LESSONS IN ARCiim.' iri;K. 



311 



Doo al'-ler-leep'-stess kli'-ness teur, 

 Jtomm ted? tin iccnuj fjcr jtt tnir, 



KC5m dod; iuo vey'-nly hoyr tsoo meer, 

 30) bin bir gar ju gut ; fomm tap i<$ kic$ nut rufft. 



ly bin deer galir tsoo goo't; ktSin doss ly dly noor kUss'-sai. 



3)ie alte Waul. 



Dee al'-tai mouse. 

 3<$ rat^e bir, -Rtnb, ge6> nic^t ! 

 ly rah'-tai deer, klnt, ghey'-hoi nlyfc! 



S) i e X a $ t. 



Dee kat'-tsai. 



o fomm b$; jltt, biefe Stujfe 

 Zo k5m dii^ ; zee'-hai, dee'-zai nQss'-sai 

 tnb adt btin, wenn ic^ bic^j etnmal fuffe. 

 ZInt al'-lai dine, ven ly d!y ine'-mahl kilss'-sai. 



Die junge SKau. 

 Dee y05ng'-ai mouse. 



O SWutter, ^ore bix^, n>te fit fo freunblt^ fpric^t. 

 O mWt'-ter, ho'-rai dddf), vee zeo zo froint'-lly shprtyt. 



3<* ge$. 

 ly ghey. 



5)te alte SKau*. 



Dee al'-tai mouse. 



J?inb, gelje ni*t! 

 Klnt, ghey'-hai nlyt 1 



35 it &a$e. 



Dee kat'-tsaL 



2luc$ biefe* Suderbrob unb anbre fctyone @a<^en 

 oud) dee'-zess ts5dk'-ker-brote 5unt au'-drai sbo'-iiui 

 cb' id; bir, toenn bu fommfl. 

 gaib' ly deer, veil doo komst. 



35 ie j u n g e *DJa u S. 

 Dee y3C5ng'-ai mouse. 

 2Ba8 foU id) 



Yass 



ly 



D SWutter, Jap mid) ge^n! 

 O mflflt'-ter, lass mly ghcyu! 



3)ie atte 



Deo al'-tai mouse. 



Jlinb, fotg* mtr, ge^e nid)t! 



Klnt, fflly meer, ghey'-hai nlyt ! 



Dte junge 3)iau. 



Dee yOflng'-ai mouse. 



2Ba wtrb fie mtr benn tfjun? lottd; e^rlid;e8 efid)t ! 



Vass virrt zeo moer den toon ? vely eyr'-lly-yess goi-ziyt' ! 



35 i c X a ^e. 

 Dee kat'-tsai. 

 omm, fletneJ 9Mrrd)en, fomm! 

 KOm, kli'-ness uerr'-y'en, kflm ! 



35 i e iungc K a u . 

 Dee yflflug'-ai mouse. 



Sdi, aWuttrt, ^ttf! O toe$! 

 ad;, mflflt'-ter, hilf! Oh vey ! 

 Sic toflrgt mid; ! 2ld), bte arfti^e ! 

 Zee vary t mly I ad;, dee garr'-stl-gai I 



KEY TO EXERCISES IN LESSONS IN GERMAN. 

 EXERCISE 128 (Vol. n., page 341). 



1. Did you see this neat little garden ? 2. No, for I admired that 

 pretty cottage. 3. It belongs to two old people, whom I know. 4. 

 What kind of pretty little animals are those 1 5. There are a great 

 many young lambkins in the garden. 6. This girl plays with her little 

 brother. 7. Will yon give me that little chest ? 8. Will you have 

 that one on the little table ? 9. Look, what a neat little hat. 10. The 

 little child is delighted with his little kitten and with his gosling. 11. 

 So arrange it that you may be at my house by Saturday morning. 12. 

 Do we make it in such a manner that it is useful for both purposes P 

 13. He shall so arrange it that he can take his books with him. 14. 

 At all events, I will so arrange it that I shall be with yon at ten 

 o'clock. 15. We will so arrange it that we by no means come too 

 late. 16. Tell your brother he should so arrange it that it may be 

 understood by everybody. 17. I hope you will BO arrange it that you 

 will arrive by the last steamboat. 18. A prophet is nowhere less 

 esteemed than in his native country and in his house. 19. His voice 

 has great influence in the council. 20. What will you bet that in 

 twenty years the greater part of Europe is republican ? 21. The in- 

 clination to vice is much stronger in us than to virtue. 22. The 

 recognition of our performances is a powerful impulse to industry. 23. 

 The business of his manufactories increases from year to year. 24. HA 

 lifted up his eyes. 25. He jumped for joy, and clapped his hands. 

 26. The children were jumping up. 



LESSONS IN ARCHITECTURE. XVL 



RAILWAY ARCHITECTURE. II. 



THE necessity that railways should frequently be thrown across 

 rivers and streams has given rise to the highest displays of con- 

 structive skill in railway architecture. The bridges formed for 

 thia purpose present an infinite variety of detail, but the most 

 important may be classified as suspension, tubular, and lattice 

 bridges, in all of which iron is the principal material employed. 

 Brickwork and masonry, except in the piers and abutments, are 

 unsuifced to bear the violent strain produced by railway traffic. 

 To construct a substantial railway bridge of such material over 

 a stream of more than the smallest proportions, the piera would 

 have to bo so closely set together as seriously to impede the 

 navigation. This difficulty was removed by the use of iron 

 girders or beams of various forms, which we shall presently 

 describe ; and by these means it was found possible to give a 

 very wide span to the arches, with perfect safety to the bridge. 

 Iron arches were employed for bridges before the introduc- 

 tion of railways for example, in the very fine bridge over the 

 Thames at Southwark, which was completed in 1819. In their 

 adaptation to railway architecture, cast-iron was the material 

 at first employed, but this was known to be unsafe for arches 

 of any considerable span. Cast-iron was well enough calculated 

 to act as a support for the traffic, but unfitted to sustain the 

 thrust and vibration produced by the passage of trains over an 

 arch or span of large dimensions. A method of trussing the 

 cast-iron girders with wrought-iron bars was then introduced, 

 the tensile power of the wrought-iron partly removing the defect 

 produced by the rigidity of the other material. But the failure 

 of one of those trussed girder bridges, with spans of nearly 100 

 feet, on the Chester and Holyhead Railway, in 1847, shook the 

 faith of engineers in the principle, and the use of wrought- iron 

 alono then became general. 



