(c)1 Gessler. Nun. Tell! weil, du den Apfel triffst vom Baume Auf hundert Schritt, so wirst du deine Kunst TELL. Herr, welches Ungeheure sinnet Ihr Mir an? Ich soll vom Haupte meines Kindes- Zu Sinn.-Verhüt's der gnäd'ge Gott.-Das könnt Ihr Im Ernst von einem Vater nicht begehren! The candidate is here supposed to have read Schiller's Tell. If he has not, passage (c) should be replaced by another, taken from a classic previously studied. II. (a) Compare the adjectives alt, kurz, bedeutend, wild, dunkel, hoch, ober, erst, deutsch, ganz. (b) Explain the use of sein and haben as auxiliaries of tense, and put into German: (1) The boy has fallen into the water; (2) he has traveled much, but seen little; (3) I have remained too long; (4) I have been sitting in my room all day; (5) you have slept two hours; (6) the child has fallen asleep.1 (e) How do the modal auxiliaries differ in conjugation from ordinary weak verbs, and how from strong verbs? Put into German: (1) I will tell you something; (2) we can not go; (3) he had to stay at home; (4) I should like to know; (5) she will not be permitted to come; (6) I have not been able to see him. (d) In passage (c) explain (1) the plural Schritt; (2) the subjunctive treffest; (3) the use of the article in des Schreckens. 1 Fall asleep, einschlafen. III. Translate into German: There was once an old goat' that had seven kids. One day she had to go out into the woods to get food for her young ones. So she called them all to her, and said: "I must go away now, and shall not come back till evening. You must all stay in the house and not let anyone in till I come home. If the wolf comes, you will know him by his rough voice and his black feet." Soon the wolf came and said: "Open the door and let me in. I am your mother and have brought you some cakes." But the kids knew by the rough voice that it was not their mother, and the oldest kid looked out of the window and saw the wolf standing there and told him to go away. (a) Die Kunst ist lang, das Leben kurz, das Urteil schwierig, die Gelegenheit flüchtig. Handeln ist leicht, Denken schwer, nach dem Gedachten handeln unbequem. Die Nachahmung ist uns angeboren, das Nachzuahmende wird nicht leicht erkannt. Selten wird das Treffliche gefunden, seltener geschäzt. Die Höhe reizt uns, nicht die Stufen; den Gipfel im Auge wandeln wir gerne auf der Ebene. Nur ein Teil der Kunst kann gelehrt werden, der Künstler braucht sie ganz. Wer sie halb kennt, ist immer irre und redet viel; wer sie ganz besitzt, mag nur thun und redet selten oder spät. Jene haben keine Geheimnisse und keine Kraft; ihre Lehre ist wie gebackenes Brod, schmackhaft und sättigend für einen Tag: aber Mehl kann man nicht säen, und die Saatfrüchte sollen nicht vermahlen werden. Die Worte sind gut, sie sind aber nicht das Beste. Das Beste wird nicht deutlich durch Worte. Der Geist, aus dem wir handeln, ist das Höchste. Niemand weisz, was er thut, wenn er recht handelt; aber des Unrechten sind wir uns immer bewuszt. Des echten Künstlers Lehre schlieszt den Sinn auf; denn wo die Worte fehlen, spricht die That. Der echte Schüler lernt aus dem Bekannten das Unbekannte entwickeln und nähert sich dem Meister.-GOETHE. (b) Alle Morgen wird auf unseren Frühstückstisch mit der Zeitung ein Bündel der verschiedenartigsten Neuigkeiten gelegt: Weltlauf und Privatschicksale, Handel und Verkehr, Feuilleton und Theaterskandal, Börse und pikanter Roman. Unter dieser Fülle von Dingen, wie Vieles davon ist brauchbar für unser Leben und unsere Bildung? Wie Vieles nährt das heilige Feuer der Humanität? Und wie Vieles schmeichelt unseren schlimmeren Neigungen und Trieben? Man sage nicht, dasz hier nur das Angebot der Nachfrage entspreche; die Nachfrage hätte zurückgedrängt werden können, wäre das Angebot nicht so eifrig gewesen. Und wenn es dabei bliebe! Aber dabei hat es sein Bewenden nicht, der Leser erhält durch die Zeitung nicht blosz den Stoff, sondern den Stoff in einer bestimmten Form und Fassung, begleitet von einem entschiedenen, wenngleich anonymen Urteil. ... Und mag sich ein eifriger Zeitungsleser noch so sehr und so lange sträuben, die Meinung des Blattes, das er hält, als die seinige aufzunehmen, es kommen erst Augenblicke, dann Tage und Wochen, in denen es ihm bequem ist, wenn das Journal für ihn denkt, und ist er so weit, dann wird ihm das Denken überhaupt zu mühsam und er überläszt es ein für allemal seinem gedruckten Orakel.-SCHÖN BACH. II. (a) Without translating, paraphrase the following passage in ordinary German prose: Es ist der Krieg ein roh, gewaltsam Handwerk. Reisz dann, was mag!-Die Menschen, in der Regel, Und finden sich in ein verhasztes Müssen Weit besser als in eine bittre Wahl.-SCHILLER. (b) Explain in German (1) the use of the uninflected forms, roh gewaltsam; (2) the difference between passen and erpassen; (3) the use of durchgegriffen. (c) Give the first five lines as they would appear in a report introduced by er sagte. (d) Explain in German the meaning of the last two lines. III. Write fifteen or twenty lines in German upon the plot of some play or novel that you have read. IV. Translate into German: One of the most beautiful traits in the character of Frederick the Great was his strict love of justice. Who does not know the story of the windmill at Potsdam, which the King wished to buy of the owner because it stood in his way in the laying out of the park of Sans Souci? The miller refused steadfastly to sell his property, though the King offered him a large sum and promised to have another mill built for him. But the obstinate old fellow only answered, "My grandfather. built this mill, I inherited it from my father, and my children shall inherit it from me." 2 The King now became impatient and said, "But you know, I suppose, that I might have your mill for nothing if I wished?" Yes," answered the miller, "if there were no chamber of justice at Berlin." Pleased at the confidence which the old miller had in the Prussian courts, the King dismissed the man without further words. 1 Laying out, die Anlage. 2 Chamber of justice, das Kammergericht. Professor of Germanic Languages, Columbia University, Instructor in Germanic Languages, Columbia University, Professor of Romance Languages, Ohio State University, Professor of German, Hamilton College, Professor of German, University of Kansas, Associate Professor of German, University of Chicago, Professor of Romance Languages, Johns Hopkins University, Professor of Romance Languages, Harvard University, Professor of Germanic Languages, University of Michigan, Professor of Romance Languages, University of Pennsylvania, Teacher of French, English High School, Boston, Mass., Professor of Modern Languages, University of the South, Committee. CHAPTER XXVII. UNIVERSITY TYPES AND IDEALS. CONTENTS.-Address of Dr. E. Levasseur in response to the toast, "American Universities."-Address of Dr. H. Moissan: "The University of Chicago."-Address of Dr. Michael Foster at the Johns Hopkins University.-Notes on the University of Turin, by M. E. Haguenin. In all countries there is noticeable at this time great activity in respect to higher education, and particularly in respect to means for promoting international relations and exchange of ideas and of instructions. This country contributes a large and ever increasing quota of students to European universities, and efforts are made to bring foreign professors of note to lecture in our universities. These movements naturally increase the desire of Americans to understand the administration and the daily routine of foreign universities, and also to know the opinions that foreign critics entertain of institutions on this side of the Atlantic. In response to this interest thero are reproduced in this chapter the addresses of three distinguished foreigners who have lately visited certain leading universities of this country. These addresses derive particular value from the fact that incidental comparisons are maintained in each case with the university which the speaker represents. In this way the foreign standpoint is made clear. The difference between the American system of degree examinations and that of France is noticed particularly by M. Levasseur. This is a difference of prime importance to the American student who seeks a degree under the favorable conditions now offered by the French universities. The address of Dr. Michael Foster makes clear the recent modifications that have been made in examinations at Cambridge, England. The notes on an Italian university (Turin), cited from an article by a French writer, M. Haguenin, emphasize again by contrast the peculiar features of the French system. It is interesting to observe that in the Italian university, whose organization bears outward resemblance to that of the French university, there is encountered substantially the same system as regards examination that prevails in the universities of this country. We note, also, that the French observer is affected by the presence of women in Italian universities in the same way as his countrymen are affected by their general admission to American universities. In France, so far as the law goes, women are freely admitted to the universities, but custom has so limited the privilege that it still has, for French women at least, the appearance of a novel innovation. They are seldom found mingling with the men students excepting in the public lectures. This does not interfere with their aspirations for degrees, since students from private courses are admitted to the state degree examinations by paying the necessary fees and giving proof of the requisite preparation. 1435 |