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Transcriber's Preface

This is the sequel to Studien und Plaudereien, an introduction to German for English-speaking children. This volume takes up where the first left off. Our friends meet a wide range of new people.

Conventions and Mechanical Notes

German of this period was printed in Fraktur, a very different typeface from the family of Latin typefaces we use now. Throughout the text, text which was NOT printed in Fraktur is {between braces}, except Roman numerals and the title Dr.

Text originally presented in bold is enclosed in **'s, except for character names, which are simply left unmarked. Italic is represented with double leading and trailing underbars. Spaced text is marked with single leading and trailing underbars. Small-font stage directions are noted with =='s. The oe ligature from Middle High German is represented as [oe].

Musical notation is represented [Musik: Titel] and is subsequently followed by the words of the song. As much as practical, words follow the formatting of the original text, to the point that syllables are aligned among verses.

The identifiers for transcriber's notes at the end match those used in the HTML edition. Only spelling corrections are noted. Spellings were corrected based upon the "Regeln..." mentioned by the author in the preface.

{Studien und Plaudereien

Im Vaterland

second series

by

Sigmon M. Stern,

Author "Studien und Plaudereien," First Series, and Director of Stern's School of Languages, New York.

AND

MENCO STERN.

THIRD EDITION.

[Illustration]

NEW YORK

HENRY HOLT AND COMPANY

F. W. CHRISTERN

Boston: Carl Schoenhof}

{Copyright, 1881,

BY

SIGMON M. STERN.}

{TO

OUR FRIENDS AND PUPILS

WHO HAVE INSPIRED AND ENCOURAGED US IN OUR WORK

THIS BOOK IS DEDICATED.}

{PREFACE.}

{How times have changed!

Formerly it was thought that a nation existed only for the sake of its ruler; to-day the belief is that the man at the head of a people is only a first servant.

The schoolmaster of olden time was the ruler of the school; to-day every good teacher considers himself in the service of the students intrusted to his care, and concedes that each of them possesses individuality and has rights that he must respect; he deems it his duty to consider above all things the true interest of those under his charge, and consequently will carefully prepare their way, so as to make it as easy and pleasant as possible, and assist them in attaining their ends with the least loss of strength and time.

It is because of such ideas as those just mentioned that our best teachers have been moved to consider the methods and textbooks in common use, and the mode of improving upon them. The result is that great improvements have been made in all branches of study.

In order to study a language years ago, the student went directly to the works of the best writers, but found that learning in this way was impracticable: those great authors had written for such as knew their language and understood it well--not for those who were to study it for the first time; hence, teachers came to write textbooks containing rules of grammar in connection with sentences to illustrate such rules, and afterward used and applied extracts from the writings of standard authors.

This was a step forward and a better way, because of its greater system; but, though the method proved useful, it was not found easier or more agreeable than the old one.

Famous men have studied and learned languages in both of these ways; but they were men who, on account of their great abilities, would have acquired the knowledge in any other way: many less gifted have also learned languages in these ways; but with what sacrifice of time and strength; what labors they had to endure, and how many of them have had to give up the study!

Must these hardships necessarily be connected with the study of languages? Is there no way to reach the same or even better results, with less difficulty;--are there no means to open education to a still greater circle, indeed to open it to all, to make a common road smooth, easy and agreeable?

The cordial reception given by educators of the best class to my "Studien und Plaudereien," (first series), has led me, in connection with my brother Mr. Menco Stern, to write a second series "Studien und Plaudereien" (im Vaterland).

I earnestly hope this second series may prove as practically useful as the first.

In response to the many inquiries I have received concerning

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