door koningen van - bahylonies- rijk vei woest hy one of the kings of ti1 ~ Rn hyloniau empire rleslroye<l

Transcriptie

1 DJiJULEKSIOY l!'ra1u;en vreselik- oorlog gevoerd tegen l 'n'n('b a terrible ww eurriell on ag;uinst the Duitsers, doch - laatst- hebben schitterendbrilliant GPrmans, lmt The latter (have) a overwinning behaald. Yi<'lory gained. D- tempel van ~alomo, - groot-, wijz- koning, is 'l'lw temple of 8olomon, that great ( aml) wise king, has door koningen van - bahylonies- rijk vei woest hy one of the kings of ti1 ~ Rn hyloniau empire rleslroye<l gewordpri. - kanwel wordt in - noordelik- deel van llpen. TllP ('a llll'l is i11 tlw nortljprn pa rt of A frika, en in veel landen van A11iP p;evondeu; - Afri\-:1. aml in many eom1trll's of Asia founrl; he - - nm - nuttigst- huisdieren. hard-, is O'lL' of the most useful, :omestk aninmle. 'l'he hard, drog- stammen - - born en zijn met fris-, week-, dry trunks of tllp tr<'»':l arf' wifh fresh. soft, groen- mos bedekt. 7,al u opnoernen, wat - ;.. ~Tt\eu moss l'oypn 1l. Hlmll (to) you t numernte what I op lang- reis gezien heb? Groot- steden, 011 tlrn t Joug journpy &~1'-~H have~ Large towns, prachtig- dorpen, veel- wild- dieren, opgesloten in lle:rntifnl Yillages, m:rny 'liltl nnim tls, loeked up in eng- kooien, hr:eed -, ~mel strompnd- rivieren, waar nanow 1 agl'~. hro:1ll, rnpi1hy flowing rivers, wher~ rijk ver:sier d-!jootje:s op ronddreven, talloo:s - groen- 1 khly lle< urated boats 011 ttoated ahout, numl.jerless green weivelden, heerlik schoon- kerken, - stalen!jrug meadows, <lplightfully beautiful ehurehes, a stpel brillge van meer dan mijl Jang, en meer dergelijka nd mm P stwh of '"lllol'p than a mile loug, wonderlik- <lingen, waanan men zo menig- verlwal in womlerfnl tlli11gs, of whir n nup s i many an fh'l'01lllt in sdwolboeken lee-;t. schoolbooks realls.

2 138 THE STA.ND.ARD DUTOIT GRAMMAR The student is recommended to study the following examples:- Englieh Old Book Dutrh Sim1ilified I>utch Ji;ngllsh Olcl Book Dutch Simplifieu Dutrll Olcl Book Dutch Simpllfit <l Ilukh Eng-!ish Old Book Dutd1 Simplified Dutd1 The water of the river trickles through the ha rd ground. Ilct zratcr der riricr :::ijpelt door den harden grand. JI ct 11.atcr ran de rit>ier zijpelt door de harde,qrond. Or-de rfoier z'n watar, etc. No one has ev<'r troudeu the!jottom of this terrible abyss..yicmand heeft ooit den bodem dezes 1:reeselijkcn afgronds betreden. Y-icrnan1l hecft ooit df' bodcm van deze 1 resclil'e afgrond bctredcn. Have Jou eonsiuerell the action of the s11n's heat on the leaves of this tree'/ flcbt gij de werlcin.q dc1 wnn!'warmte op de 7Jladercn drzrs linoms na- 11 e {I rum? 11' rft 11 de u:erking rnn 1lc zonrwu:annte op de /Jl.urcn van daze boom naueuaanr I have intimated the king's pleasure to ~ our olll father. lk lirli 111C1 n uudcn ruder den wil dee kouings /Jclcend ucmaalct. llc hf'/i 111.r oudc rnder 1/c ieil 1 an de leaning (or-de koning ::: 'n wil) l1elcend gcmaalct. VERBS WEAK ANO STR.ONG. 'rhus far, in the fl.peak-and-act ExPrrises, Verbs have l>een introduceu promiscuously, the stnrlcnt noticing much divprsity in the formation of their principal parts, yet reim1ining ignorant of the tules guiding such formation. It is thus that a child acquires his mother tongue; so also the learner should acquire the elements of a foreign language. Acquisition of word-forms should precede theory.

3 DEOLENSION 139 The time has now come to explain to ilie student that there are two great classes of VPrbi:;;; one, ealleil the Weak Conjugation, keep their stems intact throughout the entire conjugation, merely adding a suffix or prefix: to such stems to mark Moods and 'l'enses; the oilier, called the Strong Conjugation, introducing vowelchanges into their stems. Of thei;e two great classes examples will now be given, which the student i,;hould study carefully, though he may be already acquainted with much of what here follows. CONJUGATION OF THE WEAK VERB "Jeren ", to learn, and the STRONG VERB "stele11 ", to steal. Stems " Jeer" and " steel". Indicative Mood.-Aantonende Wijs. Present Tense-Onvolmaakt Tegenwoordige Tijd. ik leer, I learn. jij (je) leert, thou!earnest. hij (u) leert, he learns. wij leren, we learn. jullie leren (gij l('crt), you le:1rn. zij lercn, they learn. ilv steel, I steal. jij (jr\ sf('c/t, thou stealest. llij ( /1 \ st('<jlt, be steals. 1rfj st,,lcn, we Rteal. jullie sf('len (yij stcelt), you steal. zij stclen, they steal. Perfect ~'ense-volmaakt Tegenwoordige Tijd. ilc hcb gelccrd, I have learned. jij (je) lzebt geleerd, thou hast le:irned. hij ( u) lweft gcleerd, he bas learned. wij hebb('n gelcerd, we have learned. jullie Twblrnn ( gij 71 r71t) gelrrrd, you have l<'arned. zij hebben gclrcrcl, they have learned. ilc ltcb rwstolen, I have stolen. jij (jr) hcbt gcstolcn, thou lmst stolen. lzij (u) lzcrft gestolen, he has stolen. wij hrtibrn gesfnlen, we have stolen..fullie hrliben (gij hebt) gestolen, you have stolen. zij heb7ien uesfn7en, they have stolen.

4 140 THE ST"LYIJARIJ IJUTVJJ GlUJJJIAH Imperfect Tense-Onvolmaakt Yerleden Tijd. ik lccrdc, I Jparuecl. jij (je) lcerdet, thou learneust. hij ( u) lrcrdp, he leanu 1l. w'ij leerdcn, WL' learm tl. jullie lf'crc1e11 (gij /('(Tcletl, you l<.>arnetl. t:ij /ccrclen, tlipy lp:tt'hed. ik stal, 1 stolp. jij (jc) staalt, thou stolest. hij ( u) stal. lte stole. lt'ij st11/en, WP stole. ju/lie st11lc11 you stole. zij stalen, tht y stole. (.uij staalt), Pluperfect Tense-Volmaakt V erleden Tijd. ilc had gelcerd, 1 ha cl learned. jij ( je) hadt gelccrcl, thou h:h1st lea l'llpo. hij (ii) had gelecra, hp har1 learned. wij haddrn uelrerd, WI' had learnpu. ju71ir. hadden (gij hadt) gelcerd, you had learned. zij hn<lden gelecrd, they had lear1wcl. ii had aestolen, T had stolen. jij (je) harlt gestolen, thou hadst stolc'n. /iii (u) had gestolen, he had stol~n. 1/'ij harlden gcstulen, we ha<l stolen. jullic ha!ldcn (gij hatlt) gestole11. you had stolen. :i.i luuldrn gestolcn, they had stolf'n. Future Tense--Onvolmaakt Torkomende Tijd. ik zal lercn, T shall Imm. jij (jc) zuzt leren, tllon wilt lpnrn. hij ( u) zal lcrcn, ltp will Jpnrn. irij z11llcn lrrcn, we shall Jen ru. jnllin zullcn ( yi i zult) leren, you will!pnni. zij ~11771'11 lrren, tltt y will IPan1. ik zal strlen, I shall steal. jii (je) zult st<'len, thou wilt steal. hij (u) zttl stden, h<> will steal. u ii zullrn sic/en, we shall s1<>n1. jullir zull!'11 ( gij zult) stolen, you will stp:l l. zij : 11/lrn stelen, they will stt nl. FntnrP Pe1 fect TenRe-Folmrrnkt Torko11wnde Tijd ik zal yelr!'rd ltpliljl'n, I shall ha n lp:i rupr1. jij (jc) zult uclrrrcl lwhljl'11, 1.hou wilt lmvp Jparn0d. h ij ( u) wl gefrw1 cl he/jbcn, hp will lmn learue(l. 1dj zullen ge7rrrc1 hr/1lwn, \\ <' shall Im v0 l<.>,1r11l (\. jullie zullcn I yij zult) aelrrlll l!c/1/)('n, you will havp Jenrn<'fl. zij zullen gelc<'rcl hcbbrn, tltp~ will have kar1w!l. ik zal gestolen Tiell/Jen, I shal. lm VL' stolp11. jij (j<') zult gestolen hebben thou wilt hayp stolen. hii ( 11) zal aestolen hebben, he will have stolen. td.i zulll'n grstolen ltebben, we shall have stolen. j11/7ie zul7c11 ( gij zult) gestolcn l!rbbcn, you will have stolen. zij zullen gestolen hcbben, S o. 11wy will have stolen. i1'

5 DEOLENSION 141 Subjunctive Mood-Aanvoegende Wijs. Future Tense-Onvolmaakt Toekomende Tijd. ik zou leren, I should learn. jij (je) zoudt leren, thou wouldst learn. 1tij (u) zou lercn, he would learn. wij zouden lercn, we should learn. jullie zouden (yij zoudt) leren, you would learn. zij zouden leren, they would learn. ilv zou stclen, I should steal. jij (je) rwiult stolen, thou wouldst steal. hij ( u) cou stelcn, he would steal. wij zoudcn stelen, we should steai. jullie zouden (yij zoudt) stelen, you would steal. dj zouden stolen, they would steal. Future Perfect Tense-Volmaakt Toekomende Tijd. i'k zou gelecrd hebbcn, I should have learned. jij (je) zoudt gelcercl hrbbcn, thou wouldst have learned. hij (u) zou geleerd hcbben, he would have learned. wij zouden gelecrd hebben, we should have learned. jullie wudcn (yij zoudt) gclecrd hebbcn, you would have learned. zij zouden geleerd hebben, they would have learned. il" zou gestolen hebben, I should have stolen. jij(je) zoudt gestolen hebben, thou wouldst have stolen. hij (u) zou gcstolen hebben, he would have stolen. wij zoudcn gcstolen hebben, we should have stolpn. jullie zoudcn (yij zoudt) gestolen hebben, you would have stolen. zij zourlrn gestolen hebben, they would have stolen. Imperative Mood-Oebiedende Wijs. Singular-Enkelvoud. laat mij lcren, let me learn. leer, learn (thou). laat hem lcren, let him learn. laat mij stelen, let me steal. steel, steal (thou). laat hem stelen, let him steal. Plural-M eervoud. laat ons lercn (leren wij), let' us learn. leert, learn (ye). la at hen leren ( leren Z'ij). lpt them learn. la at ons stelen ( stelen wij), let us steal. stcelt, steal (ye). iaat hen stelen (stelen zij), let them steal.

6 142 THE STANDARD DUTOH GRAMMAR Infinitive Mood-Onbepaalde Wijs. Present Tense-Onvolmaakt Tegenwoordige Tijd. (te) leren, to learn. ( te) stelen, to steal. Perfect Tense-Yolmaakt Tegenwoordige Tijd. geleerd (te) hcbben, to have gestolen (te) hebben, to have learned. stolen. Future Tense-Onvolmaakt Toekomende Tijd. te zullcn lcren (no equi- te zullen stelen (no equivavulent). lent). Future Perfect Tense-Volmaakt Toekomende Tijd. (to) zullcn geleord hebben (no equivalent). (te) zullcn gestolen heliben (no equivalent). Present Participle-Tegenwoordig Deelwoord. lerende, learning. gelcord, learned. stelencle, slealing. Past Participle-Verleden Deelwoord. gc.stole11, stolen. Like "leren" conjugate the Weak Verbs: spelen, speelde, gespeeld, to play; delen, deelde, gedeeld, to divide (to share) ; leven, leef de, geleefd, to live; bouwen, bouwde, gebouwd, to build; vertellen, vertelde, verteld, to tell. Like " stelen " conjugate the Strong Verbs: slapen, sliep, geslapen, to sleep; nemen, nam, genomen, to take; roepen, riep, geroepen, to call; geven, gaf, gegeven, to give; mefrn, rnat, gemeten, to measure; wegen, woog, gev.:ogen, to weigh. TRANSLATION EXERCISE No Fourth RulP of Construction.- When a Subordinatf' 1::-ientence precedes the Principal one, the construction of the latter is inverted, i.c'., the Verb is placed h!'fore its Snbjf'ct. If the Vi>rb consists of two varts, the Auxiliary only precedes the subject. and the Principal Verll closc's the Rentence (see first rule).

7 DECLENSION 143 Notic e here the need of the conmm, for separating two Verbs which belong to different ->euteuces. Leave out words!jetweeu [], rrn1l translate words in (). If you [have learned] that long lesson (have learned), (can =kan) you [can] go. If he had a book, (would) he fwould] learn the alphabet. When I asked your uncle to tell that story, (said) he [said] that he had told it already. When dogs [are] young (are), (are) they [are] Uvely. If the man has stolen the money, (is) he [is] a thief. After (nadat) he had weighed the parcel, (gave) he [gave] it to the boy. If my sister has no pain, (sleeps) she [sleeps] very well. Because the man was ill and poor, (was) he [was] miserable. When I was rich, (had) I [had] many friends. As I had 110 horse, (<'ould=kon) I [could] uot go. If I had had a garden behind the 11ouse, (would) I [would] [have been] glad (blij) (have been). As the boy had a spade, (worked) he [worked] in t.he garden. When my uncle's horsps (the horses of my uncle) had much grass, (were) they [were] fat. If the child had been at (op) school, (would) it [would] have been tired (have been). If he asks for (om) the inkpot, (will) my mother [will] give it (him) (give). When i.he child has played [for] an hour, (will) it will [be] satisfied (be). 2. 'Translation of Present Particlple.-l'resent l'artil'iples are nu p]y used. They are t. :ws1ate<l m vrrriouti wa) s. The following rendering should!jp noted first. Having a!jook, the hoy is happy=ns the boy has 11 hook, he is harirn =daai a:e jong1n crn boolc 111 cft, is hij yelukkig. BPing ill, the child was at home'=as the ehil<l was ill. it was at homp=daar het kind ziclc teas, was hct thuis. Ilaving parents, (is) the child [is] happy. Having books, (was) the boy [was] contented. Being small, the girl had little work. Having a spade, the boy

8 144 TllE STANDARD DUTCH GRAMMAR worked {werkte) in the garden. Being obedient, the. child was happy. Having been ill (as he had been sick), the man was poor. 'fhe poor man being ill, was (he) miserable. The boy, having tools, was (he) happy. The child having been (as the child had been) at (op) school, was (it) tired. The weather having been bad, the harvest was small. Having had rain, the trees had leaves. Having no bread, the children were hungry. The cat having had milk, was (i<be) contented. My horses were fat, having had much. grass. Your cows were thin~ having had no forage. 3. Let us build three houses here. "Why three? 'fhere is room for four. There is no room for four houses on this small piece of ground. would he have stolen the old horse if there (er) had been.a young [one]?.if you tell me this, I shall not ask you again. ''\That will he ask me? He will ask you to give up the key which he gave (has given) you. This is the little bird i.hat built its pretty nest among the green twigs. How long did the dog live? It (he) lived five years. I had a horse once which was twenty years old. If your uncle built (has built) on the new piece of ground, I will build on the old [one]. He has not built yet; but he will build on the large new piece of ground next to the old inn. Because he wanted to ( wilde) play in the afternoon, he learned his lessons in the morning. You have had the money in your pocket; why did you play (played you) with it (ermce)? 4. NOTE.-" To like to" and " to want tu are botll rendered by " 1dllen, wilde, uewud ". The boy wants to learn tho:;;e difficult words. Yes, but he does not want to ( wil... niet) [learn] his lesson for bis teacher (not leam). I should like to-

9 DECLENSION 145 tzoti... willen) ask you for (om) the paper. The old man did not want to ask for money. \Yould you like to ha ye a large house and a pretty garden? I should like to have many good llooks. He wants to give all his money to the poor. Give me those roses! No, I do [not] want to (wil... niet) [give] you those roses (not give); they are too pretty and too frosh. Do you want to have more ink? Who would not [like to be] rich and happy (like to be)? I should not Llike to lluild] in this street (like to build) ; there are already too many large houses. Ile wanted to call his father, but he was not in his room. The carpenter wants to measure the table. Let him first measure the height of the door. 5. Observe the translation of certain expressions, which are uuu kc-d in the above conjugations as having "no equivalent". Ilij hoopt te zullen slapen--he hopes that he will sleep. Hij rnrwacht tc zullen bouwcn--he expects that he will build. llij dcnkt te zullcn lcomen-'.-he thinks that he will come. Hij gelooft morgen beter te zullen zijn-hc believes that he will IJe!Jetter tomorrow. Hij zegt om een uur daar gewccst te zullen zijn-he says that at one o'clock he will have!jeen there. Hi.i belooft zifn lessen dan gelecrd tc zullen hebbe11-he 1n omises that then he will have learned his lessons. NoTE.-'l'he latter part of these seutenres nmy also be made to follow the r<;nglisll rendering: Ilij /Jelonft, dot hi i r:ijn lessr n dan :rnl gelccrd ltebbcn. She hopes that she will live. l expeet that I shall call you. They think that they will eome to-morrow- He promises that he will have giyen the money. She believes that she will be ill to-morrow. Having slept, the child wmi much better. Let the bird live, boys! Having built

10 14<l THE 8TJ.. Ynxrm Df'TCH GR.1MJLtR a strong castle, the king was safe. John and Henry 1 share the marbles! J~et them also share the money! Let us tell the story of that fearful fire to our parents. The carpenter expects that he will lmild threp large hom~es. The girl believes that she [willl one day [be] ver~; rich (will be). Let us measure these sticks; they are long and sirong. Do not always play, children! Let them play now; they will (the next hour) learn their spelling u1pelles) [the next hour]. Charles, call the servant, 1 want to [ask] him something (ask). Yes, father, I shall call him. 6. NoTE.---l'orreet drniee l1ctwecn the various PXJH'Pssions taking the plaee of the l<j11g-jish l'rogressive Form, is noi an easy rna1tpj'. :\fu<'h practice will be required on the stmlent's part to know what partieular form is most snitahle. 'rhe following sc'ntp11ees are snpplipd with numhprs referring to tlie examples of Jl. 1::14. 1 The woman is weighing (2) the meat. He was calling (2) his father. The child was sleeping ( 110 Progr.) all (the whole) day. He was telling me (1) about (van) his mother, who [is] dead (is). We have been learning (5) our spelling, and we have been playing (1) in the room. '!'he thief has been stealing (n) again. The good dog was still living (no Progr.) Did you call me? No, I was calling (no Progr.) your brother. How long did your Rister sleep? She slept [for] three hours. She is alwnyi:< sleeping ( 1) when ( uls) I wa11t to go out ( uitgacm). Will you be measuring the carpet ( Gaat u mi88chie11 het tapijt mcten)? l have measured it already, but T shall measure it again. was the masou building (1) the houi:<e'! He ha8 been building (no Progr.) two houses on the main roail, and [now] he ii:< building (2) (now) a third. Were you telling him (1) about that crow with the large wings? Tell me that too. I will tell.rou by and by.

11 NOTE.-The word "when"' is translated uy toen", when an action is expressed in tlle Past Tense, vurvurtinp; tu name a fa<'t which has occurred unoe. In se11ten<'l's, the Yerh of which is iu the Present or JJ'utnre Tense or in the Pust Tense expressing a hal!il or regularly occurring event, the word "when" is rendered hy "1ranneer" or "als". You were sleeping ( 1) when ( toen) I called. My father was measuring the door ( 1) when ( toen) I gave him the letter. You play when (wanneer) you must learn (must=moet). He had the letter in his hand when (toen) he was playing (1). When (wanneer) will vou call the cat? I called the cat when I was in the passage. when you divide the marbles, you must (moet) call me. When the postman had weighed the book he gave it to me. Were you building ijie wall (2) when I [saw] you (saw, zag)? Yes, I was building the wall ( 2) when you called me to (om te ) measure the door. When did the tllief steal the money? lie stole the money at (om) 5 o'clock. Were you sleeping (1) when he stole it? He took it when we were in [the] house, but we were all sleeping. Was be dividing (2) the marbles when you asked him to play? Ile always gives me his books when he plays. SPEAK=AND=ACT EXERCISE No. 11. j De schoorsteen vegen.-to sweep the chimney. 1. De schoorsteenveger gooit zijn pak op de achterplaats neer. 2. Hij zct ccn ladder tcgcn het dak op. 3. Hij lclimt op de lepr naar de srlworstern. 4. Hij laat crn hardc bczcm r111 n Nm to mr in r7 r. pijp ncer. 'l'he chimney-sweep throwi,; down his pack in the yard. He puts a ladder up against the roof. He goes up the ladder fo the ehinmev. He lets dow~ a lrnrcl broom br a rope into the flue.

12 148 1.'HFJ STANDARD DUTCH GRAMMAR 5. Zijn maat wacht ondcr op de bezem. 6. H ij knoopt een twee de touw aan de bezem vast. 7. Zij trekken sarncn de bezcm op en neer door de schoorstccn. 8. Waar zij bij kunnen, krabben zij sclwoo i met ijzers. 9. Zij vegen al het roet op in een zak. 10. Zo wordt de schoorsteen geveegd. Ilis mate waits for the broom below. He ties a second rope to the broom. They pull the broom up and down through the chimney together. What they can reach, they scrape clean with irons. 'rhey sweep up all the soot into a bag. So the chimney is swept. VERB EXERCISE. gooien-ik gooi, gooide, heb (ha<l) gegooi<l, zal gooien (gegooid hebbcn). zctten-ik zet, zette, heb (bad) gezet, zal zetten (gezet hebben). klimmen-ik klim, klom, heb (ha<l) geklornrnen, zal klimmen (geklommen bebben). neerlaten-ik laat neer, liet neer, heb (had) r.eergelaten, zal necrlaieu (neergelaten hebben). wachten-ik wacht, wu<'htte, heb (had) gewacbt, zal wachten (gewacht hebben). knopen-ik knoop, knoopte, heb (had) geknoopt, zal knopen (geknoopt hebben). trekken-ik trek, trok, heb (had) getrokken, zal trekken (getrokken hebben). krabben-ik krab, krabde, heb (had) gekrabd, zal krabben (gekrabd hebben). opvegen-ik veeg op, veegde op, heb (had) opgeveegd, zal opvegen ( opgeveegd bebben). SUBSJ;;QUENT EXERCISES. Of all the Verbs which have thus far been used in the Speak-and-Act Exercises, the leading features have been given in the Verb Bxercises. what should now be done is: 1. Make a list of all these Verbs, writing down their Infinitive, Past Tense, and Past Participle forms.

13 DECLENSION Observe any alterations in the stems (which are shown in the Past Tense), and mark such verbs J:3trong, whereas all those whose l::jtem-vowels have remained unchanged, should be marked Weak. 3. Among the Strong, some will be noticed whose stems undergo a greater change in the Past Tense than a mere vowel-alteration. Such Verbs are, for example: gaan, ging, gegaan; komen, ku am, gekomen; zijn, wa,s, geweest; hebben, had, gehad. These should be marked Irregular, or Anomalous. R.EADING EXER.CISE. Ik wil u eens vertellen wat mij gisteren J want to you just (to) relate what to me yesterday Qverkomen is. Ik was op weg naar het dorp Vredefort. happened (has). I was on my way to the town (of) Vredefort. Ik reed in een kaapse kar, en had mijn koetsier bij I was driving in a. Cape cart, and had my driver with mij. Omtrent het middag uur zagen wij een lange, me. About the midday hour saw we a long, :zwarte streep aan de horizont op de bergen liggen, die IJlacl{ strip at the horizon on the mountains lying, which zich scheen te.bewegen, en, daar de wind naar ons toe itself seenwd to move, and, as the wind towards us was, kwam hij in onze richting. Mijn koetsier zei mij, wns, was ('Oming it in our dire('tion. My driver said to me, dat dat hagel was, en dat wij ons moesten that that hail was. and that we oursdvf's nrnst klaar houden voor zwaar weer, al scheen de reu<ly holu for heavy weather, although shone the zon nog zo helder. -nrij reden verdel', en na een sun evpr so brightly. We drove on,.iml after :m uur kwam de streep zichtbaa1 nader, en werd' hour was l'oming the strip yisibly nearer. an1l hernme -0.e wind kouder. I'lotseling begonnen er hagelstenen the wind older. Suddenly hegan there hailstones

14 150 TllE ST.1SJJARIJ DFTCTI rm IJ[Jf tr te vallen, en binnen een paar minuten moesten wij de to fall, and withi11 a t'ouple of minutes had we the kar stilhouden, zo vreselik was de storm. De paarden <'art (to) s1op, so terril>ic' was the stot m. 'l'hc' horses lieten de koppen hangen, en wij maakten ons toe,. let their heads hang, and we f overed ourselves up, zo goed wij konden. ~ooit in mijn leven had ik zo'n as well as we Pould. Xever in my life' had I such a hagel bui gezien. Hij duurde maar tien minuten, maar hail storm seen. It lusted only ten minutes, but toen de zwarie streep voorbij geschoyen was, lag de hagel wl!en the hlack strip past moved had, Jay the hail twaalf duim dik om ons heen. twelve ind1es thipk rouuct ns ahout. I(O.NJ'ERSATIE. Ilet Tf'ecle1. 1. De lucl1t. is liczwllct. 2. lrc zullr rc cr l rijgcu. 3. De do11der ratelt: Tiet on icccrt. 4: Iiet liclzt; zag u. 't u:ecrzicltt! 5. D ie lilil.,semstraal was erg fel. 6. Het weer lrlaart op; 't 1rnl morgen rnooi weer zijn. 7. Wat <'rn pnu lttiuc regeuboog! 8. Wat roor weer llccft u op w1c reis gehad'? 9. Guur, stormaehtig weer. 10. Er heeft een llardc, doordrinpcndc lf'ind. g<'waaid. ll. De idnd ltceft een aantal sclloorstrne11 afgru:aaid. 12. De tcill(/ is yaun liggen. 13. Het rrrf<'nf lwrrl. 'J4. IJct is erg lcouil; hct /111g<'lf, snrcuirt, 1-riest. 15. De sn< cmr is uan hot smelt en. lfi. De rfri<'r is b<'rtorcu. CONVERSATION. The \Veathor. '.l'he sky is cloudy. We slrnll have a thunderstorm. ThP thunder roars; it thund~rs. There is lightning; did you see the lightning? That flash of lightning was. very vivid. The weather is clearing; it will he fine tomorrow. What a splendid rain!jow! What sort of weather did you haye on your journey? Rough, stormy weather. Tl!erP has been a strong, piercing wind. The wind has blown a numl1er of chimneys clown. The wincl has nlmted. lt is ra ini11~ hard. It is very cold; it hails, suows, freezes. The snow is melting. The river is frozen.

15 DEOLENSION Het i:riest d~at lzet kraakt. 18. /J(lt is /Juitengeu:uun kou<l. 10. De rori,qe zcinter icas biezunder streng. 20. Het is 1111 zarl1t weer. 21. De zon sohijnt. 22. De maan gaat 1:Mi ai;ond om acltt uur op. 2::l. lt'e heblwn, ll<:crlik, /wlrnorlilc, 111ooi iceer. 24. Gisfer<'11 was het triestig, somber, onaangenaam, 1;eranrl'erlilc. 25. Ilet is hiei' roehtig rn naar in de winter. 26. De hittr in de zomer is vreselilr op de vlalcten. Nam de TVinkels Gaan. 1. Laat ons d>ifj u:inlccl binnengaa n -ilc lteb rerscheidene dingen nudig. 2. Ilr- zou graag irnt hocacn wulcn zien. 3. Deze zijn naar dr laatste smaak, mijuhcer. 4. Laa,t ons u at zwart lalcen zien, als 't u blir ft. G. Dit is niut fijn genuog. 6. Wat lrnst hot? 7. U heeft geen keus. 8. De prijs is te hoog. 9. Ile moet een vaar handsohoen1m hobbon. 10. Dit vaar is te groat : ifu draag nommor Ieeft 11 sterke leren sohoenf'n? 12. Die zijn te lang, te nauw, te lcort. 13. Jk houd van lage halvlcen. 14. Het fatsoen lieralt me niet. Hi. Laat 111r eens wat zakdnot.-on en dasscn zien. 16. Wil 11 mij 11w brste zijden paruplu's irijzcn? 17. wat /cost d('zcf 18. Yijfticn shillin,qs, mijnhoer. l!j. Ile zou gmag 11 itte linnen boorden en manchetten zion. 20.' Zo is hot ge_noog; aanfu u. It is 1'reeziug very hard. It is extremely cold. Last winter was vartirularly severe. This is mild weather. The sun is shining. The moon rises at eight o"cloc k to-night. \Ye a re ha' iug delightful, «hnrming, tine weather. YestPrday it was gloomy, dull, disagreeable, changeable. It is llm up and dismal here in wintpr. The heat is h rrible iu the plains in summer. To go Shopping. Let us go into that shop~ tlwre are sevpral things I want. I should like to spe some hats. 'l'hesp arp 1 llp newest style, sir. Show us some!jlack cloth, 11lense. This is not fine What is the pri('e? You have no selection. The prire is too high. I want a pair of gloves. enough. This pair is too large : I wear No. 7. Have you strong leather boots 'I Those are too long, too 11arrow, too short. I like low heels. I don't like the shape. Rhow me some handkerrhiefs :uh1 somc ties. Gan I see some of your best silk nm!jrellas? What is the prire of this one? ll'ifteen shillings, sir. I wish to see some white linen collars and cuffs. 'J'hat will uo; thank you.

16 152 TIIE B'l'ANDARD DU'J.'GH GRAMMAR UHAPTER VIL THE ADJECTIVE. (Het Bijvoegelike Naamwoord.) I. Adjectives denote distinguishing attributes or qualities of persons and things: de trouwe vriend, the faithful friend; het witte papier, the white paper. II. Adjectives may be used attributively and predicatively. An Arljective used attributively, Attributief Bijvoegelik Naamwoord, is connected directly with its X oun: de war me koj]ie, the warm coffee. An Adjective used predicatively, Predikatief Bijvoegelik Naamwoord, is connected with its Noun by means of some form of one of the Copulative Verbs (Koppelwoorden): zijn, to be; worden, to become; blijven, to remain; heten, to be called; schijnen, to seem; Jijken, to seem to be; blijken, to appear; e.g. Hij is goed, he is good; Zij blijft trouw, she remains faithful; Dat heet mooi, that is called pretty. Observations. 1.-The Adjective, when used preuicath ely, is not ileclined, but it may be inflocted to express Degrees of C'omparis,111: Die buu111 is hooy, rnaar deze is hoye1., tllat tree is high, I.mt this one is higller. 2.-0thPr Vt>rbs besiues those meniicn1e<l aljove ma~ be :wcompanipd hy an Aujective used prcdi< atively, whl lj. 11amely, such Adj< ctivf' rpl'ers to a ~om1, and not to the ad ion Pxprt>ssed by the Verh; e.g. De dcur is 1n 11in gesehilderd, the LIOL'l has

17 'l'he ADJE01'1YE 153 been painted brown. Here, obviousl~, "llrown" does not r1)fer to the uetiou of painting, llut qualifies "O.oor"; it is therefore, not an AdvPrh,!mt an Adjective. III. The Attributive Adjective agrees with the Noun to which it is attached in gender, number, and case, even though the agreement is no longer expressed by flexionendings. (See Chapter on Declension.) Obo;ervations. 1.-The Adjective never changes its form when it follows its Noun directly, instead of directly preceding it. This was of frequent occurrence in the Dutch of former timps, ]Jut is found rarely now. Fadcrlief=dmr father; lcinrllicf=dear child; 8tatcn Gencraal=Rtates General (Bouse of Assemllly), are surviving examples. 2.-Wheu the Inflefinite Article "een" stands hetweeu the Noun antl its Adjeetive: Hoc icijs cen man, how wise a mnn; 'l.'e groat een 11crlics, too great a los8; Zo 'L"room cen vrouir, so pious a W()flltlll. IV. After the words een, a; geen, no; enig, any; elk, every; ieder, each; menig, many; zeker, certain; and welk, which, when occurring before the name of a male person, the Adjective, by its being either declined or not, applies the same quality with a different meaning to. the person to whose name it is attached. The uninflected Adjective in such a case refers to those qualities which pertain to the profession or office of the person; the inflected AdjectiYe refers to his inner qualities as a man, irrespective of the name lie bears: een goed koning, a good king; ccn goede koning, a goodhearted king; ccn knap schoenrnakcr, an able shoemaker; een knappe schoenmaker, a good-looking shoemaker; een groat koopman, a merchant who has a large business ; een grate koopman, a tall merchant; een oud soldaat, a s9ldier who has been long in the service; een oude soldaat, an old man who is a soldier. NoTE.-ccn oudsoldaat means a former soldier; likewise does cen uudleerling mean a foru,er pupil.

18 154 THE STANDARD DUTCH GRAM.1fAR V. The following kinds of Attributive Adjectives never change their form: 1. Adjectives denoting a material, and which end in en; e.g. een zijden japon, a silk dress; gouden horloges, gold watches. 2. Adjectives of three or more syllables, when they end in en; e.g. een afgelegen plaats, a lonely place. NoTE.-'l'his rule may!je taken as optional, when the Adje("tive is precpded hy de, die, or deze. The same may be said of a similar rule regarding the Comparative Degrees of Adjectives which arc frequently taken as indedina!jle when pre('eded by <'Cn and geen. 3. Adjectives which by means of the ending er are derived from the names of places, villages or towns; e.g. de Kamper boot, a steamer plying between Kampen and some other town; de Rottcrdarnrner rnarkt_, the market of Hotterdam. Norn.-The 0nding er is not the usual eudiug for.\jljectives derive([ from names of places. The common emling is s : lira11f11rtse s<'hapen, Herrnfort shpep; wcllinplonse icijn, Wellin11:ton wine. 4. AdjectiYeR which end in lei or Jiande: a,llerlei vee, all kinds of rai ile; allcrhandc boeken, all kinds of books. 5. The two Adjective::; recliter, right, and linker, left, be<;ause they uen r Htand a lone, but form part of,.md are written togeilwr with the Noun which they qualify; mijn rcclttcrhand,. 111)~ right hand; Z'ijn linkcrbeen, his left leg. 6. 'l'be Adjective "eigen ", when it is taken in the meaning of dezelfde, the same: Hij stierf op de eigen dag, waarop zijn broedcr geboren werd, he died on the same day on which his brother was born.

19 TIIE ADJECTIVE 155 NOTE 1.-If eigen is taken in the usual meaning of "own'', it is dedined in the ordinary way: mijn ci_qcne zuster, my own sister. NOTE 2.-If two or more Adjeclives are uttaclicll to one Noun, together expressing lmt onn quality, tile Inst of these Adjectives is declined and the others remain unclmng<>rl: Holland hreft ccn rood,, 1cit en blauzce rlafl, Holland has a red, white and blue flag. VI. DEGREES OF COMPARISON. (Trappen van Vergelijking.) Objects may possess a quality absolutely or comparatively. Absolute possession is exprpsserl hy the Positive De~ree, Stel/ende Trap, i.e. the unchanged form of the Adjective: lliijn les.zs lang) my lesson is long. Comparative possession, i.e., possession in comparison with other objects having the same quality, is expressed in two ways: 1. By the Comparative Degree, Vergrotende Trap, which indicates that an object possesses the like quality with another, only in a higher degree: Hct paurd is groter dan dr koe, the horse is bigger than the cow. 3. Ry the Superlative Degree, Overtrefiende Trap, which indicates ihat one object posse8ses some quality in a higher degree than any other object to which it is compared: Ondcr alle bloemen is <]Pze de mooiste) among all flowers this is the prettiest one. The Comparative Degree is formed by anding er to the Positive form of the Adjective: groot, groter.. great, greater.

20 15G THE STANDARD DUTOlf GRAMJ!AR The Superlative Degree is formed by adding st to the Positive form of the Adjective: groat, grootst, great~ greatest. NoTE.-lu forming the comparative of Adjedives ending in f or s, also of those which change a double vowel into a single one, or a single> final consornrnt into a double, take note of the rules for ihe formation of the plural of Nouns. Obsm yations. 1.-AdjectiYes ending in 1, and in a vowel (except e mute and i) form their comparative by adding der, instead of er: ver, far, verdcr; na, near, nad:er; blo, timid, bloder.. 2.-Adjectives in s form H1eir suverlative hy adding t, instead of st: 1cijs, wise, il"ijzer, 1eijst (not 1cijsst); fris, fresh, frisser, frist. R-llire1, mm p, arnl 11i<.mst, most, may not, as a rule, be used in Dutch for the formation of the degrees of comparison. The endings er aud st are added, irrespective of the numher of syllables. In one <'ase, however, the ending st of the superlative stands in the way of easy prouundation, namely in woestst, most desolate, which should!je mc('st wocst. 4.-'l'here is a case in which the word mccr must invariably be used to indicate the Comparative degree, viz., when two qualities attributed to one and the same ohjef"t are compared, e.g., Deze taf('l is mccr enig dan mooi, this table is more unique than pretty; Een koe is rnecr nuttig dan gczellig, a cow is more useful than socialile. NoTE.-.Mccr and rjj('('st must also!je employed in the comparison of the Past l'artidples used as predicate AdjeC'tives: Zij is meer 1 ermoc id dan haar hroeder, she is more tired than her brother; JJfijn schocncn djn de rnccst rcrsletcn van alle, my boots are the most worn-out ones of all. 1\.-1n using superlatives, the student should be careful about the artirle that precedes the AdjectiYe. When we speak of different objects among which one stands prominent, the article to be chosen is de or het according as the Noun requires, and the suprrlative ends in ste: De mooisf(' stad 1:an de.oanse omtrclc, the finest town of tlie whole neighhourhoorl; II et ninw:ste bock, dat ik hezit, the newest book I possess. when, however, parts of the same thing are eomparefl, the superlative ends in st, and the article preceding it is hot in all cases: Aun.de zuidzijde is de stad het 1nooist, the town is prettiest on the south side; De ziekc is 's murgcns het zwakst, the patient is weakest in the morning. S 10