I.].. N' GERMAN. 





In speaking of an author, we may any : 



> ne*-vou d lui T l('/iiit da you think of him t 



Hut in Hpcakinj,' of his book, we should say : 



Qu'm pentez- voui ? Wtutt do you think of it (thtrtof) t 



(7.) Tin- word meme, plural memes, may be used after the 



ense of sef, selves : 



l*i 



i 



le roi (ui-nilnw, 

 r.-uni tlU-inlmt, 

 prinoet etu-mnu, 

 princesses tllts-mimet, 



the king himself. 

 the queen hitttlf. 

 the princts themttlvtu. 



themselves. 



(8.) The pronouns moi, toi, lui, eux, are often used after the 

 verb or before the pronoun subject, for the sake of emphasis : 



die, moi, 

 dit. lui, 

 it lo dt'siro autant quo vous, 



I tay to, or I do say to. 

 he lays to, or ha dots say so. 

 as for him, he wishes it as much as 

 you do. 



(9.) The same pronouns, moi, toi, lui, eux, are used instead 

 of the nominative pronouns je, tu, il, ils, for the English pro- 

 nouns J, thou, he, they, when those pronouns have a verb 

 understood after them, as in answer to a question or after a 

 comparative : 



Qui est arrivtS ce matin ? Jfoi. 

 Vous ecrivez mioux quo lui. 

 Vous liaez uussi bieu que mot. 



W7io arrived this morning T I. 

 You. write better than he. 

 You read as well as I. 



(10.) The same pronouns are used in exclamatory sentences 

 before a verb in the infinitive ; before relative pronouns ; before 

 adjectives, past or present participles, and after the verb to be, 

 used impersonally : 



Moi, lui coder ! 



Eux, oiler a Loudres I 



Moi qui suis malade . . . 



Lui que je couuais. 



Eux dont la conduite . . . 



Lui, courageux et ddvoue, partit a 



1'iustant. 



Lui parti, la bande se dispersa. 

 Eux, voyant qu'il e'tait mort, s'en- 



fuirent. 



C'est moi ; c'est tut. 

 Ce sont eux. 



I, yield to him I 



They, go to London ! 



I viho am tick . . , 



lie whom I know. 



They, whose conduct . . . 



He, courageous and devoted, imme- 



diately set out. 

 He gone, the band dispersed. 

 They, seeing that he was dead, ran 



away. 



It is I; it is he. 

 It is they. 



(11.) These same pronouns are also used instead of the 

 nominatives je, tu, etc., when the verb has several subjects, 

 whether all pronouns, or nouns and pronouns, in which cose 

 the verb may be immediately preceded by one of the pronouns 

 nous and vous, representing in one word all the preceding 

 subjects ; nous being used when there is a pronoun of the first 

 person among the subjects ; and TOUS when there is a pronoun 

 of the second and none of the first : 



Votre pere et moi, nous avons 

 lougteoips euuuiuis I'uu de 



utre. FBNELON. 



Ton frere et toi, DOIIS m'avez 

 up.'-. MONTESQUIEU. 



Four father and I were a long time 



Thy brother and thou have de- 

 ceived me. 



(12.) The recapitulating pronoun and the verb sometimes 

 first in the sentence : 



Jfous avous, rous et moi, besoin I You, and J have need of tolerance. 

 i tolerance. VOLTAIRE. 



(13.) Finally the same pronouns, moi, toi, lui, eux, are used 

 instead of je, tu, il, ils, when the several subjects of various 

 verbs have performed different actions connected together, or 

 tending to the same end : 



Tandis qu'ils de'fendaient le pays, 

 lui le gouveruoit sagement. 



Whilst they were defending the 

 country, he governed it wisely. 



(14.) The reflective pronoun se, himself, etc., ie used for both 

 nders, and for both numbers ; for persona and for things ; 

 always accompanies a verb : 



Lee yeux de 1'amitie < trompent 

 ement. VOLTAIRE. 



The eyes of friendship are nldom 

 dtctived (deceive themJ). 



(15.) The Barao pronoun ha* som<-tiiws a reciprocal and 

 Honietitne* a reflective meaning, according to tho context : 



ill M flatteut, 

 il* Uuttout, 



thej flatter themtelftt. 

 they flatter out atwtliti 



In this case the indefinite pronoun 1'un 1'antre U place-l 

 after tho verb, or the word entre prefixed to it for the uke of 

 clearness . 



Ik I'aiment 1'un I'autre, or ill I They low out anotktr. 

 'cntr'aimont. 



(16.) Sol, himself, itself, etc., is of both genders and numbers, 

 and is applied to persons and things. It is used in reference to 

 a noun or a pronoun relating to a particular individual or ob- 

 ject, and in general and indeterminate sentences -. 



On a souvout besoin d'un plua 

 petit que oi. LA FOBTAIHE. 

 Cet hommo ne parlo que de toi. 

 Le rice eat odieux de oi. 



We havt often need of one inferior 

 to ourselves. 



This man only speaJet of himself . 

 Viet it odiou* in itself. 



For additional rules on personal pronouns, see Syntax, 95, 

 and following. 



35. POSSESSIVE PRONOUNS. 



(1.) The possessive pronouns, which are formed from the 

 personal pronouns, represent, in the radical part, the possessor, 

 while in termination they always agree with the thing possessed. 

 Some relate to one person, some to several. 



(2.) POS8ES8IVES RELATING TO ONE PERSON. 



The object possessed being in the 



Plural. 



Jtfasc. Fern. 



les miens, les wiennee, mine ; 

 lea tiens, les tiennso, thine; 

 les siens, les sicnnes, hi*, her*, Hi. 



Singular. 

 Jtfasc. Fern. 



1. le mien, la mienne, 



2. le tien, la tienne, 



3. le sien, la eienne, 



(3.) Two OB KOBE PERSONS. 

 The object possessed being in the 



Plural. 



Masc. and Fern. 

 les notres, 

 les votres, 



Singular. 

 3fa.se. Fern. 



1. le notre, la notre, 



2. le votre, la votre, 



3. le leur, la leur, 



les leurs, 



your*; 

 t?i*in. 



LESSONS IN GERMAN. XLVIII. 



SECTION C. EXERCISES IK SPEAKING AND WRITING 

 GERMAN. 



THE manner in which the words in the following lists are to 

 bo used for the purpose of exercising the student in speaking 

 and writing Gorman is as follows. The student selects some 

 particular word, say, ber Sctyneiter, and endeavours to produce in 

 German a sentence constructed according to tho principles em- 

 braced in any given lesson. Thus (Section X., Vol. I., page 67) 

 3f?r Swunb, ber .tyieiber, tyat ba fcf>E>ne, neue XuQ tt, etc. ; or, fcitfrr 

 ctyncicer i(l alt, etc. ; or, fctr c$ncit mac^t gutt Socft, etc. ; or, ift 

 tcr <5<$ncifcrr noc^i ^icr? etc. As the student advances, ho may in- 

 corporate two, three, four, or any given number of these words 

 in an exercise. As a model for an exercise containing several 

 different terms, something like the following (Section XV., VoL 

 I., page 118) may be given: 1. ute Gnfcl fmb tic grcutt trt 

 rotjtximrt unb bet ropmuttcr. 2. Ttn guten 9Scrf:(tn fclgtn gute 

 I^atcn. 3. SKeine fc^onen SBlumcn b(uf>en. 4. Titefe rotbcn JRcftn rit 

 c^cit. 5. Gr ^at jtrei grope djiinff, trei Jtiflen unb fcc^ JIubel. 6. 

 3n bent aale biefct (^(offej fmb vide &ronen(eu$ter, Dampen, unb Stn- 

 jcn. 7. X)iefe (tctnen, runben 4?ute fmt fc^on. 8. @utc. trcue unb tvatyrt 

 Srcunbe fmb ein grcpct efc^enf tine* guten unb gutigen ottc*. 



EXEBCISE AFTER SECTION XXV. (Vol. I., page 238). 



1. !Die Jlinber ge^en in ben arten, urn Wofen, 9le(fen unb Silien ;u 

 tree^en. 2. Die (5u(en unb glebermdufe fonntn ba Vt^t rer Stnnt nic^t 

 leiten. 3. 9lufnierffame filler fonnen leicbt bie tcutfAe Scrape lernen. 

 4. Jfenntn @e jene 3immer!eute unb SWauret? 5. 3a, fit 

 meinein ^ater Jtan, SBeijen unb erfte cefauft. 6. 'Kan fa|jt, baf 



