf, fox, and boar might[11] be killed
by[12] any one with impunity, if (S. 27, N. 7) found without[13] the
limits of the chase or forest. The wild duck and heron were the[14]
common quarry.—MILNER, HISTORY OF ENGLAND.
[1] Say ‘in consequence of the frequent fasting’.
[2] +an´ordnen.+ See S. 7, N. 3, _B_.
[3] +Ritus+, m.
[4] ‘to take’, here = to catch; numbers = multitudes, +Menge+, f.; marsh
lands, +Marschgegenden+.
[5] in = upon.
[6] as = like, +wie+.
[7] +der Schwertfisch+ (Delphinus orca).
[8] +Vergnügungen+.
[9] +reservieren+.
[10] I propose to use the following seven nouns in the plural and without
the article, in order to avoid the frequent repetition of the same.
[11] Use the Imperf. of +dürfen+.
[12] by — impunity, +von jedermann ungestraft+.
[13] without = outside, +außerhalb+.
[14] Say ‘the booty of all’.
_Section 61._
TENDER[1], TRUSTY, AND TRUE.
I.
(Extract from a sermon preached to a congregation of children at Chicago.)
When[2] I was in the Sunday-school, and had just begun to read about[3]
David, I[4] did not feel sure he ever was a real baby, and had to be
fed with a teaspoon; or that he ever was a real little boy[5] that[6]
went to school as I did, and played marbles[7], and had a peg-top[8], a
jack-knife[9], some slate pencils, ever[10] so many buttons, and a piece
of string[11], all in one pocket; that[12] he ever had to try hard not
to cry when he went to school very cold[13] mornings; or[14] that the
teacher spoke sharp to him, when the little chap had tried[15] his best
to get[16] his lesson, and[17] did not get it very well.
[1] +Zartfühlend, zuverlässig und treu.+
[2] Say ‘when I went to the Sunday-school’, and supply the adverb noch
after the subject.
[3] +über.+
[4] Say ‘I could scarcely imagine, that he ever really had been a little
child and had to be fed with a teaspoon (+und mit einem Theelöffel habe
gefüttert werden müssen+)’. By carefully reading §§ 29 and 30 of the
Appendix, the student will see that the verbs depending on the governing
verb ‘_imagine_’ must stand in the Perfect of the Subjunctive Mood.
According to S. 52, N. 8, however, the auxiliary ‘_sei_’ may be omitted
in the clause ‘that he ever really had been a little child’.
[5] +Junge.+ The auxiliary ‘+sei+’ may again be omitted here.
[6] that = who; as I did = ‘like myself’, which place immediately after
the relat. pron.
[7] +Schusser+. Remember that both this and the next clause are depending
on the relative clause ‘that — did’; place, therefore, the verb ‘played’
after ‘marbles’, and the verb ‘had’ after ‘peg-top’.
[8] +Kreisel+, m.
[9] +Taschenmesser+, n.
[10] ever so many, +eine Unzahl von+, i.e. no end of.
[11] +ein Stück Bindfaden.+
[12] that — hard, +daß er sich je habe anstrengen müssen+.
[13] cold mornings, +an einem sehr kalten Morgen+, which place after the
subject. ‘To go to school’, +zur+ (_or_ +in die+) +Schule gehen+.
[14] Say ‘or that the teacher had ever scolded (+schelten+) the little
fellow (+Bursche+), when he had’, etc.
[15] to try one’s best, +sich Mühe geben+.
[16] to get one’s lesson = to learn one’s lesson, +seine Lektion
erlernen+.
[17] Say ‘and had not learnt it well’, and supply the adverb +doch+
(nevertheless) after the objective pronoun ‘it’. For the position of the
verb see App. § 17.
_Section 62._
TENDER, TRUSTY, AND TRUE.
II.
But you[1] know, ministers[2] have to find out all about such men as
David; and I have found out enough to[3] make me feel sure he was once
a little boy, _just_ like _one of_ you; that he had[4] to learn verses,
like you; and didn’t like (S. 20, N. 2, _A_) it, like you; and that he
did not like to go to bed early, or to get up early, like you.
I rather[5] fear that, in the summer, he[6] ate green apples, unripe
melons, hard peaches, and sour plums, as[7] you _do_; and[8] got sick,
and was very sorry, and had to take[9] medicine, as you _do_; that he
said he would (App. § 28) never do it again, and that he[10] then never
did _do_ it again, as[11] I hope you will neither.
[1] Use the 2nd pers. pl., and after the verb supply the adverb ‘+ja+’,
which will be equivalent to the English ‘I am sure’.
[2] +die Pfarrer+, before which supply the conj. +daß+. Have to = must;
to find out, +aus´findig machen+; all — David = all (S. 3, N. 7) that
relates (+sich beziehen+) to (_auf_) such men as David.
[3] Say ‘to (S. 19, N. 7) be convinced, that’, etc. Just — you, +wie ihr+.
[4] The auxiliaries ‘=to have=’ and ‘=to be=’ followed by the infinitive
of another verb, must generally be rendered by the auxiliary verb of mood
‘+=müssen=+’; as—I have to do it, +Ich muß es thun+.
[5] +fast+, adv.; see S. 5, N. 2.
[6] The subject ‘he’ must immediately follow the conj. ‘that’.
[7] as you do, +wie ihr+.
[8] that he became (+werden+) ill; ‘and — sorry’, say ‘felt (+empfinden+)
bitter repentance’.
[9] ‘to take’, here +ein´nehmen+.
[10] Here follows the pron. ‘it’.
[11] +wie ihr es hoffentlich auch nicht wieder thun werdet.+
_Section 63._
TENDER, TRUSTY, AND TRUE.
III.
Now[1], just here I was trying to see what[2] sort of boy David was when
he grew[3] bigger; and, when I shut my eyes, and _so_ tried[4] to see
_it_ all clearly, I heard a noise right[5] under my study window. This
was[6] about[7] four o’clock, Friday afternoon; the schools were out,
and the children running home[8]. I turned my head to see what was the
matter[9], and then (App. § 14) I saw what I want[10] to tell you. About
ten boys were standing together[11]. All at once a big boy knocked[12] a
little boy[13] down, and rolled him in the snow[14]. The little boy got
up[15], and said: “What[16] did you do that for?” Then[17] the big boy
again approached the little boy[13], and I believe[18] he would have
knocked him down again[19], had not the little boy[13] walked sobbing
away[20] towards home.
[1] +Hier wollte ich nun sehen.+
[2] what sort of, +was für ein+.
[3] +werden.+
[4] +sich bemühen.+
[5] just under the window of my study.
[6] Here follow the words ‘on Friday afternoon’.
[7] Supply here the prep. ‘at’, +um+.
[8] The English ‘=home=’, after a verb denoting motion, must be rendered
by +=nach Hause=+, and ‘=at home=’, after a verb denoting rest, by +=zu
Hause=+.
[9] =the matter is=, +=es giebt=+, verb impers. Use the Present of the
Subj., according to App. § 32.
[10] The auxiliary verb of mood ‘+=wollen=+’ expresses =wish= and =want=;
as—
+Was ~wollen~ Sie?+
What do you _wish_?
+Zu wem ~wollen~ Sie?+
Who is it you _want_?
[11] +neben einander+.
[12] to knock down, +zu Boden schlagen+.
[13] The noun ‘boy’ need not be repeated here.
[14] Supply here the adverb ‘about’ (+umher+).
[15] to get up, +auf´stehen+.
[16] What ... for = Why. Use the 2nd pers. sing.
[17] Upon this, S. 44, N. 4.
[18] Supply here the conj. +daß+. Read carefully § 36 of the App., and
construe accordingly. Use the Pluperfect Subj. in both clauses, and
observe that the verb +gehen+ always requires the auxiliary +sein+. See
S. 29, N. 3.
[19] +noch einmal+.
[20] away towards home = home.
_Section 64._
TENDER, TRUSTY, AND TRUE.
IV.
“There,” I said, when I had seen that, “I know what David never did _do_:
he (S. 5, N. 2) never struck a boy that[1] was no match for him; he never
was a coward like that big boy; for he[2] is a coward to[3] strike a
small boy so; and those[4] others are not the boys (S. 16, N. 10) they
ought[5] to be, to[6] stand by and see it done.” I saw such[7] a thing in
a picture once, which was called the Wolf and the Lamb. A great, cruel
boy[8] meets a small, delicate lad[9] who has lost his father, and stands
over him with[10] his fist doubled, just as I saw that boy _stand_ under
my study window. I think[11] if[12] any[13] boy in this church were[14]
to see that picture, he would instantly say[15]: “What a shame to use[16]
a boy so who is not your match!”
[1] that — him, +der ihm nicht gewachsen war+.
[2] the pron. ‘he’ is used demonstratively in this clause.
[3] Say ‘because he can strike a small boy so’.
[4] those = the.
[5] To render ‘=ought=’, use the Imperf. of ‘+=sollen=+’.
[6] Say ‘because they stand by (+dabei´stehen+) and look at it (+es mit
an´sehen+)’.
[7] such a thing, +etwas Aehnliches+. The adv. ‘once’ must stand
immediately after the verb.
[8] +Bube+, m.
[9] lad, +Bursche+, m. The clause ‘who — father’ may be briefly rendered
by the adj. ‘fatherless’, which place before ‘lad’.
[10] +mit geballter Faust.+
[11] When the verb ‘=to think=’ is used in the meaning of ‘=to be of
opinion=’, it must be rendered by ‘+=glauben=+’, and when it is used in
the meaning of ‘=to be engaged in thinking=’, by ‘+=denken=+’.
[12] The conj. ‘=if=’ must always be rendered by ‘+=wenn=+’.
[13] any boy = any (+irgend+) one of you.
[14] Render the words ‘were to see’ by the Imperf. Subj. of +sehen+.
[15] +aus´rufen.+
[16] to use = to abuse, +miß´handeln+.
_Section 65._
TENDER, TRUSTY, AND TRUE.
V.
Once I read in the Life[1] of Dr. Channing, who was one of the best men
that ever (+je+) lived[2] (a[3] great deal better than David, because
he lived[4] in a better time), what he once did, when he was a[5] boy
and saw a[6] thing like that. Little Channing was one of the kindest[7]
and most tender-hearted boys I[8] ever heard of. I will tell you a
story to show you how[9] kind he was, and tender, and true. One day he
found in a bush a nest full[10] of young birds just out of the shell.
Children, did[11] you ever see a[12] nest full of birds just out of the
shell?—little tiny[13], downy things[14], with[15] hardly more feathers
than an oyster? The birds which William Channing found, were just of that
kind; and when he touched them with his fingers, and felt how soft and
warm they were, they all began to gape[16], very[17] much as you do when
I preach[18] a very long sermon.
[1] +Lebensbeschreibung+, f. The Genitive relation must be expressed
by the Gen. of the def. art. See S. 10, N. 2. =Proper names are not
inflected when they are preceded by an article and a common name.=—Dr.
+~William Ellery Channing~, berühmter amerikanischer Geistlicher und
Schriftsteller, wurde im Jahre 1780 zu Newport auf Rhode-Island geboren
und starb im Jahre 1842 zu Bennington in Vermont. Seine zahlreichen
ausgezeichneten Schriften haben seinen Namen auch in europäischen Kreisen
berühmt gemacht. Coleridge, dessen Bekanntschaft er machte, als er im
Jahre 1822 England besuchte, war so sehr von ihm eingenommen, daß er
ausrief+: ‘He has the love of wisdom, and the wisdom of love!’
[2] Use the Perfect. See S. 48, N. 2.
[3] a great deal = much.
[4] lived in = belonged to, +an´gehören+, which governs the dat.
[5] Substitute the adverb +noch+ for the indef. art.
[6] See S. 64, N. 7.
[7] best and most tender-feeling.
[8] Say ‘of whom I have ever heard’.
[9] Say ‘how good, tender and true he was’.
[10] +voll von erst soeben aus der Schale gekrochenen Vögeln.+
[11] Use the Perfect.
[12] To avoid repetition, turn the words ‘a — shell’ by ‘such (+so+)
young little birds’, and render ‘little birds’ by forming a diminutive of
+Vogel+.
[13] +zart.+
[14] +Dingerchen.+
[15] Say ‘almost as naked as an oyster’.
[16] ‘to gape’, here +den Schnabel auf´sperren+.
[17] very — do, +fast wie ihr den Mund aufsperrt+.
[18] to preach a sermon, +eine Predigt halten+.
_Section 66._
TENDER, TRUSTY, AND TRUE.
VI.
Well, little (S. 10, N. 2) Channing knew[1] the birds did not gape
because he preached a long sermon, but (S. 6, N. 10) because they were
hungry. So[2] what did he do? He ran straight[3] home (S. 63, N. 8),
got[4] some nice soft crumbs of bread, and fed the little birds with
them (S. 4, N. 5, _B_); and[5] after that he fed them regularly every
day after[6] having come home from school. But[7] one day (S. 19, N. 2),
when he went to[8] the nest, there it lay on the ground, torn and bloody,
and the little birds all dead; and the father-bird[9] was crying[10]
on a wall, and the mother-bird[11] was crying on a tree. Then little
Channing tried[12] to tell them that he did not kill[13] their poor young
brood; that[14] he never could do such a mean, cruel thing as that, and
that[15], on the contrary[16], he had tried to feed them. But it was no
use; the little birds could not understand him, and[17] kept on crying;
and at last he sat down, and wept bitterly.
[1] Supply here the conj. +daß+.
[2] Say ‘What did he therefore (+also+) _do_?’
[3] +stracks.+
[4] +holte sich.+
[5] and — that, +und von da an+.
[6] +so bald er von der Schule nach Hause gekommen war.+
[7] This passage will read more elegantly by beginning with the conj.
‘when’, which must be followed by the subject ‘he’. ‘But’ should then be
rendered by +jedoch+, which takes the third place.
[8] +nach.+
[9] +das Männchen.+
[10] +jammern+; on = upon.
[11] +das Weibchen.+
[12] +sich bemühen.+
[13] Use the Perf. Subj. according to App. §§ 28 and 30.
[14] +daß er eine so gemeine Grausamkeit nie begehen könne.+
[15] =In subordinate clauses, the subject stands in most cases
immediately after the conjunction or relative pronoun.=
[16] +im Gegenteil+. See S. 15, N. 3.
[17] +und jammerten weiter.+
_Section 67._
TENDER, TRUSTY, AND TRUE.
VII.
Now[1] this was the sort of boy Channing was; and I was going[2] to tell
you that (S. 66, N. 15) one day he heard of a big boy beating (S. 16, N.
4) a little one[3], like that bad boy[4] under my window. Channing was
a little boy; he was a little man when he was full grown[5]; but _then_
he had a big soul. I was going[2] to say he had a soul as big as a
church; but indeed[6] his soul was bigger than all _the_ churches in[7]
the world;—and when he heard of that[8] cruel boy, who was ever[9] so
much larger than himself, he went right up to him, and said: “Did[10] you
strike that little boy?” “Yes, I did[11]; and what then?”—“Then,” said
Channing, “you are a coward, because he was no match for you; and now
I am going[2] to whip[12] you for _doing_ it.” Because he had a big
soul, and though he was a small boy, he[13] went in, and fought for the
right. That was the only time he[14] ever fought in his life. But[15] I,
standing in[16] this pulpit, honour him more for it than if he had (App.
§ 36) never[17] fought at all.
[1] Say ‘This was (supply here the adv. +also+ = now) little Channing’s
character’. Comp. S. 12, N. 2.
[2] The auxiliary verb of mood ‘+=wollen=+’ corresponds to the English
‘=to be going=’ or ‘=to be on the point=’, followed by the infinitive of
another verb. Comp. S. 6, N. 4.
[3] ‘=One=’ following an adjective or a pronoun, and representing a noun
understood, is not to be translated; as—Which pen shall I give you,—this
_one_ or that _one_? +Welche Feder soll ich Ihnen geben,—diese oder jene?+
[4] +der böse Bube.+
[5] full grown, +ausgewachsen+.
[6] +in der That+, which place after the verb.
[7] Render ‘in the’ by the gen. of the def. art.
[8] Use the dat. of the demonstr. pron. +der+; ‘boy’, here +Bube+.
[9] ever so much, +ich weiß nicht wie viel+.
[10] Use the Perfect according to S. 48, N. 2.
[11] I did, +das habe ich gethan+.
[12] +züchtigen.+