Vorsprung A Communicative Introduction To German

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 VORSPRUNG

THIRD EDITION
A Communicative Introduction to
German Language and Culture

Thomas A. Lovik
Michigan State University
J. Douglas Guy
Northern Essex Community College
Monika Chavez
University of Wisconsin, Madison

Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States


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 Vorsprung: A Communicative Introduction to © 2014, 2007 Heinle, Cengage Learning
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Contents

Preface xv
To the Student xxiii

1 KAPITEL EINS
Fangen Sie bitte an. 1
ANLAUF I Annas Albtraum. . . . . . . . . . . . . . 2 ANLAUF II Annas Traum. . . . . . . . . . . . . . . 10
Strukturen: Strukturen:
I. Understanding commands and requests. . . . . 8 II. Describing yourself and others. . . . . . . . . . . 18
The imperative. . . . . . . . . . . . . . . . . . . . . . . . 8 A. The verb sein; subject pronouns . . . . . . . 18
A. Formation of the formal imperative. . . . . . 8 B. The pronoun you . . . . . . . . . . . . . . . . . . 19
B. The word bitte. . . . . . . . . . . . . . . . . . . . . . 9 III. Asking for someone’s name . . . . . . . . . . . . . 20
The verb heißen . . . . . . . . . . . . . . . . . . . . . 20
IV. Asking for information and clarification. . . . 25
Question formation. . . . . . . . . . . . . . . . . . . 25
A. Information questions. . . . . . . . . . . . . . . 25
B. Yes/no questions . . . . . . . . . . . . . . . . . . . 26
V. Identifying people and classroom objects. . . 27
A. Noun gender and number. . . . . . . . . . . . 27
B. The nominative case: definite
articles der, das, die. . . . . . . . . . . . . . . . . 28
C. The nominative case: indefinite articles
and kein. . . . . . . . . . . . . . . . . . . . . . . . . 29
D. The nominative case . . . . . . . . . . . . . . . 34
E. Pronoun substitution. . . . . . . . . . . . . . . . 35

Wissenswerte Vokabeln: Wissenswerte Vokabeln:

Aktivitäten im Klassenzimmer . . . . . . . . . . . . . . . 9 Das Alphabet . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Die Zahlen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Aussehen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Das Klassenzimmer, der Hörsaal. . . . . . . . . . . . . 27
Die Farben. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Länder und Nationalitäten. . . . . . . . . . . . . . . . . 31

Sprache im Alltag: Brennpunkt Kultur:

Breaking into a conversation with ­Entschuldigung, Greetings and farewells. . . . . . . . . . . . . . . . . . . . 11
Verzeihung, Pardon. . . . . . . . . . . . . . . . . . . . . . . 7 Titles of address . . . . . . . . . . . . . . . . . . . . . . . . . 16
Where German is spoken. . . . . . . . . . . . . . . . . . 32
Sprache im Alltag:
Abbreviated forms of ein. . . . . . . . . . . . . . . . . . . 30

C o ntents iii

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 2
ANLAUF
KAPITEL ZWEI
Familie und Freunde 39
ABSPRUNG ZIEL
Anna Adler stellt sich vor. . . . 40 Anna schreibt eine E-Mail. . 58 Eine E-Mail 
schreiben. . . . . . . . . 74
Strukturen: Strukturen: Zielaktivitäten. . . . . . . . . 74
I. Indicating possession or VI. Referring to people and Wortschatz. . . . . . . . . . . . 77
ownership. . . . . . . . . . . . . . . . 48 things. . . . . . . . . . . . . . . . . . 64
The verb haben. . . . . . . . . . . . 48 Accusative pronouns . . . . . . 64
II. Expressing what you like and VII. Creating variety and shifting
don’t like . . . . . . . . . . . . . . . . . 52 emphasis . . . . . . . . . . . . . . . 65
The expression gern haben . . . 52 Position of subject and verb. . 65
III. Describing actions. . . . . . . . . . 53 VIII. Describing daily activities. . . 71
Present tense of regular verbs . . . 53 Regular present tense verbs:
A. Conjugation of regular verbs in verbs with separable prefixes
the present tense . . . . . . . . . 53 and two-verb constructions . 71
B. Present tense equivalents in IX. Expressing negation. . . . . . . 73
English and German. . . . . . 53 Position of nicht . . . . . . . . . 73
IV. Talking about what you like and
don’t like to do. . . . . . . . . . . . . 54
Verbs + the adverb gern. . . . . . 54
A. Present tense of verbs with
gern. . . . . . . . . . . . . . . . . . . 54
B. Position of gern and
nicht gern. . . . . . . . . . . . . . 55
V. Talking about what you have
and don’t have. . . . . . . . . . . . . 56
The accusative case. . . . . . . . . . 56
A. Definite and indefinite
articles. . . . . . . . . . . . . . . . . 56
B. Masculine N-nouns. . . . . . . 57

Wissenswerte Vokabeln: Wissenswerte Vokabeln:

Annas Familie. . . . . . . . . . . . . . . . . 40 Die Monate . . . . . . . . . . . . . . . . . 62
Die Familie und die Verwandten. . . 46 Die Wochentage. . . . . . . . . . . . . . 66
Studienfächer. . . . . . . . . . . . . . . . . 51 Zeitausdrücke. . . . . . . . . . . . . . . . 67
Die Uhrzeit. . . . . . . . . . . . . . . . . . 68
Onkel Hannes’ Alltag. . . . . . . . . . 72

Brennpunkt Kultur:
German immigration to North
America . . . . . . . . . . . . . . . . . . . . . 47
Types of universities in Germany . . . 76
Sprache im Alltag:
Abbreviated ich-forms of verbs. . . . 48
Expressions with the verb haben. . . 50

iv VORSPRUNG

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3 KAPITEL DREI
Was gibt es in Heidelberg und
Mannheim zu tun? 79
ANLAUF ABSPRUNG ZIEL
Was halten wir von Anna? Heidelberg und Ein Gedicht über meine
Was hält sie von uns? . . . . . . 80 Mannheim. . . . . . . . . . . . 100 Stadt . . 114
Strukturen: Strukturen: Zielaktivitäten. . . . . . . . 114
I. Describing activities . . . . . . . . 86 VI. Expressing possibilities. . . . 109 Wortschatz. . . . . . . . . . . 117
Present tense of stem-vowel The modal verb können . . 109
changing verbs. . . . . . . . . . . . 86 VII. Talking about people and things
II. Expressing relationships or that you know. . . . . . . . . . 112
ownership . . . . . . . . . . . . . . . . 90 The verb kennen. . . . . . . . 112
Nominative of possessive VIII. Expressing relationships or
adjectives. . . . . . . . . . . . . . . . . 90 ownership . . . . . . . . . . . . . 112
III. Expressing additional and Accusative of possessive
contrastive information and adjectives. . . . . . . . . . . . . . 112
justification . . . . . . . . . . . . . . . 92 IX. Talking about more
Coordinating conjunctions . . . 92 than one item. . . . . . . . . . . 113
IV. Stating personal preferences. . . 93 Noun plurals . . . . . . . . . . . 113
The adverb lieber. . . . . . . . . . . 93
V. Expressing what you would like
to do. . . . . . . . . . . . . . . . . . . . 94
The modal verb möchte. . . . . . 94
Wissenswerte Vokabeln: Wissenswerte Vokabeln: Deutsch im Beruf 1: 119
Lebensmittel. . . . . . . . . . . . . . . . . . 96 Freizeitaktivitäten. . . . . . . . . . . . 108
Die Landeskunde Deutschlands . 110

Brennpunkt Kultur: Brennpunkt Kultur:

Mealtimes in German-speaking Heidelberg und Mannheim . . . . . 106
countries . . . . . . . . . . . . . . . . . . . 95 Sprache im Alltag:
The metric system. . . . . . . . . . . . . . 97 Nur „Bahnhof“ verstehen. . . . . . . . 83
Sprache im Alltag:
Assumptions with bestimmt, sicher,
wahrscheinlich, and wohl. . . . . . . 81
Es gibt ... Was gibt es?
Was gibt’s. . . . . . . . . . . . . . . . . . . . 90
Specifying amounts. . . . . . . . . . . . . 98
Bitte schön. . . . . . . . . . . . . . . . . . . 98

Contents v

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 4
ANLAUF
KAPITEL VIER
Unterwegs 121
ABSPRUNG ZIEL
Mutters Ratschläge. . . . . . . 122 Die Radfahrprüfung – ein Fahrradunfälle. . . . 158
Führerschein für Kinder. . 140
Strukturen: Strukturen: Zielaktivitäten. . . . . . . . . 158
I. Telling friends or relatives to III. Expressing permission, prohibition, Wortschatz. . . . . . . . . . . . 161
do something. . . . . . . . . . . . . 131 necessity, and strong desire. . 146
The informal imperative . . . . 131 Modal verbs (II). . . . . . . . . . 146
A. The du-imperative. . . . . . . 131 A. Expressing permission:
B. The ihr-imperative . . . . . . 133 dürfen. . . . . . . . . . . . . . . 146
C. Inclusive suggestions: B. Expressing necessity:
the wir-imperative. . . . . . . 133 müssen. . . . . . . . . . . . . . 147
II. Expressing ability, fondness, and C. Expressing strong desire:
expected obligation . . . . . . . . 135 wollen. . . . . . . . . . . . . . . 148
Modal verbs (I) . . . . . . . . . . . 135 D. Modal verb summary . . . 148
A. Expressing ability: IV. Expressing spatial movement, the
können. . . . . . . . . . . . . . . 135 recipient of something,
B. Expressing fondness and desire: opposition, and omission. . . 155
mögen and möchte. . . . . . 137 Prepositions with the
C. Expressing expected obligation: accusative. . . . . . . . . . . . . . . 155
sollen. . . . . . . . . . . . . . . . 138

Wissenswerte Vokabeln: Wissenswerte Vokabeln:

Das Gepäck . . . . . . . . . . . . . . . . . 128 Eigenschaften. . . . . . . . . . . . . . . 153

Brennpunkt Kultur: Brennpunkt Kultur: Brennpunkt Kultur:

Studienmöglichkeiten für Rad fahren. . . . . . . . . . . . . . . . . . . . . 145 Frankfurt am Main . . . . 159
Deutschlernende. . . . . . . . . . . . . . 123 Mit der Bahn fahren. . . . . . . . . . . . . 150
Sprache im Alltag: Mit dem Auto fahren. . . . . . . . . . . . 157
Assumptions with wohl and
­wahrscheinlich . . . . . . . . . . . . . . 126

vi VORSPRUNG

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 5ANLAUF
KAPITEL FÜNF
Freundschaften 163
ABSPRUNG ZIEL
Die Geschichte von Tante Uschi  Erstes Date: Worauf man beim  Freunde geben 
und Onkel Hannes . . . . . . . 164 ersten Date achten soll. . . 184 Freunden 
Ratschläge. . . . . . . 198
Strukturen: Strukturen: Zielaktivitäten. . . . . . . . 198
I. Talking about past events . . . 170 II. Expressing complex ideas Wortschatz. . . . . . . . . . . 201
The conversational past. . . . . 170 with a subordinating
A. The auxiliaries habetn conjunction. . . . . . . . . . . . . 192
and sein. . . . . . . . . . . . . . . 170 A. The subordinating
B. Past participles. . . . . . . . . . 172 conjunction dass. . . . . . . 192
C. Prefixes of past B. The subordinating
participles. . . . . . . . . . . . . 176 conjunction ob . . . . . . . . 192
D. Past participles of sein III. Expressing a condition. . . . . 193
and haben . . . . . . . . . . . . 179 Subordinate clauses
with wenn. . . . . . . . . . . . . . 193
IV. Giving reasons. . . . . . . . . . . 194
Subordinate clauses
with weil. . . . . . . . . . . . . . . 194
V. Expanding on an
opinion or idea. . . . . . . . . . . 195
Infinitive clauses with zu. . . 195
VI. Positioning information in
a German sentence. . . . . . . . 196
A.  Subject-verb inversion . . 196
B. Two-part placement of
German verbs . . . . . . . . . 196
C. Verb forms at the end of
a subordinate clause. . . . . 196

Wissenswerte Vokabeln: Wissenswerte Vokabeln:

Das Wetter. . . . . . . . . . . . . . . . . . 180 Freundschaft und Liebe . . . . . . . 190
Die Jahreszeiten . . . . . . . . . . . . . . 182

Brennpunkt Kultur: Brennpunkt Kultur:

Hansestadt Hamburg. . . . . . . . . . 177 Bekannte oder Freunde? . . . . . . . . 189
Sprache im Alltag: Sprache im Alltag:
Article with first names. . . . . . . . . . 165 Expressing fondness or love. . . . . . 191
Ganz. . . . . . . . . . . . . . . . . . . . . . . . 181

C o ntents vii

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 6
ANLAUF
KAPITEL SECHS
Willkommen in Tübingen 203
ABSPRUNG ZIEL
Anna zieht ins  Kleine Zimmer, kleine  In dieser Stadt. . . . 236
Wohnheim ein. . . . . . . . . . . 204 Miete – Leben im 
Studentenwohnheim . . . . 220
Strukturen: Strukturen: Zielaktivitäten. . . . . . . 236
I. Expressing the beneficiary or III. Expressing temporal and spatial Wortschatz. . . . . . . . . . 239
recipient of an action. . . . . . . . 212 relationships. . . . . . . . . . . . . . . 226
The dative case . . . . . . . . . . . . . 212 Dative prepositions. . . . . . . . . 226
A. The dative case: personal IV. Expressing attitudes and
pronouns. . . . . . . . . . . . . . . . 212 conditions such as gratitude,
B. The dative case: definite and pleasure, ownership, and need
indefinite articles, and for assistance . . . . . . . . . . . . 230
possessive adjectives. . . . . . . 214 Dative verbs and
II. Indicating location. . . . . . . . . . 215 expressions. . . . . . . . . . . . . . . . 230
A. Dative verbs. . . . . . . . . . . 230
B. Adjectives with the
dative case. . . . . . . . . . . . 231
C. Idiomatic expressions with
the dative case. . . . . . . . . 231
V. Specifying what you are talking
about. . . . . . . . . . . . . . . . . . 233
Der-words. . . . . . . . . . . . . . . . 233

Wissenswerte Vokabeln: Wissenswerte Vokabeln:

Das Studentenzimmer und Körperteile. . . . . . . . . . . . . . . . . 232
die Möbel. . . . . . . . . . . . . . . . . . . 204
Ein Einfamilienhaus, die
Stockwerke. . . . . . . . . . . . . . . . . . 216

Brennpunkt Kultur: Brennpunkt Kultur: Literarisches Deutsch:

Wo Studenten wohnen . . . . . . . . . . 211 Tübingen. . . . . . . . . . . . . . . . . . . . . . 225 Zwei Liebesgedichte. . 241
Sprache im Alltag:
Expressions with animals. . . . . . . . . 205
Emphasizing one’s opinion. . . . . . . 228

viii VORSPRUNG

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 7
ANLAUF
KAPITEL SIEBEN
Man kann alles in der Stadt finden 243
ABSPRUNG ZIEL
Barbara muss ein Konto Freiburgs Trainer Robin Dutt: Mein Leben als 
eröffnen . . . . . . . . . . . . . 244
”Bei uns lebt Multikulti“. . 266 Film. . . . . . . . . . . . 282

Strukturen: Strukturen: Zielaktivitäten. . . . . . . 282

I. Expressing location and III. Talking about when events Wortschatz. . . . . . . . . . 285
destination. . . . . . . . . . . . . . . . . 250 happen. . . . . . . . . . . . . . . . . . . 274
Two-case prepositions: wo? versus Time expressions in the dative
wohin?. . . . . . . . . . . . . . . . . . . . 250 and accusative case. . . . . . . . . 274
A. Two-case prepositions. . . . . 250 A. Time expressions in the
B. More about an, auf, dative case. . . . . . . . . . . . 274
and in . . . . . . . . . . . . . . . . . . 253 B. Time expressions in the
II. Giving directions . . . . . . . . . . . 261 accusative case. . . . . . . . . 274
Prepositional phrases; hin IV. Talking about means of
and her. . . . . . . . . . . . . . . . . . . . 261 transportation. . . . . . . . . . . . . 276
A. Prepositional phrases indicating The preposition mit with the
location. . . . . . . . . . . . . . . . . 261 dative case . . . . . . . . . . . . . . . . 276
B. The prefixes hin V. Expressing time, manner,
and her . . . . . . . . . . . . . . . . . 262 and place. . . . . . . . . . . . . . . 278
C. Verbs commonly used with Word order for time, manner,
two-case prepositions . . . . . 262 and place . . . . . . . . . . . . . . . . . 278
VI. Expressing the purpose for
an action . . . . . . . . . . . . . . . 280
The subordinating conjunction
damit. . . . . . . . . . . . . . . . . . . . 280

Wissenswerte Vokabeln: Wissenswerte Vokabeln:

Wo gehst du gern hin? . . . . . . . . . 254 Wie kommt man dahin?. . . . . . . 277
Wo macht man das in der
Stadt?. . . . . . . . . . . . . . . . . . . . . . 256

Brennpunkt Kultur: Brennpunkt Kultur: Brennpunkt Kultur:

Studentenermäßigungen. . . . . . . . . 245 Fußball und Profi-Sport in München . . . . . . . . . . 284
Einkaufen. . . . . . . . . . . . . . . . . . . . . . 253 Mitteleuropa. . . . . . . . . . . . . . . . . . . 265
Stuttgart. . . . . . . . . . . . . . . . . . . . . . . 260 Sprache im Alltag:
Sprache im Alltag: Expressing regularity. . . . . . . . . . . 275
Names of cities with an/am . . . . . . 255

C o ntents ix

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 8
ANLAUF
KAPITEL ACHT
An der Uni studieren 287
ABSPRUNG ZIEL
Ein Gruppenreferat. . . . . . 288 Die beste Uni für mich . . 306 Ausreden im 
Deutschkurs. . . . . . 328

Strukturen: Strukturen: Zielaktivitäten. . . . . . . 328

I. Talking about activities we do for III. Talking about future events. . 318 Wortschatz. . . . . . . . . . 331
ourselves. . . . . . . . . . . . . . . . . . . 296 A. The present tense with
Reflexive verbs with accusative a time expression. . . . . . . 318
reflexive pronouns. . . . . . . . . . . 296 B. The future tense: werden +
A. Reflexive and non-reflexive infinitive . . . . . . . . . . . . . 319
usage of verbs. . . . . . . . . . . . 296 IV. Expressing probability. . . . . . 321
B. Verbs that always require a The verb werden + wohl. . . . 321
reflexive pronoun. . . . . . . . . 297 V. Specifying additional information
C. Word order in sentences with about actions. . . . . . . . . . . . 322
reflexive pronouns. . . . . . . . 297 A. Using verbs with prepositional
II. Talking about daily hygiene objects. . . . . . . . . . . . . . . 322
routines. . . . . . . . . . . . . . . . . . . . 300 B. Using da- and
Reflexive verbs with dative wo-compounds. . . . . . . . 324
reflexive pronouns. . . . . . . . . . . 300

Wissenswerte Vokabeln:
Die tägliche Routine . . . . . . . . . . 298
Im Badezimmer . . . . . . . . . . . . . . 299
Krank sein . . . . . . . . . . . . . . . . . . 303

Sprache im Alltag: Brennpunkt Kultur:

Interjections, Rejoinders Das deutsche
and Particles. . . . . . . . . . . . . . . . . . . 291 Universitätssystem . . . . . . . . . . . . . . 314
Brennpunkt Kultur: Wie Studierende ihr Studium
Universitätskurse. . . . . . . . . . . . . . . . 295 finanzieren. . . . . . . . . . . . . . . . . . . . . 317
Das deutsche Schulsystem. . . . . . . . 327
Sprache im Alltag:
Studieren vs. lernen. . . . . . . . . . . . 306

x VORSPRUNG

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 9ANLAUF
KAPITEL NEUN
Ein Praktikum in Wien 333
ABSPRUNG ZIEL
Karl hat ein  Wiener Musikleben und Vorbereitung auf ein 
Vorstellungsgespräch bei  Musiker-Gedenkstätten . . 350 Jobinterview. . . . . . 372
der Wiener Staatsoper . . . 334
Strukturen: Strukturen: Zielaktivitäten. . . . . . . 372
I. Providing additional information III. Describing people and Wortschatz. . . . . . . . . . 375
about topics. . . . . . . . . . . . . . . . 340 things (I) . . . . . . . . . . . . . . . . . 358
Nominative, accusative, and dative Endings on adjectives after
case relative pronouns . . . . . . . 340 ein-words, der-words, or
A. Nominative case relative neither . . . . . . . . . . . . . . . . . . . 358
pronouns. . . . . . . . . . . . . . . . 340 A. Endings on adjectives
B. Accusative case relative after ein-words:
pronouns. . . . . . . . . . . . . . . . 343 nominative case. . . . . . . . 358
C. Dative case relative B. Endings on adjectives after
pronouns. . . . . . . . . . . . . . . . 344 ein-words: accusative and
D. Relative pronouns after dative case. . . . . . . . . . . . 361
prepositions. . . . . . . . . . . . . 344 IV. Describing people and
II. Proposing activities, making things (II). . . . . . . . . . . . . . . . . 362
suggestions. . . . . . . . . . . . . . . . . 347 Endings on adjectives after
Present tense subjunctive with definite articles . . . . . . . . . . . . 362
würde, hätte, wäre. . . . . . . . . . 347 A.  Adjectives preceded by a
A. The present subjunctive definite article: nominative,
of werden. . . . . . . . . . . . . . . 347 accusative, and dative case
B. The present subjunctive of endings. . . . . . . . . . . . . . 362
haben and sein. . . . . . . . . . . 348 B. Endings on unpreceded
adjectives. . . . . . . . . . . . . 364
V. Comparing people and things. . 367
Comparative and superlative forms
of adjectives and adverbs. . . . 367
A. Comparative forms. . . . . 367
B. Superlative forms. . . . . . . 369

Wissenswerte Vokabeln: Wissenswerte Vokabeln: Deutsch im Beruf 2: 377

Berufe . . . . . . . . . . . . . . . . . . . . . 342 Eigenschaften von guten
Bewerbern. . . . . . . . . . . . . . . . . . 360
Österreichs Leute und Länder . . 366

Brennpunkt Kultur: Brennpunkt Kultur:

Berufswahl und Berufsausbildung in Wien. . . . . . . . . . . . . . . . . . . . . . . . . . 353
deutschsprachigen Ländern. . . . . . 346 Österreich . . . . . . . . . . . . . . . . . . . . . 365
Sprache im Alltag:
Wishing someone luck. . . . . . . . . 338

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 10
ANLAUF
KAPITEL ZEHN
Feste, Feiertage und Ferien 379
ABSPRUNG ZIEL
Aschenputtel: Ein Märchen Braunwald autofrei: Ein  Ein Schweizer 
nach den Brüdern  Wintermärchen ... hoch über Märchen . . . . . . . . 416
Grimm. . . . . . . . . . . . . . . 380 dem Alltag . . . . . . . . . . . . 396
Strukturen: Strukturen: Zielaktivitäten. . . . . . . 416
I. Narrating past events. . . . . . . . 388 II. Talking about consecutive events Wortschatz. . . . . . . . . . 419
The narrative past. . . . . . . . . . . 388 in the past . . . . . . . . . . . . . . . . 406
A. Narrative past: The past perfect . . . . . . . . . . . 406
regular (weak) verbs. . . . . . . 388 A. Using the conjunction nachdem
B. Narrative past: irregular with the past perfect . . . . . . 406
(strong) verbs. . . . . . . . . . . . 391 B. Word order in sentences
C. Narrative past: sein, haben, beginning with a
and the modal verbs. . . . . . 393 subordinate clause. . . . . . . 406
D. Narrative past: III. Talking about concurrent
mixed verbs . . . . . . . . . . . . . 394 events in the past. . . . . . . . . . . 407
Using the conjunction als. . . 407
IV. Saying when events occur. . . 408
Using wenn vs. wann vs. ob. . 408
V. Expressing ownership. . . . . . . 409
The genitive case. . . . . . . . . . . 409
A. Masculine and neuter
nouns . . . . . . . . . . . . . . . 410
B. Feminine and plural
nouns . . . . . . . . . . . . . . . 410
C. Masculine N-nouns. . . . . 410
D. Adjective endings . . . . . . 410
E. Proper names. . . . . . . . . . 411
F. The dative preposition
von. . . . . . . . . . . . . . . . . . 411
G. Genitive prepositions . . . 411

Wissenswerte Vokabeln: Wissenswerte Vokabeln:

Märchen . . . . . . . . . . . . . . . . . . . 380 Die Schweiz – geografische
Daten. . . . . . . . . . . . . . . . . . . . . 404

Brennpunkt Kultur: Brennpunkt Kultur:

Die Brüder Grimm und ihre Die Schweiz. . . . . . . . . . . . . . . . . . . . 403
Kinder- und Hausmärchen. . . . . . . 381 Fest- und Feiertage. . . . . . . . . . . . . . 405
Karneval, Fasching, Fastnacht. . . . . 390 Sprache im Alltag:
Urlaub oder Ferien? . . . . . . . . . . . 396
Diminutives. . . . . . . . . . . . . . . . . 402
Replacing the genitive in spoken
German . . . . . . . . . . . . . . . . . . . . 412

xii VORSPRUNG

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 11
ANLAUF
KAPITEL ELF
Geschichte und Geografie Deutschlands 421
ABSPRUNG ZIEL
Was würdest du dann  Die Geschichte Berlins. . . 442 Meine persönliche 
vorschlagen? . . . . . . . . . . 422 Zeittafel. . . . . . . . . 456
Strukturen: Strukturen: Zielaktivitäten. . . . . . . 456
I. Speculating about activities, III. Talking about actions as a Wortschatz. . . . . . . . . . 459
making suggestions. . . . . . . . . . 430 process . . . . . . . . . . . . . . . . . . . 450
The subjunctive mood. . . . . . . 430 The passive voice. . . . . . . . . . .450
A. The present subjunctive of A. The passive voice:
können and the other present tense . . . . . . . . . . 450
modal verbs. . . . . . . . . . . . . . 431 B. The passive voice:
B. Making polite requests and narrative and
suggestions . . . . . . . . . . . . . . 432 conversational past. . . . . . 451
C. Making role-reversal statements C. The impersonal passive. . 453
with an deiner (Ihrer, etc.)
Stelle ... and the present
subjunctive. . . . . . . . . . . . . . 435
D. The past-time
subjunctive. . . . . . . . . . . . . . 436
E. The double-infinitive
construction . . . . . . . . . . . . . 436
II. Talking about unreal
situations . . . . . . . . . . . . . . . . . . 437
A. Expressing unreal conditions:
Wenn-clauses. . . . . . . . . . . . 437
B. Present Tense Subjunctive II
forms of regular, irregular, and
mixed verbs. . . . . . . . . . . . . . 438

Wissenswerte Vokabeln:
Sehenswürdigkeiten in Berlin . . . . 423

Brennpunkt Kultur: Brennpunkt Kultur: Brennpunkt Kultur:

Deutschland: von der Monarchie Deutschland: von der Monarchie Freistaat Sachsen: Leipzig
zur Demokratie (I). . . . . . . . . . . . . . 434 zur Demokratie (III) . . . . . . . . . . . . 455 und Dresden. . . . . . . . . . . . 458
Deutschland: von der Monarchie
zur Demokratie (II). . . . . . . . . . . . . 444
Sprache im Alltag:
Confirming what someone said. . . . 427

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 12
ANLAUF
KAPITEL ZWÖLF
Ende gut, alles gut! 461
ABSPRUNG ZIEL
Oh, Stefan, wenn du nur  Warum Deutsch  Lernerbiografien. . . 480
wüsstest! . . . . . . . . . . . . . 462 lernen? . . . . . . . . . . . . . . 470
Zielaktivitäten. . . . . . . 480
Wortschatz. . . . . . . . . . 483

Brennpunkt Kultur: Brennpunkt Kultur: Literarisches Deutsch 2:

Der Einfluss der englischen Amerikaner und amerikanische Zwei Gedichte. . . . . . . . . . . 485
und deutschen Sprachen Kultur im deutschsprachigen
aufeinander. . . . . . . . . . . . . . . . . . . . 468 Mitteleuropa. . . . . . . . . . . . . . . . . . . 475
Sprache im Alltag: Deutsche und österreichische
Etwas and nichts. . . . . . . . . . . . . . . 466 Einflüsse auf Amerikas Kultur . . . . 479

Reference
Appendix 487

Grammar Summaries and Tables 488

Principal Parts of Irregular (Strong) and Mixed Verbs 494

German-English Vocabulary 497

English-German Vocabulary 525

Index 545

xiv VORSPRUNG

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Preface

Vorsprung is a complete first-year program designed for beginning students of German.

It offers a communicative introduction to the German language and culture and provides
beginning German students with the necessary skills for successful communication in
today’s rapidly changing world by exposing them to a wealth of written and spoken
authentic textual materials. The first two parts (Anlauf and Absprung) are organized
around a spoken and written text, respectively. Vorsprung combines a focus on spoken and
written texts with interactive, in-class activities that foster accuracy in the language and give
students ample opportunity to practice realistic German in authentic contexts.

Chapter Organization
The Student Text is divided into twelve chapters, each focusing on a different aspect of
German culture. Each chapter is divided into three main parts. (Chapter 1 deviates slightly
from this format). The first two parts (Anlauf and Absprung) are organized around a
written or spoken text. The third part (Ziel) is devoted to culminating and integrative tasks
and activities. Extensive pre- and post-listening or reading work is provided. In addition,
important structural and lexical aspects of German are systematically explored in the
first two parts of each chapter (except Chapter 12, which practices material from all the
other chapters). The storyline begun in the Anlauf part is continued with a listening text
(Endspurt) on the Vorsprung Student Companion Website (cengagebrain.com).

Chapter opener Each chapter begins with a photo focusing on the cultural themes of the
chapter. A statement of the chapter’s communicative, structural, lexical, and cultural goals is
included to provide students with an overview of what they can expect to learn in the chapter.

Anlauf (Warm-up) The first main section of each chapter (Anlauf) features the
Anlauftext, an audio text in dialogue form, much like a graphic novel, which can also
be found recorded on the in-text audio program. The Anlauf section presents new
grammatical structures and important vocabulary in context, as well as the cultural theme
of the chapter. Chapter 1 has two Anlauf sections.

Vorschau (Preview activities) The Anlauf section begins with the Vorschau activities,
pre-listening activities that function as advance organizers. There is a variety of activities used
for pre-listening. The Thematische Fragen (Thematic questions) help students activate prior
knowledge of themes, vocabulary, and structures before listening to the Anlauftext. The
Wortdetektiv or Satzdetektiv activities (Word- or sentence-detective activities) help students
focus on synonyms and build their active vocabulary base. Other predictive activities help
students establish context before listening to the text. The Vorschau section further promotes
awareness of the culture of German-speaking countries and highlights cross-cultural contrasts.

Anlauftext The Anlauftext is recorded on the in-text audio program and is represented
visually by a storyboard in the textbook. To aid comprehension, students can listen to the
Anlauftext while following the visual cues of the storyboard in their texts. The storyboards
are a unique feature of Vorsprung. In the Anlauftext, students meet Anna Adler, an American
studying for a year in Germany, along with Anna’s German relatives, the Günthers, and her
new friends at the university in Tübingen. All these frame the story line and unify the
contents of Chapters 1–12.

Rückblick (Post-viewing) The activities in the Rückblick section guide students

from initial comprehension of the text to personalization of the topics in the text. The
Stimmt das? (True or false?) activity, the first activity in the section, provides a quick check

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 of the content to determine how much of the text students understood. The Kurz gefragt
(Short-answer questions) activity guides students to produce more complete statements
about the text. The Textdetektiv activity guides students as they explore the Anlauftext
for grammatical and lexical structures to learn “how German works.” Further activities
encourage students to use the Anlauftext as a jumping-off point for giving more personal
reactions to the text. An Ergänzen Sie (Fill-in) activity in the Student Activities Manual
asks students to focus on new vocabulary in the context of the text.

Strukturen und Vokabeln (Structures and vocabulary) These sections (in

chapters 1–11) appear after the Rückblick in the Anlauf and Absprung sections. Each is
organized around a selection of important language functions, such as describing yourself,
asking for information, or expressing likes and dislikes. Each language function is identified
with a roman numeral.

The grammar structures needed to perform each language function are clearly and
concisely explained in English. Numerous easy-to-interpret charts, tables and examples
aid comprehension. In addition, the vocabulary needed to fulfill the language function is
presented in sections called Wissenswerte Vokabeln (Vocabulary worth knowing). Groups of
thematically related words and phrases are presented in a richly illustrated format, eliminating
the need for translation. This contextual approach to vocabulary presentation coincides with
the functional and thematic approach of the book. A wide variety of productive and receptive
activities are interspersed throughout the Strukturen und Vokabeln sections to aid in
language development.

Absprung (Take-off ) The second main section of each chapter revolves around the
Absprungtext, an authentic written text produced originally for native speakers of German.
(Note that there is no Absprung section in Chapter 1.) The Absprung section parallels the
format of the Anlauf section by beginning with pre-reading activities in a Vorschau section.
Many of the same activity types are used here to activate prior knowledge and to prepare
students for reading and understanding the text. The Absprungtext itself is reproduced in
as authentic a format as possible. Text types offered in this section include advertisements,
brochures, newspaper and magazine articles, online activities, interviews, letters, time lines,
internet blog entries and articles, and fairy tales. All text types relate directly to the chapter
theme and to the continuing story presented in the Anlauf sections, and were selected for
their high frequency of occurrence and usefulness to students.

The Absprungtext is followed by post-reading activities featured in a Rückblick section,

which is very similar to the Rückblick section that follows the Anlauftext.
The Absprung section ends with another Strukturen und Vokabeln section, which
parallels the Strukturen und Vokabeln section at the end of the Anlauf. Additional high-
frequency language functions and the grammar and vocabulary to perform them are also
presented and practiced. Readings from the Absprungtext can also be found on the in-text
audio program.

Ziel (Target) As its name implies, the Ziel section is the culminating point of the
chapter (there is no Ziel section in Chapter 1). The Zielaktivitäten guide students in
activities that recycle and review structures and vocabulary learned in the chapter in task-
based progression. By completing these culminating activities, students will demonstrate
their success in reaching the learning goals listed in the chapter opener.

xvi VORSPRUNG

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Wortschatz (Vocabulary list) Each chapter ends with a Wortschatz section
that lists all the active words and expressions taught in the chapter. The vocabulary has
been categorized by semantic fields, which facilitates acquisition of new vocabulary by
encouraging students to associate words and word families.

Other Features of the Chapter

Brennpunkt Kultur (Focus on culture) These cultural notes appear throughout
the chapter, as appropriate. Each note provides background information and insightful
commentaries in English on themes encountered in the chapter. They are rich in descriptive
detail and include additional thematic German vocabulary. Each Brennpunkt Kultur note
is followed by a thought-provoking cross-cultural activity called Kulturkreuzung, which
encourages higher-level thinking about the cultural information and students’ cultural
assumptions. Starting in Chapter 4 this activity asks students to reflect on their own culture
and the target culture using German. The Vorsprung Website provides Web addresses for
additional information about the cultural notes.

Kulturnotiz (Culture note) Interspersed throughout the chapters are short cultural
notes in the margin that alert students to interesting or useful cultural knowledge related to
the task or topic at hand.

Sprache im Alltag (Everyday language usage) These short descriptions of

variations in spoken German highlight useful vocabulary and expressions.

Freie Kommunikation (Free communication) These featured activities appear

at regular intervals in the chapter, especially as the culminating activities for the Strukturen
und Vokabeln sections. Students are guided through role-play situations in which they
practice the communicative functions that have been introduced.

Schreibecke (Writing activities) These special activities accompany the Freie

Kommunikation activities throughout the chapter. They provide students with authentic
tasks and the opportunity to practice their written skills in short, manageable writing
assignments.

Activity icons With the exception of the Kulturkreuzung, all activities are numbered
consecutively throughout the chapter. Each activity is preceded by one of three icons:

receptive productive interactive audio web

Receptive activities require students to recognize printed utterances. Productive activities
require them to produce their own utterances. Interactive activities are productive activities
that involve two or more students working together.

Enrichment Sections
Vorsprung, Third Edition contains four two-page special enrichment sections. Deutsch im
Beruf (Career German) appears after Chapters 3 and 9. The first of these sections highlights
practical vocabulary and information about using German in the tourist industry right here
at home. The second offers information about finding a job in which a knowledge of
German is an asset. Literarisches Deutsch (Literary German) appears after Chapters 6 and
12. These two sections offer the opportunity to read lyric poetry by well-known authors
from the nineteenth and twentieth centuries and by one anonymous poet from the Middle

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 Ages. Warm-up and comprehension activities ensure a successful first experience with the
beauty of the German language as it is used in German literature.

Supplementary Materials for Students

Student Activities Manual (SAM) The Student Activities Manual is a three-part
volume combining the Schriftliche Übungen (Written exercises), Hörübungen (Listening
exercises), and Video activities for the Vorsprung program. All are coordinated with the
Vorsprung text.

The Schriftliche Übungen provide practice on structures, vocabulary, reading comprehension,

culture, and writing skills, all designed to expand upon the work in the Student Text. The
Hörübungen are designed to be used in conjunction with the SAM Audio Program. The
activities focus on developing aural comprehension of spoken German. The audio texts
reflect the themes, structures, and vocabulary encountered in the Student Text. The Video
activities have students work with the Vorsprung Video DVD.
Accompanying SAM Audio and Video files can be accessed through the Premium Website.

Companion Website This open access website offers basic assets like the Text Audio
Program and the Endspurttexte. The Text Audio Program complements the twelve chapters
of Vorsprung. Each chapter includes recordings of the Anlauftext, the Absprungtext (when
appropriate), and any applicable dialogues from the textbook chapters.

A new feature to the Companion Website is an extension of the Student Text called
Endspurt. The Endspurt continues the storyline of the Anlauftext. Vorschau activities,
much like those in the Anlauf section of the Student Text, prepare students to listen
to and understand the Endspurttext. The Endspurttexte themselves incorporate the
structures and vocabulary of the chapter in a free-flowing dialogue spoken at normal speed
by native speakers of German. While listening to the Endspurttexte online, students can
simultaneously view art-based cues that help their listening comprehension. After listening
to the Endspurttext, students do follow-up activities in the Rückblick section that foster
both comprehension and expansion skills. Further practice of vocabulary and structures
from the Endspurt feature can be found in the SAM.
Premium Website The Premium Website for Vorsprung includes the SAM Audio
Program, Video Program, audio flashcards, tutorial quizzes, and a variety of activities and
resources to help you practice German, review for quizzes and exams, and explore German-
language websites.

Authors
Thomas A. Lovik (University of Minnesota, M.A.; University of California, Berkeley,
Ph.D.) began learning German as a second language as a junior in high school. He currently
teaches German language, linguistics, and culture courses at Michigan State University.
He also trains graduate teaching assistants and future teachers of German. His summers
are usually spent directing a study abroad program in Mayen, Germany, a small town in
the Eifel region. Professor Lovik also has close ties to the cities of Freiburg, Heidelberg,
Mannheim, and Tübingen.

J. Douglas Guy (Indiana University, B.A.; Middlebury College, M.A.) is adjunct

professor of German at Northern Essex Community College, Haverhill, MA. He has made
significant contributions to the development of instructional text and media for German

xviii VORSPRUNG

Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
and Russian programs as an editor and ghostwriter, and has been a presenter at state and
national conferences. He regularly sponsors exchange programs at the secondary level. He
has also worked as a court interpreter, translator, and freelance photographer.

Monika Lagler Chavez was born in Austria and studied German and History at
the University of Vienna. She has an M.A. in German Studies from the University of
New Mexico-Albuquerque and a Ph.D. in German Applied Linguistics from the University
of Texas at Austin. She is Professor of German and Second Language Acquisition at the
University of Wisconsin-Madison, where she directs the first- and second-year programs
in German language. Her research interests include learner and teacher variables and
classroom language use.

Acknowledgments
The original conviction that prompted the creation of the first edition of Vorsprung—
that learning German can be enjoyable and that understanding the German language
and culture can be a valuable tool in today’s changing world— continues to prove itself
true. The authors’ efforts in writing Vorsprung have been bolstered by the many people
who have provided support, encouragement, assistance, good humor, and vast amounts
of patience. They are especially grateful to their colleagues in the profession who have the
good sense to adopt Vorsprung for their students.
The authors are deeply indebted to the many people at Heinle, Cengage Learning, who be-
lieved in their project and nurtured it along the way:
Judith Bach for her support and leadership of the Third Edition, and Jessica Elias for
permissions clearance of texts, art and realia.
The authors also wish to express their sincere thanks to the many talented people who con-
tributed so much to this Third Edition:
Paul Listen for his richly informed background and careful reading, correction and
development of the manuscript for the Third Edition of the textbook and Student
Activities Manual.
Developmental editors Cynthia Hall Kouré and Peggy Potter for their enthusiastic,
inspired work on the first and second editions of the textbook.
Barbara Lasoff for her superb contributions to the first edition manuscript of the
book and the recording program.
Timothy C. Jones for the lively, colorful storyboards and line art that gives Vorsprung
its unique visual humor and edge.
Stacy Drew at PreMediaGlobal for her yeoman’s work on all aspects of the production
of the textbook, Instructor’s Annotated Edition, the Student Activities Manual and
other ancillaries.
Stacy Drew, Jena Gray, Jamie Jankowski, Paul Listen and Aileen Mason for their
careful selection and preparation of new photography, realia and art, and especially
for layout and design of the pages for the Third Edition.
Elizabeth Glew for her many resourceful contributions to the first edition of the
­Student Activities Manual.
Mary Gell for her creative work on the new test bank for the Third Edition, and
Charlotte Antibus for setting the foundation in the first edition.

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 Doug Milles for the recordings of core texts, listening activities for the Student
Activity Manual and the listening tests that accompany Vorsprung.
Margret Rettich for the generous permission to re-use her illustrations for the
Aschenputtel fairy tale.
For their assistance in the acquisition of original recordings and other materials for the
Third Edition and for their native speaker insights, the authors would like to thank the
­following people:
Gabrielle Beck (Hamburg), Karen Clausen (Hamburg), Max Coqui (Neu-Biberg),
Anje Naomi Decke (Berlin), Kristi Decke (Berlin), Jörg Frey (Goethe-Institut
Boston), Gerda Grimm (Hoisdorf ), Katja Günther (Frankfurt/Main), Karin
Heidenreich (Fürth), Hans Ilmberger (Ahrensburg), Carol Jedicke (Berlin), Françoise
Knaack (Keltern), Robert Meckler (Fürth), Folke-Christine Möller-Sahling (Goethe-
Institut Boston), Christine Müller (Luzern), Silvia Solf (Stuttgart) and Florian Will
(Berlin), and numerous tourist offices throughout Austria, Germany and Switzerland.
At Michigan State University: Minna Eschelbach, Monika Gardt (Heidelberg),
Senta Goertler, Robert Gretch, David Kim, Angelika Kraemer, Eva Lacour, Elizabeth
Mittman, Steve Naumann, George Peters, Carl Prestel (Tübingen), Nathan Pumplin,
Theresa Schenker (Jena), Thomas Spranz-Fogasy (Mannheim), Matthias Steffan
(Mannheim), Karin Wurst, and Thomas Achternkamp, Olaf Böhlke, and Volker
Langeheine for their creative improvisation work on the Zieltexte.
At University of Wisconsin, Madison: The graduate students and faculty at the
University of Wisconsin-Madison for ideas that in tangible and intangible ways
helped to shape Vorsprung.
The authors also thank their students at Michigan State University, Northern Essex
­Community College, Beverly High School, Newburyport High School and the University of
Wisconsin, Madison for their involvement and feedback during class testing of materials for the
Third Edition. Special thanks to the teaching assistants, students and faculty at the University
of Wisconsin, Madison and Michigan State University who have taught with Vorsprung and
whose feedback and contributions have been incorporated into the new edition.
For their valuable appraisal and feedback on manuscript the authors would like to thank
the following reviewers:
Carlee Arnett, University of California - Davis
Robert Bledsoe, Augusta State University
Beate Brunow, Wofford College
Anne Culberson, Furman University
Robert Dewell, Loyola New Orleans
Karin Duncker, Hoffmann, North Central College
Laura Eidt, University of Dallas
Jennifer Ham, University of Wisconsin-Green Bay
Melissa Hoban, Blinn College
Robert Kelz, The University of Memphis
Antje Krueger, Goucher College
Michael Latham, Roosevelt University

xx VORSPRUNG

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 Felecia Lucht, Wayne State University
Andrea Menz, Carson-Newman College
Barbara Merten-Brugger, University of Wisconsin, Milwaukee
Helen Morris-Keitel, Bucknell University
Mike Putnam, Penn State University
Hartmut Rastalsky, University of Michigan
Jon Sherman, Northern Michigan University
Regina Smith, Grand Valley State University
Jane Sokolosky, Brown University
Bruce Spencer, University of Iowa
Christopher Stevens, University of California, Los Angeles
Erika Strube, Gloucester County College
Magdalena Tarnawska, University of California - Los Angeles
Ilona Vandergriff, San Francisco State University
Anja Wagner, Pennsylvania State University - Altoona
Melitta Wagner Heaston, University of Northern Colorado
Lastly the author team sincerely and gratefully thanks their families for support of the
­project and their endless patience during the months and months of e-mail, research,
­writing, revision and other always urgent work on the Third Edition of Vorsprung.
My wife Mary and our kids Julianna and Will, who have grown up with Anna Adler
and studied in Tübingen themselves.
tal
Katherine Guy, a great foreign language professional in her own right, and our sons
Jonathan and Nicolas.
jdg
My parents, Franz and Helga Lagler, and my brother, Franz Lagler, for helping collect
materials; Gabe Chavez for accompanying me on trips for materials collections; my
sisters-in-law Mari, Tita and Mona Chavez for forwarding numerous packages during
my stay in New Mexico; my parents-in-law, Gabe and Josie Chavez, for housing and
feeding me during various drafts; and many old friends in Austria and elsewhere for
inspiration regarding characters’ names and scenarios.
mlc

P r e fa c e xxi

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Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
To the student

Vorsprung, Third Edition, offers students a communicative introduction to the German

language and culture that fosters active use of the German language. The Vorsprung
materials are designed to provide ample opportunity for you to practice realistic German
in authentic contexts. While the program emphasizes all four language skills—listening,
speaking, reading, and writing—it places a special emphasis on the development of good
listening skills as a foundation for the other skills.

Did you know . . . ?

• that when children learn their own language, they develop their listening skills first?
• that you spend about 40% of your time each day listening in your own language?
• that listening skills do not erode as quickly as speaking skills?
• that good listening skills can prove valuable in the development of speaking and
writing skills?

What does this mean for learning German?

• While doing listening activities, concentrate initially on comprehension without
being too anxious about speaking. You will be asked to speak and write more German
gradually, as your listening skills develop.
• Listen carefully to your instructor. He or she—along with the audio and video
recordings—will be your primary models for good German.
• Listen carefully to other students in the class. You can learn a lot from them. Pay close
attention to the words they use, their pronunciation, and their partner’s comprehension
and reaction to what they say.
• Listen carefully to what you are saying. This may seem difficult at first, but as time
progresses it will become easier.

What else is important when learning German?

• Learn to focus on what you do understand and rely on your own intuition to guess at
the meanings of words. Don’t become discouraged by what you don’t understand.
• Have realistic expectations. Real fluency in another language can take years of study
and may seem slow at first; during the first few weeks you may only be able to produce
a word or two. However, by the end of Chapter 6, you can fully expect to be speaking
in sentences about your family, your possessions, and your likes and dislikes. After two
years of study you will find yourself quite comfortable conversing in German.
• Be realistic in your expectations of your pronunciation of German. Nobody expects you
to have perfect pronunciation right away. With practice and time, your pronunciation
will improve. Remember, communication is the goal of Vorsprung.
• Challenge yourself. Try to express yourself in novel ways and go beyond using language
that you have rehearsed extensively.
• Develop good study skills. Set aside enough time each day to listen to the recordings
or read the texts several times until you are comfortable with them. Let the accompanying
activities guide you through different levels of comprehension. Ask your instructor for
help when things are unclear.

T o the student xxiii

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 • Assume responsibility for your own learning. Prepare before you come to class. For
example, you are expected to read the grammar explanations on your own. Class time
should be used for learning experiences you cannot get on your own, especially for
communication and interaction with other students, as well as listening to authentic
spoken German. Make an effort to use German whenever you can and to learn to say
everyday phrases in German. Try to acquire vocabulary that is relevant to your own
communicative needs.
• Study the models in Vorsprung and be sure that you understand the structures and
vocabulary used in them.
• Know your learning style. Develop an approach to working with the information
provided in Vorsprung that suits your particular learning style or needs. Try to assess
how you learn best; for example, through visualizing concepts or associating them with
each other, through listening to recordings or hearing yourself formulate statements
aloud, or perhaps through writing things down and underlining them. Do whatever
you find helpful for learning German.
• Develop a vocabulary strategy. When learning new vocabulary, practice writing new
words on note cards or identifying objects in your environment with stick-on tags.
You may also find it helpful to record new vocabulary and play it back to yourself. Try
to organize words into small, manageable groups categorized thematically, by gender,
by ranking, or by some other system. Continually test your knowledge of these new
words. Avoid memorizing lists of words. Learn to associate new words with the visual
or linguistic context provided in Vorsprung.
• Learn to use a dictionary, but don’t let your dictionary become a substitute for
effective reading strategies. This can undermine your own ability to associate meaning
with new words and may inhibit your acquisition of German.
• Keep an open mind to new information. Much of what you learn about the German
language and culture may seem different and strange at first. Maintaining an openness
to new things is an important tool in learning about another language and culture.
• Expect to make lots of errors as you learn German. However, you will also be
expected to learn from your mistakes and to make fewer and fewer errors as you
progress. When you do make mistakes in class, listen carefully to what your instructor
says. It should be your model for fashioning your own speech. The authors and your
instructor want to congratulate you for deciding to learn German. You have made a
very exciting and valuable educational choice.
Viel Spaß!

xxiv VORSPRUNG

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 KAPITEL

1
Zucchi Uwe/Picture Alliance/Photoshot Die Studenten sind in Hörsaal 20.

Fangen Sie bitte an.

In this chapter you will learn to introduce yourself, ask for and spell names, identify
common classroom objects, and identify and describe classmates.

Kommunikative Funktionen >> Subject pronouns Vokabeln

>> Understanding and giving >> The verb sein >> The alphabet
­commands >> The three forms of the > >> The numbers 0 to 1000
>> Making polite requests with pronoun you >> Adjectives for personal
bitte >> The verb heißen ­description
>> Describing yourself and ­others >> Question formation (including >> Classroom objects
>> Asking for someone’s name wie bitte?) >> Colors
>> Asking for information > >> Noun gender and number >> Country names and >
and ­clarification >> The nominative case: definite ­nationalities
>> Identifying people, nationalities, and indefinite articles
colors, and classroom objects >> Negation with nicht and kein Kulturelles
>> Greetings and farewells
>> Subject of a sentence
Strukturen >> Titles of address
>> The formal imperative >> Predicate nominative
>> Where German is spoken
>> The word bitte >> Pronoun substitution

k a p i ta l v i e r UNTERWEGS 1

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 Anlauf I

Albtraum: nightmare Annas Albtraum°

In Anlauf I you are going to meet Anna Adler, an American student from Fort
Wayne, Indiana, who is planning to study in Tübingen, Germany, for a year.
This previewing section helps ­Although excited about her year in Tübingen, Anna is also nervous and exhausted
you establish the context
of the text and understand
and falls asleep. In her dream, Anna works through her fears about being in a
important text vocabulary. class in Germany and not being able to say what she wants.

The symbol for productive

activities is and the one
for receptive activities is .
Interactive activities have the
pair or group icon . Recep-
tive activities require that
students recognize a printed
utterance. Productive activi-

© Cengage Learning 2014

ties require that students pro-
duce their own sentences in
German. Interactive activities
usually involve two or more
students talking.

Previewing activities Vorschau°

Most German verbs in the
1 Deutschtest (German test.) Find out how much German you already
infinitive (the equivalent of know. Match the following German words with their English equivalents in
English to + verb, e.g., to the right-hand column.
have) end in -en. German
Deutsch Englisch
nouns are always capitalized.
1. sprechen a. to come
2. der Pass b. German
3. kommen c. to speak
4. Deutsch d. the passport
5. Kanada e. America
6. Deutschland f. Germany
7. heißen g. Canada
8. Amerika h. to be called
9. haben i. from (a country)
10. Willkommen! j. car
11. aus k. to have
12. Auto l. Welcome!
13. fragen m. to say
14. Mann n. woman
15. Frau o. to ask
16. sagen p. man

2 V O R S PR U N G

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 2 Thematische Fragen (Topical questions.) Discuss the following questions

Illustrations © Cengage Learning 2014

with your instructor or in pairs.
1. What feelings might you have if you were going to study abroad for a year >
in a German-speaking country? What things might excite or concern you?
2. What apprehensions could a beginner have about the language learning process?
Where might those apprehensions come from?
3. How did you feel about coming to your first German class?

3 Machen Sie bitte mit (Please join in.) Listen as your instructor models
the commands below and then asks you to carry them out.
Thematische Fragen. These
questions are intended as a
warm-up exercise before you
read the German text. They
activate ideas about the topic
and prepare you for the read-
ing. Starting in Kapitel 4 these
questions will be in German.

Stehen Sie auf. Setzen Sie sich. Drehen Sie sich um.

Wortdetektiv. Intuition can

Gehen Sie an die Tafel. Schreiben Sie.
be useful when it comes to
deciphering new German
words. You don’t need to
4 Wortdetektiv (Word detective.) Which words convey approximately the understand every word to
same meaning? Match the German word to its logical English equivalent. get the gist of a text. Look for
words that may be similar to
Deutsch Englisch English. Also remember that
1. grau a. Excuse me! German nouns begin with
2. Entschuldigung! b. to ask capital letters and that verb
3. fragen c. the dream infinitives end with -en or -n.
4. der Traum d. nothing
5. nichts e. gray
6. Gott sei Dank! f. to seek, to look for
7. der Hörsaal g. quickly
8. verstehen h. the lecture hall
9. schnell i. Thank God!
10. suchen j. to understand

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Anlauftext I Annas Albtraum Track 1-2
Now listen to the recording. Study the pictures first, then listen to the text. You should not
be reading along the first time you hear the text.

Anna hat einen Albtraum ...

Da ist die Universität in Deutschland:

groß, grau, unpersönlich.
Anna sucht Hörsaal 20.

Anna fragt eine Studentin:

Die Studentin sagt nichts. Aber die Tür knallt zu. Alle drehen sich um.
© Cengage Learning 2014

Anna findet Hörsaal 20

und macht die Tür auf.

4 V O R S PR U N G

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© Cengage Learning 2014

KAPITEL E i ns Fangen Sie bitte an. 5

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Follow-up activities Rückblick°
Rückblick. This section guides 5 Stimmt das? (Is that correct?) How much of the text can you remember
you from understanding parts without looking back at it? Look over the following statements and mark the
of the text to producing lan- true statements as Ja, das stimmt. Mark the false statements as Nein, das
guage based on the text. stimmt nicht. Then, listen as your instructor reads the statements aloud and
models their pronunciation. If the statement is true, say Ja, das stimmt. If the
statement is not true, say Nein, das stimmt nicht.

Stimmt das? Do this exercise Ja, das Nein, das

after reading the Anlauftext stimmt. stimmt nicht.
once to determine how much 1. Anna hat einen Albtraum.
you understood. 2. Die Universität ist groß, grau und unpersönlich.
3. Anna fragt eine Studentin: „Bin ich hier richtig?“
4. Die Studentin sagt: „Ja.“
5. Anna findet den Hörsaal und macht die Tür auf.
6. Die Studenten sagen: „Hallo, Anna! >
Willkommen in Tübingen!“
7. Der Professor fragt: „Was suchen Sie?“
8. Anna ist nervös und sagt nichts.
9. Der Professor fragt Anna: „Wie heißen Sie? >
Wie heißen Sie?“
10. Annas Mutter sagt: „Anna! Anna! Anna! Wach auf!“

6 Ergänzen Sie (Complete these sentences.) Complete these questions and

statements with words from Anlauftext I. Look back at the text as often as
you like to read the sentences and see the words in context.

1. Anna hat einen .

2. Da ist die in Tübingen: , grau und .
3. Anna sucht 20.
4. Anna fragt eine : „Entschuldigung! Bin ich hier richtig?“
5. Die Studentin sagt .
6. Der Professor sagt: „ Sie sich! Aber schnell!“
7. Der Professor fragt: „Wie Sie?“
8. Der Professor fragt: „ Sie das nicht? Wie heißen Sie?“
9. Der Professor sagt: „ Sie an die Tafel!“
10. Annas Mutter sagt: „Anna! Anna! Anna! !“
© marekuliasz/Shutterstock.com

6 V O R S PR U N G

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 7 K
 urz gefragt (Brief questions.) Now try using what you have already
learned to answer some simple German questions about Anna’s dream. The
two question words that recur frequently are wer [who] and was [what]. Be as
complete in your answers as you can, but just a word or two may be enough.

1. Was sucht Anna?

2. Wer sagt: „Bin ich hier richtig?“
3. Was sagt die Studentin?
4. Wer sagt: „Setzen Sie sich!“?
5. Was fragt der Professor?
6. Was sagt Anna?
7. Wer sagt: „Anna! Anna! Anna! Wach auf!“?
© dean bertonclj/Shutterstock.com

Bin ich hier richtig?

Sprache im Alltag: Breaking into a conversation with

­Entschuldigung, Verzeihung, Pardon
German speakers use one of several expressions to interrupt or engage a speaker
politely in a conversation: Entschuldigung! Verzeihung! Pardon! All three mean es-
sentially Excuse me! Whereas Entschuldigung frequently gets shortened to something Pardon is pronounced like
the French. The accent is
like Schuldigung, Verzeihung and Pardon only occur in the full form. Since Pardon is on the last syllable and it is
French, it tends to be used more in regions where French is more commonly heard, nasalized.
e.g., in the west, or among speakers who are comfortable with the pronunciation of
the word. Verzeihung tends to be the least commonly used form.

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 Tutorial Quiz
Strukturen und Vokabeln Audio Flashcards

Strukturen

Strukturen und Vokabeln. I Understanding commands and requests

This section guides you
through many important
features of German grammar The imperative
necessary for communica-
tion. Annotations tell you
A. Formation of the formal imperative
which structures you are The infinitive (der Infinitiv), the basic form of all German verbs, consists of a stem plus
expected to produce and the ending -n or -en. The infinitive is the form listed in dictionaries and in the glossary at
which ones you are only
expected to recognize.
the end of this book.

Stem + Ending Infinitive

geh + en = gehen to go
See the Arbeitsbuch
(Student Activities Manual) wander + n = wandern to hike
for additional practice with
structures and vocabulary. A formal command uses the infinitive form of the verb (das Verb). The formal imperative
(der Imperativ) is usually formed by placing an infinitive-like verb at the beginning of the
sentence followed by the pronoun Sie [you].
Schreiben Sie. Write.
Gehen Sie an die Tafel. Go to the blackboard.
The formal imperative for the verb sein [to be] is seien.
Seien Sie still. Be quiet.
In German, commands are sometimes written with an exclamation point (!). Speakers
usually lower their pitch at the end of a command. The word nicht [not] is used to make a
command negative. You will learn more about the position of nicht in Kapitel 2.
Schreiben Sie nicht! Don’t write!
© Andresr/Shutterstock

Seien Sie bitte still!

8 V O R S PR U N G

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 Wissenswerte Vokabeln: Aktivitäten im
Klassenzimmer° im ...: in the classroom

Understanding your instructor’s requests

Stehen Sie still. Laufen Sie. Lachen Sie.

Illustrations © Cengage Learning 2014

Machen Sie das Buch auf. Machen Sie das Buch zu. Lesen Sie das Buch.

B. The word bitte

The word bitte [please] softens commands and makes them into requests. Bitte can
appear at the beginning, in the middle, or at the end of a request.
   Bitte, gehen Sie an die Tafel.
   Gehen Sie bitte an die Tafel.
   Gehen Sie an die Tafel, bitte.

8 Bitte, stehen Sie auf Listen as your instructor gives the following
requests. You should only carry out requests given with bitte.

Beispiel (Bitte) stehen Sie auf.

1. (Bitte) sagen Sie „Guten Tag“.
2. (Bitte) setzen Sie sich (bitte).
3. (Bitte) gehen Sie (bitte) an die Tafel.
4. (Bitte) machen Sie die Tür auf.

KAPITEL E i ns Fangen Sie bitte an. 9

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 Anlauf II

Traum: dream Annas Traum°

Now that she’s awake, Anna realizes her fears were just a bad dream and that
things in Tübingen will probably be a lot better. Her own experience learning
German has actually been very good. In her daydream here, she knows that she
will be able to say a lot in German, and she imagines how it will be to study in
Germany and use the German language.

Vorschau
9
Annas Albtraum Your instructor will read each question about Anna’s
nightmare from Anlauftext I. Answer with a word or two in German.

1. Wer hat einen Albtraum – Anna oder der Professor?

2. Wo ist die Universität im Albtraum?
intimate 3. Ist die Universität persönlich° oder unpersönlich? groß oder klein?
4. Was macht Anna auf?
5. Was fragt der Professor? Was sagt Anna? 
6. Was sagt Annas Mutter?

10 Thematische Fragen Discuss the following questions with your

instructor or in pairs.

1. What fears were causing Anna anxiety in her nightmare?

2. Now that she is awake, what kind of positive daydream images might she have
concerning:
a. studying German in the future? c. the students in her classes?
b. the professors and instructors d. her own skill in understanding and
she might have? speaking German?

11 Wortdetektiv Which words convey approximately the same meaning?

Match the German word to its logical English equivalent.
Deutsch Englisch
Wortdetektiv. Use your intu-
ition to guide your choices.
1. freundlich a. to answer
Look for similar patterns in 2. richtig b. right
the words, e.g., freundlich 3. antworten c. to come in
looks like friendly. Also 4. hereinkommen d. in front
remember what you already 5. vorne e. friendly
know about capitalization of
German nouns and endings 6. Platz nehmen f. to take a seat
on infinitives. 7. hineingehen g. to greet
8. begrüßen h. from where?
9. schön i. to walk in, go in
10. woher? j. to speak
11. sprechen k. beautiful

10 V O R S PR U N G

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 Web Search>
Brennpunkt Kultur Web Link

Greetings and farewells

Greetings such as Guten Morgen! and Guten Tag! are used to initiate conversations and to acknowledge other
people, even if just in passing. In the German-speaking countries, people shake hands more often than in
North America when they greet each other. Greetings differ according to geographic areas, time of day, and
the social relationship of the people.
StockLite/Shutterstock.com

Guten Tag!

German has no single equivalent for the English greeting hello! Instead, German speakers use three different
expressions depending on the time of day:
Until about 11 a.m.: From about 11 a.m. until sundown: After sundown:
Guten Morgen! Good morning! Guten Tag! Good day! Guten Abend! Good evening!
Speakers frequently shorten these greetings to Morgen!, Tag!, ’n Abend! From approximately 11 a.m. through
lunch time, co-workers sometimes greet each other in passing with Mahlzeit! [Have a nice meal!].
In addition to these general greetings, many others are regionally unique. Austrians and Bavarians say
Servus! with their friends and Grüß Gott! generally, instead of Guten Tag! The Swiss, particularly those in the
region of Zurich (Zürich), greet everybody with Grüezi! Caution: Certain regional greetings sound out of place
if used in a different part of the country, e.g., the southern Grüß Gott used in northern Germany.
Because of the growing influence of English throughout German-speaking countries, it is now quite common
to hear Hallo! used as a friendly, neutral greeting by younger and middle-aged speakers.
To say good-bye, speakers use several different expressions. Auf Wiedersehen (or, just Wiedersehen!) is the
generic expression for good-bye. Tschüss is more informal, although variations of it are heard by most speak-
ers throughout Germany, Switzerland, and Austria.
   Auf Wiedersehen! Good-bye!    Tschüss! Bye!    Gute Nacht! Good night!

Kulturkreuzung (Cultural Intersection)

Germans tend to greet people in situations where Americans and Canadians typically do not. How do you
greet others in English? How does this contrast with German? Does the time of day play a role in your greet-
ing? Do you typically shake hands? Do your greetings distinguish between people to show different degrees of
formality? Do you say hello and goodbye differently to fellow students than to your professors?

KAPITEL E i ns Fangen Sie bitte an. 11

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Anlauftext II Die
Absprungtext Fahrradprüfung—ein
Annas Traum° Traum: dream Führerschein für Kinder
Track 1-3

Now listen to the recording. Study the pictures first, then listen to the text. You should not be reading along the first
time you hear the text.

Anna sucht den Hörsaal und

fragt eine Professorin:

Da ist die Universität in Tübingen:

romantisch, historisch, schön.

Die Professorin ist sehr Der Professor begrüßt Anna.

freundlich und antwortet:

© Cengage Learning 2014

Anna macht die Tür

auf und geht hinein.

Kulturnotiz. The room number is 020. A placeholder 0 is

used in university buildings for ground floor room numbers.

12 V O R S PR U N G

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 Der Professor sagt:
Anna versteht das nicht und sagt:
© Cengage Learning 2014

Kulturnotiz. Annas Traum. Anna has some trouble understanding

the professor because he speaks with an accent typical of the dialect
in the Tübingen area. This dialect is called Swabian (Schwäbisch).

KAPITEL E i ns Fangen Sie bitte an. 13

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 Rückblick
12 Stimmt das? How much of the text can you remember without looking
back at it? Look over the following statements and mark the true statements as
Ja, das stimmt. Mark the false statements as Nein, das stimmt nicht. Then,
listen as your instructor reads the statements aloud and models their pronuncia-
tion. If the statement is true, say Ja, das stimmt. If the statement is not true,
say Nein, das stimmt nicht.
Ja, das Nein, das
stimmt. stimmt nicht.
1. Die Universität Tübingen ist historisch.
nervous/nothing 2. Anna ist nervös°. Sie sagt nichts°.
3. Anna fragt eine Professorin: „Bin ich hier richtig?“
4. Die Professorin antwortet: „Nein, Sie sind hier nicht richtig.“
5. Der Professor heißt Professor Fachmann.
6. Er fragt Anna: „Wie heißen Sie?“
7. Anna versteht nicht und sagt: „Entschuldigung.“
8. Der Professor fragt: „Wie heißen Sie? Wie ist Ihr Name?“
9. Anna antwortet: „Ich heiße Anna Adler.“
10. Anna sagt, sie kommt aus den USA.
11. Der Professor sagt: „Sie sprechen gut Japanisch!“

13 Ergänzen Sie Complete these questions and statements with words from
Anlauftext II. Look back at the text as often as you like to read the sentences
and see the words in context.

1. Da ist die Universität in Tübingen: romantisch, historisch und .

2. Anna fragt eine : „Bin ich hier ?“
3. Anna macht die auf.
4. Der Professor fragt: „Wie heißen ?“
5. Anna versteht nicht und sagt: „Wie bitte? .“
6. Dann antwortet Anna: „Ich Anna Adler.“
7. Der Professor fragt: „ kommen Sie, Frau Adler?“
8. Anna antwortet: „Ich komme Fort Wayne.“
9. Der Professor sagt: „Ach, sind Sie ?“
10. Der Professor sagt: „Sie sehr gut Deutsch.“
11. Anna sagt: „ schön!“

14 Kurz gefragt Now use what you have already learned to answer some
simple German questions about Anna’s daydream. Be as complete as you can,
but just a word or two may be enough.

1. Wie ist die Universität in Tübingen?

2. Wie ist die Professorin?
3. Wie heißt der Professor?
4. Was fragt der Professor?
5. Was fragt und sagt Anna, wenn sie nichts versteht?
6. Woher kommt Anna?
7. Wie spricht Anna Deutsch?
8. Wie begrüßen die Studenten die Amerikanerin aus Fort Wayne?

14 V O R S PR U N G

Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
15 Textdetektiv: Anlauftext. Use Anlauftext II to recognize important aspects of
German structure and usage.

1. Look at these two examples from the text. Which letter appears at the end of the verb >
to designate what Anna – the subject – is doing?
Anna sucht den Hörsaal. Anna macht die Tür auf.
a. –en    b. –e    c. –t
2. Look at these examples from the text. Which letter appears at the end of the verb to
designate what Anna says she is doing?
Ich heiße Anna Adler. Ich komme aus Fort Wayne.
a. –en    b. –e    c. –t
3. Look at these examples from the text. Which letter or letters appear at the end of the
verb to designate that you are talking directly to another person?
Kommen Sie ’rein. Wie heißen Sie?
a. –en    b. –e    c. –t
4. Indicate whether each of the following examples is a question (Q), a command (C), >
or a statement (S).
Q C S
a. Sie sind hier richtig.
b. Nehmen Sie Platz.
c. Sind Sie Amerikanerin?
d. Woher kommen Sie denn?
e. Sie sprechen sehr gut Deutsch.
f. Kommen Sie rein.
5. Look at your answers in #4. Which two types of expressions have the verb at the >
beginning of the expression? Where is the verb in the third type of expression?
6. The professor addresses Anna as Frau Adler and introduces himself as Professor Freund.
What does this imply about the relationship between German students and their >
professors? They are .
a. very informal.    b. troubled    c. formal but polite
7. When does one use the following phrases appropriately when in a conversation? Match
the related answers.

Occasion Appropriate phrase

1. to say hello a. Ach!
2. to thank someone b. Sehr angenehm!
3. to ask someone to repeat what they said c. Guten Tag!
4. to welcome someone d. Wie bitte?
5. to express one’s pleasure at meeting someone e. Danke schön!
6. to express relief (for example, to have finally f. Willkommen!
understood something)

KAPITEL E i ns Fangen Sie bitte an. 15

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Das bin ich. Be careful to
say only what you know 16 Das bin ich Tell a partner three things about yourself using Anna’s state-
how to say. Try to strike a ments about herself as your model.
balance between what you
have already learned to Beispiel
say, and what you would
like to express in the new Ich bin Amerikaner(in).
language. Student(in).
freundlich. / romantisch.
groß. / schön.

1. Ich bin ... 3. Ich komme aus ...

2. Ich heiße ... 4. Ich spreche ...

Web Search >

Brennpunkt Kultur Web Link

Titles of address
When addressing people they don’t know well or people with whom they are not on intimate terms, German-
speaking adults use a title before the person’s last name. When talking to adults, it is better to err on the side
of formality at first and use the title.
Herr (for men): Herr Müller Mr. Müller
Frau (for women): Frau Seifert Mrs. or Ms. Seifert
Fräulein (for young girls): Fräulein Schmidt Miss Schmidt
Guten Morgen, Herr Müller. Good morning, Mr. Müller.
© auremar/Shutterstock

Guten Tag, Herr Professor Winkler!

Fräulein, when used with a last name, should not be used for adult women. It is outdated and ­carries nega-
tive connotations. In restaurants, Frau Ober is beginning to replace Fräulein, traditionally used to call the
waitress. To call a waiter, use Herr Ober!
In formal writing and speech and when talking about another person, German speakers also like to include
the professional title of the person they are speaking with: Guten Tag, Herr Professor Winkler.

Kulturkreuzung
Do you use first names when you greet your friends? Do you use first names when greeting your professors?
How do they greet you? Do you use titles when greeting older people?

16 V O R S PR U N G

Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 17 Guten Morgen (Good morning.) Practice the following dialogues with a
partner until you feel confident enough to perform one from memory for the
class.

     1.   professor kühlmann: Guten Tag, meine Damen° und Herren°. ladies / gentlemen
       studenten: Tag, Professor Kühlmann.
     2.       mutter: Morgen, Ulla. Kaffee?
             ulla: Morgen, Mama. Ja, bitte.
     3.  herr lange (in München): Grüß Gott.
 frau hillgruber: Grüß Gott, Herr Lange.

18 G
 rüß Gott Select an appropriate greeting based on the time of day, the
region, and the person you are to greet. You may need to consult the maps of
Germany, Switzerland, and Austria in the front of your textbook. More than
one answer may be possible.

Stuttgart Berlin

Innsbruck
Salzburg
Illustrations © Cengage Learning 2014

Zürich

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 Tutorial Quiz
Strukturen und Vokabeln Audio Flashcards

See the Arbeitsbuch (Stu-

dent Activities Manual) for
Strukturen
additional practice with
structures and vocabulary.
II Describing yourself and others

The verb sein. Sein is an

A. The verb sein; subject pronouns
infinitive. It is the most A simple way to describe yourself or another person is to use a form of the verb sein [to be].
irregular verb in German. You
should memorize these forms. Ich bin Amerikanerin. I am (an) American.
Sie sind freundlich. You are friendly.
In the examples above, the words ich and Sie are called subject pronouns. They refer
to individual people or things (singular pronouns) or groups of people or things (plural
The formal subject pronoun
for you is Sie, always spelled
pronouns). Here are the present-tense forms of sein.
with a capital S. The forms
for she and they are spelled sein: to be
sie (lowercase s), but
Person Singular Plural
naturally at the beginning
of a sentence, they have a 1st ich bin I am wir sind we are
capital S. In those cases, the
verb form and context will
2nd, informal du bist you are ihr seid you are
help you avoid con­fusion 2nd, formal Sie sind you are Sie sind you are
with the formal Sie [you].
3rd er/sie/es ist he/she/it is sie sind they are

© Cengage Learning 2014

18 V O R S PR U N G

Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 19 Kurze Gespräche (Short conversations.) Fill in the blanks with the correct
form of the verb sein. With a partner, practice reading the dialogues.
1.   Im Deutschunterricht° In German class
doktor lange: Guten Abend. Ich Bernd Lange. Wer Sie?
herr adjemian: Guten Tag, Doktor Lange. Ich Herr Adjemian.
doktor lange: Sie Frau Fuji?
frau sato: Nein, ich Frau Sato. Die Frau da, das Frau Fuji.
2.   An der Universität° At the university
ingrid: der Hörsaal da vorne?
karl: Ja, da er.
ingrid: Und der Professor?
  karl: Er auch schon da.
3.   Vor dem Hörsaal° In front of the lecture hall
anna: Pardon, ihr Studenten hier?
karl und uli: Ja, wir beide Studenten.
anna: hier Hörsaal 20?
karl und uli: Ja, gleich da vorne.

B. The pronoun you

The German language has three different words for you. Du is used when speaking to
a friend, a family member, a child, a pet, or when praying to God. Students, longtime

© Cengage Learning 2014

colleagues, workers, and soldiers of equal rank typically also use du with each other.
Bist du Studentin?   Are you a student?
The pronoun ihr is the plural form of du. Students, for example, use ihr when
addressing more than one friend. It is used much like “you guys” or “y’all ” in English.
Ihr seid hier richtig.   You (guys) are in the right place.
Sie is used with one or more adults when the speaker wants to show respect for them or
It is considered inappropriate
does not know them well. When students are in about the eleventh grade, teachers begin to and disrespectful to address
address them with Sie. a stranger with du. Some
Wie heißen Sie? What is your name? or What are your names? people feel insulted when
not addressed properly.
You will use the Sie-form exclusively in the early chapters. Using du instead of Sie may
be considered offensive by an unfamiliar person. If you are unsure which form to use, it is
always safest to use Sie until the person to whom you are talking suggests that you use du.
The pronoun du is also used
by friends as an attention-

20 Du, ihr oder Sie? Decide whether Anna should use du, ihr, or Sie with getter; i.e., hey: Du, Thomas,
bist du nervös?
the following people.
du ihr Sie
1. the professor she asks for directions
2. the student she sits next to
3. her dog
4. Professor Freund
5. her mother
6. some friends in a pub
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 Strukturen
The letter ß (called Esszett) is III Asking for someone’s name
used instead of ss after long
vowels or diphthongs. The
Swiss do not use ß, only ss.
The verb heißen
Besides the verb sein, German speakers also use the verb heißen (to be called) to introduce
themselves.
Ich heiße Barbara Müller. My name is Barbara Müller.
These are the present-tense forms of heißen.

heißen: to be called
© Cengage Learning 2014

Person Singular Plural

1st ich heiße wir heißen
2nd, informal du heißt ihr heißt
2nd, formal Sie heißen Sie heißen
3rd er/sie/es heißt sie heißen

David Young-Wolff / PhotoEdit

Ich heiße Barbara.

Wie heißen Sie? German

speakers often give their
21 Wie heißen Sie? You are at a formal reception. Go around and ask five students
what their names are using the verb heißen. Remember the names of the students
family name, followed by
their entire name when
you meet so you can introduce them to others. Below are some phrases to help you.
responding to the question
Wie heißen Sie? or Wer Beispiel S1: Guten Tag. Ich heiße Thomas Conrad. Wie heißen Sie?
sind Sie? S2: Ich heiße Clausen, Karen Clausen.
S1: Guten Tag, Frau Clausen. Sehr angenehm.
S2: Sehr angenehm, Herr Conrad.
S1 (to S3): Das ist Karen Clausen.
Guten Morgen. • Guten Tag. • Guten Abend. • Servus. • Grüezi. • >
Grüß Gott. • Hallo. • Wie heißen Sie? • Wer sind Sie? • Ich bin …

20 V O R S PR U N G

Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
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From thence he went to Winchester, and there with his owne hands
set his crowne vpon the head of the image of the crucifix, which
stood Ran. Higd.
Polydor.
there in the church of the apostles Peter and Paule, and
Matth. West.
from thenceforth he would neuer weare that crowne nor anie other.
Some write that he spake not the former words to the sea vpon anie

Polydor. presumptuousnesse of mind, but onelie vpon occasion of the

vaine title, which in his commendation one of his gentlemen gaue
him by way of flatterie (as he rightlie tooke it) for he called him the
most mightiest king of all kings, which ruled most at large both men,
sea, Flatterie reproued. and land. Therefore to reprooue the fond flatterie
of such vaine persons, he deuised and practised the déed before
mentioned, thereby both to reprooue such flatterers, and also that
men might be admonished to consider the omnipotencie of almightie
God. He had issue by his wife quéene Emma, a sonne named by the
English chronicles Hardiknought, but by the Danish writers Canute or
Knute: also a daughter named Gonilda, that was after maried to
Henrie the sonne of Conrad, which also was Polydor.
Alb. Cranz. afterwards emperour, and named Henrie the third. By his
concubine Alwine that was daughter to Alselme, whome some name
earle of Hampton, he had two bastard sonnes, Harold and Sweno.
He was much giuen in his latter daies to vertue, as he that
considered how perfect felicitie Polydor.
Fabian. rested onelie in godlines and true deuotion to serue the
heauenlie king and gouernour of all things.

He repared in his time manie churches, abbeies and houses of

religion, which by occasion of warres had béene sore defaced by him
and his father, but speciallie he did great cost vpon the abbeie of
saint Edmund, in the towne of Burie, as partlie before is mentioned.
He also Which is supposed to be Barclow: for Ashdone it selfe is halfe a mile from
thence. 1020.
Simon Dun.built two abbeies from the foundation, as saint Benets in
Norffolke, seuen miles distant from Norwich, and an other in
Norwaie. He did also build a church at Ashdone in Essex, where he
obteined the victorie of king Edmund, and was present at the
hallowing or consecration therof with a great multitude of the lords
and nobles of the realme, both English and Danes. He also holpe
with his owne hands to remooue the bodie of the holie archbishop
Elphegus, when the same was translated from London to
Canturburie. The roiall and most rich iewels which he & his wife
quéene Emma gaue vnto the church of Winchester, might make the
beholders to woonder at such their exceeding and bountifull
munificence.

Thus did Cnute striue to reforme all such things as he and his
ancestors had doone amisse, and to wipe awaie the spot of euill
dooing, as suerlie to the outward sight of the world he did in deed;
he had the archbishop of Canturburie Achelnotus in singular
reputation, and vsed Leofrike earle of Chester. his counsell in matters of
importance. He also highlie fauoured Leofrike earle of Chester, so
that the same Leofrike bare great rule in ordering of things touching
the state of the common wealth vnder him as King Cnutes lawes. one of
his chiefe councellors. Diuerse lawes and statutes he made for the
gouernment of the common wealth, partlie agréeable with the lawes
of king Edgar, and other the kings that were his predecessors, and
partlie tempered according to his owne liking, and as was thought to
him most expedient: among the which there be diuerse that
concerne causes as well ecclesiasticall as temporall. Whereby (as
maister Fox hath noted) it maie be gathered, that the gouernment of
spirituall matters did depend then not vpon the bishop of Rome, but
rather apperteined vnto the lawfull authoritie of the temporall prince,
no lesse than matters and causes temporall. But of these lawes &
statutes enacted by king Cnute, ye may read more as ye find them
set foorth in the before remembred booke of maister William
Lambert, which for briefenesse we héere omit.

Variance amongest the peeres of the realme about the roiall

succession, the kingdome is diuided betwixt Harold the bastard
sonne and Hardicnute the lawfullie begotten son of king Cnute late
deceassed, Harold hath the totall regiment, the authoritie of earle
Goodwine gardian to the queenes sonnes, Harold is proclaimed king,
why Elnothus did stoutlie refuse to consecrate him, why Harold was
surnamed Harefoot, he is supposed to be a shoomakers sonne, and
how it came to passe that he was counted king Cnutes bastard;
Alfred challengeth the crowne from Harold, Goodwine (vnder colour
of friendlie interteinment) procureth his retinues vtter vndooing, a
tithing of the Normans by the poll, whether Alfred was interessed in
the crowne, the trecherous letter of Harold written in the name of
queéne Emma to hir two sons in Normandie, wherevpon Alfred
commeth ouer into England, the vnfaithfull dealing of Goodwine with
Alfred and his people, teaching that in trust is treason, a reseruation
of euerie tenth Norman, the remanent slaine, the lamentable end of
Alfred, and with what torments he was put to death; Harold
banisheth queene Emma out of England he degenerateth from his
father, the short time of his reigne, his death and buriall.

THE XIIIJ. CHAPTER.

HAROLD. Matth. West.

Wil. Malm. After that Cnute was departed this life, there arose much
variance amongst the peeres and great lords of the realme about the
succession. The Danes and Londoners (which through continuall
familiaritie with the Danes, were become like vnto them) elected
Harold the base sonne of Controuersie for the crowne. king Cnute, to
succéed in his fathers roome, hauing earle Leofrike, and diuerse
other of the noble men of the north parts on their side. But other of
the Englishmen, and namelie earle Goodwine earle of Kent, with the
chiefest lords of the west parts, coueted rather to haue one of king
Egelreds sonnes, which were in Normandie, or else Hardicnute the
sonne of king Cnute by his wife quéene Emma, which remained in
Denmarke, aduanced to the place. This controuersie held in such
wise, Simon Dun. The realme diuided betwixt Harold and Hardicnute. that the
realme was diuided (as some write) by lot betwixt the two brethren
Harold and Hardicnute. The north part, as Mercia and
Northumberland fell to Harold, and the south part vnto Hardicnute:
but at length the whole remained vnto Harold, bicause his brother
Hardicnute refused to come out of Denmarke to take the
gouernment vpon him.

The authoritie of earle Goodwine. H. Hunt. But yet the authoritie of earle
Goodwine, who had the queene and the treasure of the realme in
his kéeping, staied the matter a certeine time, (professing himselfe
as it were gardian to the yoong men, the sonnes of the quéene, till
at length he was constreined to giue ouer his hold, and conforme
himselfe to the stronger part and greater number.) And so at Oxford,
where the assemblie was holden about the election, Harold was
proclaimed king, and consecrated according to the The refusall of the
archbishop Elnothus to consecrate king Harold. maner (as some write.) But it
should appeere by other, that Elnothus the archbishop of
Canturburie, a man indued with all vertue and wisedome, refused to
crowne him: for when king Harold being elected of the nobles and
péeres, required the said archbishop that he might be of him
consecrated, and receiue at his hands the regall scepter with the
crowne, which the archbishop had in his custodie, and to whome it
onelie did apperteine to inuest him therewith, the archbishop flatlie
refused, and with an oth protested, that he would not consecrate
anie other for king, so long as the quéenes children liued: "for (saith
he) Cnute committed them to my trust and assurance, and to them
will I kéepe my faith and loiall obedience. The scepter and crowne I
héere lay downe vpon the altar, and neither doo I denie nor deliuer
them vnto you: but I forbid by the apostolike authoritie all the
bishops, that none of them presume to take the same awaie, and
deliuer them to you, or consecrate you for king. As for your selfe, if
you dare, you maie vsurpe that which I haue committed vnto God
and his table."
But whether afterwards the king by one meane or other, caused the
archbishop to crowne him king, or that he was consecrated of some
other, he was admitted king of all the English people, beginning his
1036. reigne in the yéere of our Lord a thousand thirtie and six, in the
fouretenth yéere of the emperor Conrad the second, in the sixt yéere
of Henrie the first, king of France, and about the seuen and twentith
yéere of Malcolme the second, king of Scots. This Harold for his
great Harold why he is surnamed Harefoot. swiftnesse, was surnamed
Harefoot, of whome little is written touching his dooings, sauing that
he is noted to haue béene an oppressor of his
Harold euill spoken of. Ran. Higa.
ex Mariano.people, and spotted with manie notable vices. It was
spoken of diuerse in those daies, that this Harold was not the sonne
of Cnute, but of a shoomaker, and that his supposed mother Elgina,
king Cnutes concubine, to bring the king further in loue with hir,
feined that she was with child: and about the time that she should
be brought to bed (as she made hir account) caused the said
shoemakers son to be secretlie brought into hir chamber, and then
vntrulie caused it to be reported that she was deliuered, and the
child so reputed to be the kings sonne.

Matth. West.Immediatlie vpon aduertisement had of Cnutes death,

Alfred the sonne of king Egelred, with fiftie saile landed at Sandwich,
meaning to challenge the crowne, and to obteine it by lawfull claime
with quietnesse, if he might; if not, then to vse force by aid of his
friends, and to assaie that waie foorth to win it, if he might not
otherwise obteine it. From Sandwich he came to Canturburie: and
shortlie after, earle Goodwine feining to receiue him as a friend,
came to meet him, and at Gilford in the night season appointed a
number of armed men to fall vpon the Normans as they were
asléepe, and so tooke them togither with Alfred, & slue the Normans
by the poll, in such wise that nine were shine, & the tenth reserued.
But yet when those that were reserued, seemed to him a greater
number than he wished to escape, he fell to and againe tithed them
as before. Alfred had his eies put out, and was conueied to the Ile of
Elie, where shortlie after he died.
Ran. Higd.¶ How Alfred should claime the crowne to himselfe I sée
not: for verelie I can not be persuaded that he was the elder brother,
though diuers authors haue so written, sith Gemeticensis, & the
author of the booke called "Encomium Emmae," plainlie affirme, that
Edward was the elder: but it might be, that Alfred being a man of a
stouter stomach Sée maister Fox acts and monuments, pag. 112.
Simon Dun. than his brother Edward, made this attempt, either for
himselfe, or in the behalfe of his brother Edward, being as then
absent, and gone into Hungarie, as some write: but other say, that
as well Edward as Alfred came ouer at this time with a number of
Norman knights, and men of warre imbarked in a few ships, onelie
to speake with their mother, who as then lay at Winchester, whether
to take aduise with hir how to recouer their right heere in this land,
or to aduance their brother Hardicnute, or for some other purpose,
our authors doo not declare.

But the lords of the realme that bare their good wils vnto Harold,
and (though contrarie to right) ment to mainteine him in the estate,
seemed to be much offended with the comming of these two
brethren in such order: for earle Goodwine persuaded them, that it
was great danger to suffer so manie strangers to enter the realme,
as they had brought with them. Wherevpon earle Goodwine with the
assent of the other lords, or rather by commandement of Harold,
went foorth, and at Gilford met with Alfred that was comming
towards king Harold to speake with him, accordinglie as he was of
Harold required to doo. But now being taken, and his companie
miserablie murthered (as before ye haue heard) to the number of six
hundred Normans, Alfred himselfe was sent into the Ile of Elie, there
to remaine in the abbeie in custodie of the moonks, hauing his eies
put out as soone as he entered first into the same Ile. William
Malmesburie saith, that Alfred came ouer, and was thus handeled
betwixt the time of Harolds death, & the comming in of Hardicnute.
Others write, that this chanced in his brother Hardicnuts daies,
which séemeth not to be true: for Hardicnute was knowne to loue
his brethren by his mothers side too dearelie to haue suffered anie
such iniurie to be wrought against either of them in his time.
¶ Thus ye sée how writers dissent in this matter, but for the better
clearing of the truth touching the time, I haue thought good to shew
also what the author of the said booke intituled "Encomium Emmæ"
writeth hereof, which is as followeth. When Harold was once
established king, he sought meanes how to rid quéene Emma out of
the way, and that secretlie, for that openlie as yet he durst not
attempt anie thing against hir. She in silence kept hir selfe quiet,
looking for the end of these things. But Harold remembring himselfe,
of a malicious purpose, by wicked aduise tooke counsell how he
might get into his hands and make away the sons of quéene Emma,
& so to be out of danger of all annoiance that by them might be
procured against him. Wherefore A counterfet letter. he caused a letter to
be written in the name of their mother Emma, which he sent by
certeine messengers suborned for the same purpose into
Normandie, where Edward and Alfred as then remained. The tenour
of which letter here insueth.

The tenour of a letter forged and sent in queene Emmas

name to hir two sonnes.

"Emma tantùm nomine regina filijs Edwardo & Alfredo materna

impertit salutamina. Dū domini nostri regis obitum separatim
plangimus (filij charissimi) dúmq; dietim magis magisque regno
hæreditatis vestræ priuamini, miror quid captetis consilij, dum sciatis
intermissionis vestræ dilatione inuasoris vestri imperij fieri quotidiè
soliditatē. Is enim incessanter vicos & vrbes circuit, & sibi amicos
principes muneribus, minis, & precibus facit: sed vnum è vobis super
se mallent regnare quàm istius (qui nunc ijs imperat) teneri ditione.
Vnde rogo vnus vestrum ad me velociter & priuatè veniat, vt salubre
à me consilium accipiat, & sciat quo pacto hoc negotium quod volo
fieri debeat, per præsentem quóque internuncium quid super his
facturi estis remandate. Valete cordis mei viscera."

The same in English.

"Emma in name onelie queene to hir sons Edward and Alfred sendeth
motherlie greeting. Whilest we separatelie bewaile the death of our
souereigne lord the king (most deare sonnes) and whilest you are
euerie day more and more depriued from the kingdome of your
inheritance, I maruell what you doo determine, sith you know by the
delay of your ceassing to make some enterprise, the grounded force
of the vsurper of your kingdom is dailie made the stronger. For
incessantlie he goeth from towne to towne, from citie to citie, and
maketh the lords his friends by rewards, threats, and praiers, but
they had rather haue one of you to reigne ouer them, than to be
kept vnder the rule of this man that now gouerneth them.
Wherefore my request is, that one of you doo come with speed, and
that priuilie ouer to me, that he may vnderstand my wholesome
aduise, and know in what sort this matter ought to be handled,
which I would haue to go forward, and see that ye send mee word
by this present messenger what you meane to doo herein. Fare ye
well euen the bowels of my heart."

These letters were deliuered vnto such as were made priuie to the
purposed treason, who being fullie instructed how to deale, went
ouer into Normandie, and presenting the letters vnto the yoong
gentlemen, vsed the matter so, that they thought verelie that this
message had béene sent from their mother, and wrote againe by
them that brought the letters, that one of them would not faile but
come ouer vnto hir according to that she had requested, and withall
appointed the day and time. The messengers returning to king
Harold, informed him how they had sped. The yoonger brother
Alfred, with his brothers consent, tooke with him a certeine number
of gentlemen and men of warre, and first came into Flanders, where
after he had remained a while with earle Baldwine, he increased his
retinue with a few Bullogners, and passed ouer into England, but
approching to the shore, he was streightwaies descried by his
enimies, who hasted foorth to set vpon him; but perceiuing their
drift, he bad the ships cast about, and make againe to the sea; then
landing at an other place, he ment to go the next way to his mother.
Godwin was suspected to do this vnder a colour to betray him as by writers it séemeth.
But earle Goodwine hearing of his arriuall, met him, receiued him
into his assurance, and binding his credit with a corporall oth,
became his man, and therwith leading him out of the high way that
leadeth to London, he brought him to Gilford, where he lodged all
the strangers, by a score, a doozen, and halfe a score togither in
innes, so as but a few remained about the yoong gentleman Alfred
to attend vpon him. There was plentie of meat and drinke prepared
in euerie lodging, for the refreshing of all the companie. And
Goodwine taking his leaue for that night, departed to his lodging,
promising the next morning to come againe to giue his dutifull
attendance on Alfred.

But behold, after they had filled themselues with meats and drinks,
and Not onelie Goodwine but other such as king Harold appointed, took Alfred with his
Normans. were gone to bed, in the dead of the night came such as
king Harold had appointed, and entring into euerie inne, first seized
vpon the armor and weapons that belonged to the strangers: which
done, they tooke them, and chained them fast with fetters and
manacles, so kéeping them sure till the next morning. Which being
come, they were brought foorth with their hands bound behind their
backs, and deliuered to most cruell tormentors, who were
commanded to spare none but euerie tenth man, as he came to
hand by lot, and so they slue nine and left the tenth aliue. Of those
that were left aliue, some they kept to serue as bondmen, other for
couetousnesse of gaine they sold, and some they put in prison, of
whome yet diuerse afterwards escaped. This with more hath the
foresaid author written of this matter, declaring further, that Alfred
being conueied into the Ile of Elie, had not onelie his eies put out in
most cruell wise, but was also presentlie there murthered. But he
speaketh not further of the maner how he was made away, sauing
that he saith he forbeareth to make long recitall of this matter,
bicause he will not renew the mothers gréefe in hearing it, sith there
can be no greater sorrow to the mother than to heare of hir sonnes
death.
¶ I remember in Caxton we read, that his cruell tormentors should
cause his bellie to be opened, & taking out one end of his bowels or
guts, tied the same to a stake which they had set fast in the ground;
then with néedels of iron pricking his bodie, they caused him to run
about the stake, till he had woond out all his intrailes, & so ended he
his innocent life, to the great shame & obloquie of his cruel
aduersaries. But whether he was thus tormented or not, or rather
died (as I thinke) of the anguish by putting out his eies, no doubt
but his death was reuenged by Gods hand in those that procured it.
But whether erle Goodwine was chéefe causer thereof, in betraieng
him vnder a cloked colour of pretended fréendship, I cannot say: but
that he tooke him and slue his companie, as some haue written, I
cannot thinke it to be true, both as well for that which ye haue
heard recited out of the author that wrote "Encomium Emmæ," as
also for that it should séeme he might neuer be so directlie charged
with it, but that he had matter to alledge in his owne excuse. But
now to other affaires of Harold.

Simon Dun. Quéene Emma banished. After he had made away his halfe
brother Alfred, he spoiled his mother in law quéene Emma of the
most part of hir riches, and therewith banished hir quite out of the
realme: so that she sailed ouer to Flanders, where she was
honourablie receiued of earle Baldwine, and hauing of him
honourable prouision assigned hir, she continued there for the space
of thrée yeeres, till that after the death of Harold, she was sent for
by hir sonne Hardiknought, that succéeded Harold in the Polydor.
Hen. Hunt.
kingdome. Moreouer, Harold made small
Harold degenerateth from his father.
account of his subiects, degenerating from the noble vertues of his
father, following him in few things (except in exacting of tributes and
paiments.) He caused indeed eight markes of siluer to be leuied of
euerie port or hauen in England, to the reteining of 16 ships
furnished with men of warre, which continued euer in readinesse to
defend the coasts from pirats. To
A nauie in a readinesse.
Euill men, the longer they liue, the more they grow into miserie. Wil. Malm.
Hen. Hunt. conclude with this Harold, his spéedie death prouided well
for his fame, bicause (as it was thought) if his life had béene of long
continuance, his infamie had béene the greater. But after he had
reigned foure yéeres, or (as other gathered) three yéeres and thrée
moneths, he departed out of this world at Oxford, & was buried at
Wil. Malm. Winchester (as some say.) Other say he died at Meneford in
the moneth of Aprill, and was buried at Westminster, which should
appeare to be true by that which after is reported of his brother
Hardiknoughts cruell dealing, and great spite shewed toward his
dead bodie, as after shall be specified.

Hardicnute is sent for into England to be made king; alteration in the

state of Norwaie and Denmarke by the death of king Cnute,
Hardicnute is crowned, he sendeth for his mother queene Emma,
Normandie ruled by the French king, Hardicnute reuengeth his
mothers exile upon the dead bodie of his stepbrother Harold,
queene Emma and erle Goodwine haue the gouernment of things in
their hands, Hardicnute leuieth a sore tribute upon his subiects;
contempt of officers & deniall of a prince his tribute sharpelie
punished; prince Edward commeth into England; the bishop of
Worcester accused and put from his see for being accessarie to the
murthering of Alfred, his restitution procured by contribution; Earle
Goodwine being accused for the same trespasse excuseth himselfe,
and iustifieth his cause by swearing, but speciallie by presenting the
king with an inestimable gift; the cause why Goodwine purposed
Alfreds death; the English peoples care about the succession to the
crowne, moonke Brightwalds dreame and vision touching that
matter; Hardicnute poisoned at a bridall, his conditions, speciallie his
hospitalitie, of him the Englishmen learned to eate and drinke
immoderatlie, the necessitie of sobrietie, the end of the Danish
regiment in this land, and when they began first to inuade the
English coasts.
 THE XV. CHAPTER.

After that Harold was dead, all the nobles

HARDICNUTE, or HARDIKNOUGHT.
of the realme, both Danes and Englishmen agréed to send for
Hardiknought, the sonne of Canute by his wife quéene Emma, and
to make him king. Héere is to be noted, that by the death of king
Canute, the state of things was much altered in those countries of
beyond the seas wherein he had the rule and Alteration in the state of
things. Simon Dun., & Matt. West. say, that he was at Bruges in Flanders with his mother
dominion. For the
when he was thus sent for, having come thither to visit hir.
Norwegians elected one Magnus, the sonne of Olauus to be their
king, and the Danes chose this Hardiknought, whome their writers
name Canute the third, to be their gouernor. This Hardiknought or
Canute being aduertised of the death of his halfe brother Harold,
and that the lords of England had chosen him to their king, with all
conuenient speed prepared a nauie, and imbarking a certeine
number of men of warre, tooke the sea, and had the wind so
fauorable for his purpose, that he arriued upon the coast of Kent the
sixt day after he set out of Denmarke, and so comming to London,
was ioifullie receiued, and proclaimed king, and crowned of
Athelnotus archbishop of 1041. Canturburie, in the yere of our Lord
1041, in the first yéere of the emperour Henrie the third, in the 9
yeere of Henrie the first of that name king of France, and in the first
yéere of Magfinloch, aliàs Machabeda king of Scotland.
Incontinentlie after his establishment in Quéene Emma sent for. the rule of
this realme, he sent into Flanders for his mother quéene Emma, who
during the time of hir banishment, had remained there. For
Normandie in that season was gouerned by the French king, by
reason of the minoritie of duke William, surnamed the bastard.

Moreouer, in reuenge of the wrong offered to quéene Emma by hir

sonne in law Harold, king Hardicnute did cause Alfrike archbishop of
Yorke and earle Goodwine, with other noble men to go to
Westminster, and The bodie of king Harold taken vp, and throwen into Thames.
there to take vp the bodie of the same Harold, and withall
appointed, that the head thereof should be striken off, and the
trunke of it cast into the riuer of Thames. Which afterwards being
found by fishers, was S. Clement Danes. taken vp and buried in the
churchyard of S. Clement Danes without Temple barre at London. He
committed the order and gouernement of things to the hands of his
mother Emma, and of Goodwine that was erle A tribute raised. Hen. Hunt.
of Kent. He leuied a sore tribute of his subiects here in England to
pay the souldiers and mariners of his nauie, as first 21 thousand
pounds, & 99 pounds, and afterward vnto 32 ships there was a
paiment

Simon Dun.
Wil. Malm.
Matth. West.
made of a 11 thousand and 48 pounds. To euerie mariner of
Sim. Dun.
his nauie he caused a paiment of 8 marks to be made, and to euerie
master 12 marks. About the paiment of this monie great grudge
grew amongst the people, insomuch that two of his seruants, which
were appointed collectors in the citie of Worcester, the one named
Feader, and the other Turstane, were there slaine. In reuenge of
which contempt a great part of the countrie with the citie was burnt,
and the goods of the citizens put to the spoile by such power of
lords and men of warre as the king had sent against them.

Shortlie after, Edward king Hardicnutes brother came foorth of

Normandie to visit him and his mother quéene Emma, of whome he
was most Matt. West.
Ran. Higd.
Marianus. ioifullie and honorablie welcomed and interteined, and
shortlie after made returne backe againe. It should appeare by some
writers, that after his comming ouer out of Normandie he remained
still in the realme, so that he was not in Normandie when his halfe
brother
Polydor. Hardicnute died, but here in England: although other make
other report, as after shall bée shewed. Also (as before ye haue
heard) some writers seeme to meane, that the elder brother Alfred
came ouer at the same time. But suerlie they are therein deceiued:
for it was knowne well inough how tenderlie king Hardicnute loued
his brethren by the mothers side, so that there was not anie of the
lords in his daies, that durst The bishop of Worcester accused for making away of
Alfred. attempt anie such iniurie against them. True it is, that as well
earle Goodwine, as the bishop of Worcester (that was also put in
blame and suspected for the apprehending and making away of
Alfred, as before ye haue heard) were charged by Hardicnute as
culpable in that matter, insomuch that the said bishop was expelled
out of his sée by Hardicnute: and after twelue moneths space was
restored, by meanes of such summes of monie as he gaue by waie
of amends.

Earle Goodwin excuseth himselfe.Earle Goodwine was also put to his

purgation, by taking an oth that he was not guiltie. Which oth was
the better allowed, by reason of such a The gift which earle Goodwin gaue to
the king. present as he gaue to the king for the redéeming of his
fauour and good will, that is to say, a ship with a sterne of gold,
conteining therein 80 souldiers, wearing on each of their armes two
bracelets of gold of 16 ounces weight, a triple habergion guilt on
their bodies, with guilt burgenets on their heads, a swoord with guilt
hilts girded to their wastes, a battell-axe after the maner of the
Danes on their left shoulder, a target with bosses and mails guilt in
their left hand, a dart in their right hand: and thus to conclude, they
were furnished at all points with armor and weapon accordinglie. It
hath béene said, that Polydor. earle Goodwine minded to marie his
daughter to one of these brethren, and perceiuing that the elder
brother Alfred would disdaine to haue hir, thought good to dispatch
him, that the other taking hir to wife, hée might be next heire to the
crowne, and so at length inioy it, as afterwards came to passe.

Also about that time, when the linage of the kings of England was in
maner extinct, the English people were much carefull (as hath béene
said) about the succession of those that should inioie the crowne.
Wherevpon as one Brightwold a moonke of Glastenburie, that was
afterward bishop of Wincester, or (as some haue written) of
Worcester, studied oftentimes thereon: it chanced that he dreamed
one night as he slept in his bed, that he saw saint Peter consecrate
& annoint Edward the sonne of Egelred (as then remaining in exile in
Normandie) king of England. And as he thought, he did demand of
saint Peter, who should succéed the said Edward? Wherevnto answer
was made by the apostle; Haue thou no care for such matters, for
the kingdome of England is Gods kingdome. Which suerlie in good
earnest may appeare by manie great arguments to be full true vnto
such as shall well consider the state of this realme from time to
time, how there hath béene euer gouernours raised vp to mainteine
the maiestie of the kingdome, and to reduce the same to the former
dignitie, when by anie infortunate mishap it hath beene brought in
danger.

The death of K. Hardicnute. Sim. Dunel.

Matth. West. But to returne now to king Hardicnute, after he had
reigned two yéers lacking 10 daies, as he sat at the table in a great
feast holden at Lambeth, he fell downe suddenlie with the pot in his
hand, and so died not without some suspicion of poison. This
chanced on the 8 of Iune at
1042. Lambeth aforesaid, where, on the same day a mariage was
solemnized betwéene the ladie Githa, the daughter of a noble man
called Osgot Clappa, and a Danish lord also called Canute Prudan.
His bodie was buried at Winchester besides his father. He was of
nature verie K. Hardicnute his conditions and liberalitie in housekeeping. Hen. Hunt.
curteous, gentle and liberall, speciallie in keeping good chéere in his
house, so that he would haue his table couered foure times a day, &
furnished with great plentie of meates and drinks, wishing that his
seruants and all strangers that came to his palace, might rather
leaue Of whom the Englishmen learned excessiue féeding. than want. It hath
béene commonlie told, that Englishmen learned of him their
excessiue gourmandizing & vnmeasurable filling of their panches
with meates and drinkes, whereby they forgat the vertuous vse of
sobrietie, so much necessarie to all estates and degrées, so
profitable for all common-wealthes, and so commendable both in the
sight of God, and all good men.
 In this Hardicnute ceased the rule of the
The end of the Danish rulers.
Danes within this land, with the persecution which they had
executed against the English nation, for the space of 250 yeres &
more, that is to say, euer since the tenth yeere of Brithrike the king
of Westsaxons, at what time they first began to inuade the English
coasts. Howbeit (after others) they should séeme to haue ruled here
but 207, reckoning from their bringing in by the Welshmen in despite
of the Saxons, at which time they first began to inhabit here, which
was 835 of Christ, 387 after the comming of the Saxons, and 35
néere complet of the reigne of Egbert.

¶ But to let this péece of curiositie passe, this land felt that they had
a time of arriuall, a time of inuading, a time of ouerrunning, and a
time of ouerruling the inhabitants of this maine continent. Wherof
manifest proofes are at this day remaining in sundrie places, sundrie
ruines I meane and wastes committed by them; vpon the which
whensoeuer a man of a relenting spirit casteth his eie, he can not
but enter into a dolefull consideration of former miseries, and
lamenting the defacements of this Ile by the crueltie of the
bloudthirstie enimie, cannot but wish (if he haue but "Minimam
misericordiæ guttam quæ maior est spatioso oceano," as one saith)
and earnestlie desire in his heart that the like may neuer light vpon
this land, but may be auerted and turned away from all christian
kingdomes, through his mercie, whose wrath by sinne being set on
fire, is like a consuming flame; and the swoord of whose vengeance
being sharpened with the whetstone of mens wickednesse, shall
hew them in péeces as wood for the fornace.

Thus farre the tumultuous and tyrannicall regiment of the Danes,

inferring fulnesse of
afflictions to the English people, wherewith likewise the seuenth
booke is shut vp.
 THE EIGHT BOOKE

OF THE

HISTORIE OF ENGLAND.

Page
THE FIRST CHAPTER 739
THE SECOND CHAPTER 741
THE THIRD CHAPTER 744
THE FOURTH CHAPTER 746
THE FIFT CHAPTER 748
THE SIXT CHAPTER 750
THE SEUENTH CHAPTER 752
THE EIGHT CHAPTER 755
THE NINTH CHAPTER 758
THE TENTH CHAPTER 759
THE ELEUENTH CHAPTER 761
THE TWELFE CHAPTER 763

Edward the third of that name is chosen king of England by a

generall consent, ambassadours are sent to attend him homewardes
to his kingdome, and to informe him of his election, William duke of
Normandie accompanieth him, Edward is crowned king, the subtill
ambition or ambitious subtiltie of earle Goodwine in preferring
Edward to the crowne and betraieng Alfred; the Danes expelled and
rid out of this land by decree; whether earle Goodwine was guiltie of
Alfreds death, king Edward marieth the said earles daughter, he
forbeareth to haue carnall knowledge with hir, and why? he useth his
mother queene Emma verie hardlie, accusations brought against hir,
she is dispossessed of hir goods, and imprisoned for suffering bishop
Alwine to haue the vse of hir bodie, she purgeth and cleareth hir
selfe after a strange sort, hir couetousnesse: mothers are taught (by
hir example) to loue their children with equalitie: hir liberall deuotion
to Winchester church cleared hir from infamie of couetousnesse,
king Edward loued hir after hir purgation, why Robert archbishop of
Canturburie fled out of England into Normandie.

THE FIRST CHAPTER.

EDWARD. Hen. Hunt. Immediatlie vpon the deth of Hardiknought, and

before his corps was committed to buriall, his halfe brother Edward,
sonne of king Egelred
Polydor begotten of quéene Emma, was chosen to be K. of England,
by the generall consent of all the nobles and commons of the
realme. Therevpon were ambassadours sent with all spéed into
Normandie, to signifie vnto him his election, and to bring him from
thence into England in deliuering pledges for more assurance, that
no fraud nor deceit was ment of the Englishmen, but that vpon his
comming thither, he should receiue the crowne without all
contradiction. Edward then aided by his coosine William duke of
Normandie, tooke the sea, & with a small companie of Normans
came into England, where he was receiued with great ioy as king of
the realme, & immediatlie after was crowned at Henr. Hunt.
Wil. Malm. The third of Aprill. 1043. Winchester by Edsinus then archbishop
of Canturburie, on Easter day in the yeare of our Lord 1043, which
fell also about the fourth yeare of the emperour Henrie the third,
surnamed Niger, in the 12 yeare of Henrie the first of that name king
of France, and about the third yeare of Macbeth king of Scotland.

This Edward the third of that name before the conquest, was of
nature more méeke and simple than apt for the gouernement of the
realme, & therefore did earle Goodwine not onelie séeke the
destruction of his elder brother Alfred, but holpe all that he might to
aduance this Edward to the crowne, in hope to beare great rule in
the realme vnder him, whome he knew to be soft, gentle, and easie
to be persuaded. But whatsoeuer writers doo report hereof, sure it
is, that Edward was the elder brother, and not Alfred: so that if earle
Goodwine did shew his furtherance by his pretended cloake of
offering his friendship vnto Alfred to betraie him, he did it by king
Harolds commandement, and yet it may be that he meant to haue
vsurped the crowne to him selfe, if each point had answered his
expectation in the sequele of things, as he hoped they would; and
therfore had not passed if both the brethren had béene in heauen.
But yet when the world framed contrarie (peraduenture) to his
purpose, he did his best to aduance Edward, trusting to beare no
small rule vnder him, being knowen to be a man more appliable to
be gouerned by other than to trust to his owne wit: and so chieflie
by the assistance of earle Goodwine (whose authoritie, as
appeareth, was not small within the realme of England in those
daies) Edward came to atteine the crowne: wherevnto the earle of
Chester Leofrike also shewed all the furtherance that in him laie.

Ran. Higd. ex Mariano.

Some write (which seemeth also to be confirmed by the
Alb. Crantz.
Danish chronicles) that king Hardiknought in his life time had
receiued this Edward into his court, and reteined him still in the
same in most honorable wise. But for that it may appeare in the
abstract of the Danish chronicles, what their writers had of this
matter recorded, we doo here passe ouer, referring those that be
desirous to know the diuersitie of our writers and theirs, vnto the
same chronicles, where they may find it more at large expressed.
This in no wise is to be left vnremembred, that immediatlie after the
death of Hardiknought, it was not onelie decreed & agreed vpon by
the great lords & nobles of the realme, that no Dane from
thenceforth should reigne ouer them, but also all men of warre and
souldiers of the Danes, which laie within anie citie or castell in
garrison within the realme of England, were then Polydor. Danes expelled.
expelled and put out or rather slaine (as the Danish writers doo
rehearse.) Amongst other that were banished, the ladie Gonild néece
to Simon Dun.
Gonill néece to K. Swaine. king Swaine by his sister, was one, being as then
a widow, and with hir two of hir sonnes, which she had then liuing;
Heming and Turkill were Polydor. also caused to auoid. Some write
that Alfred the brother of king Edward, came not into the realme till
after the death of Hardiknought, and that he did helpe to expell the
Danes, which being doon, he was slaine by earle Goodwine and
other of his complices. But how this may stand, considering the
circumstances of the time, with such things as are written by diuers
authors hereof, it may well be doubted. Neuerthelesse, whether
earle Goodwine was guiltie to the death of Alfred, either at this time,
or before, certeine it is, that he so cleared himselfe of that crime
vnto king Edward the brother of Alfred, that there was none so
highlie in fauour with him as earle Goodwine K. Edward marieth the
daughter of earle Goodwine. was, insomuch that king Edward maried the
ladie Editha, the daughter of earle Goodwine, begotten of his wife
Thira that was sister to king Hardiknought, and not of his second
wife, as some haue written. Howbeit, king Edward neuer had to doo
with hir in fleshlie wise. But Polydor.
K. Edward absteineth from the companie of his wife. whether he absteined
because he had happilie vowed chastitie, either of impotencie of
nature, or for a priuie hate that he bare to hir kin, men doubted. For
it was thought, that he estéemed not earle Goodwine so greatlie in
his heart, as he outwardlie made shew to doo, but rather for feare of
his puissance dissembled with him, least he should otherwise put
him selfe in danger both of losse of life and kingdome.

Howsoeuer it was, he vsed his counsell in ordering of things

concerning the state of the common wealth, and namelie in the hard
handling of his K. Edward dealeth strictlie with his mother quéene Emma. mother
queene Emma, against whome diuers accusations were brought and
alledged: as first, for that she consented to marie with K. Cnute, the
publike enimie of the realme: againe, for that she did nothing aid or
succour hir sons while they liued in exile, but that woorse was,
Quéene Emma despoiled of hir goods.
She is accused of dissolute liuing.
contriued to make them
She purgeth hir selfe by the law Ordalium. Ran. Higd.
away; for which cause she was despoiled of all hir goods. And
because she was defamed to be naught of hir bodie with Alwine or
Adwine bishop of Winchester, both she and the same bishop were
committed to prison within the citie of Winchester (as some write.)
Howbeit others affirme, that she was strictlie kept in the abbie of
Warwell, till by way of purging hir selfe, after a maruellous manner,
in passing barefooted ouer certeine hot shares or plough-irons,
according to the law Ordalium, she cleared hir selfe (as the world
tooke it) and was restored to hir first estate and dignitie.

Wil. Malm. Hir excessiue couetousnesse, without regard had to the

poore, caused hir also to be euill reported of. Againe, for that she
euer shewed hir selfe to be more naturall to the issue which she had
by hir second husband Cnute, than to hir children which she had by
hir first husband king Egelred (as it were declaring how she was
affected toward the fathers, by the loue borne to the children) she
lost a great péece of good will at the hands of hir sonnes Alfred and
Edward: so that now the said Edward inioieng the realme, was
easilie induced to thinke euill of hir, and therevpon vsed hir the more
vncurteouslie. But hir great liberalitie imploied on the church of
Winchester, which she furnished with maruellous rich iewels and
ornaments, wan hir great commendation in the world, and excused
hir partlie in the sight of manie, of the infamie imputed to hir for the
immoderate filling of hir coffers by all waies and meanes she could
deuise. Now when she had purged hir selfe, Ran. Higd. as before is
mentioned, hir sonne king Edward had hir euer after in great honor
and reuerence. And whereas Robert archbishop of Canturburie had
béene sore against hir, he was so much abashed now at the matter,
that he fled into Normandie, where he was borne. But it should
séeme by that which after shal be said in the next chapter, that he
fled not the realme for this matter, but bicause he counselled the
king to banish earle Goodwine, and also to vse the Englishmen more
strictlie than reason was he should.

Why Robert archbishop of Canturburie (queene Emmas heauie

friend) fled out of England, the Normans first entrance into this
countrie, dearth by tempests, earle Goodwines sonne banished out
of this land, he returneth in hope of the kings fauour, killeth his
coosen earle Bearne for his good will and forwardnes to set him in
credit againe, his flight into Flanders, his returne into England, the
king is pacified with him; certeine Danish rouers arriue at Sandwich,
spoile the coast, inrich themselues with the spoiles, make sale of
their gettings, and returne to their countrie; the Welshmen with their
princes rebelling are subdued, king Edward keepeth the seas on
Sandwich side in aid of Baldwine earle of Flanders, a bloudie fraie in
Canturburie betwixt the earle of Bullongne and the townesmen,
earle Goodwine fauoureth the Kentishmen against the Bullongners,
why he refuseth to punish the Canturburie men at the kings
commandement for breaking the kings peace; he setteth the king in
a furie, his suborned excuse to shift off his comming to the
assemblie of lords conuented about the foresaid broile, earle
Goodwine bandeth himselfe against the king, he would haue the
strangers deliuered into his hands, his request is denied; a battell
readie to haue bene fought betweene him and the king, the tumult
is pacified and put to a parlement, earle Goodwines retinue forsake
him; he, his sonnes, and their wiues take their flight beyond the
seas.

THE SECOND CHAPTER.

Robert archbishop of Canturburie.
Frenchmen or Normans first entered into England.Ye must vnderstand, that K.
Edward brought diuerse Normans ouer with him, which in time of his
banishment had shewed him great friendship, wherefore he now
sought to recompense them. Amongst other, the forenamed Robert
of Canturburie was one, who before his comming ouer was a
moonke in the abbeie of Gemeticum in Normandie, and being by the
king first aduanced to gouerne the sée of London, was after made
archbishop of Canturburie, and bare great rule vnder the king, so
that he could not auoid the enuie of diuerse noble men, and
speciallie of earle Goodwine, as shall appéere. About the third yéere
of king Edwards reigne, Osgot Clappa was banished the realme. And
in the yéere 1047.
A great death. Ran. Higd. following, that is to say, in the yeere 1047, there
fell a maruellous great snow, couering the ground from the
beginning of Ianuarie vntill the 17 day of March. Besides this, there
hapned the same yéere such tempest and lightnings, that the corne
vpon the earth was burnt vp and blasted: by reason whereof, there
followed a great dearth in England, and also death of men and
cattell.

Swain Goodwines sonne banished.

About this time Swaine the sonne of earle
Edgiua abbesse of Leoffe.
Goodwine was banished the land, and fled into Flanders. This
Swaine kept Edgiua, the abbesse of the monasterie of Leoffe, and
forsaking his wife, ment to haue married the foresaid abbesse.
Within a certeine time after his banishment, he returned into
England, in hope to purchase the kings peace by his fathers meanes
and other his friends. But vpon some malicious pretense, This Bearne
was the sonne of Vlfusa Dane, vncle to this Swaine by his mother, the sister of K. Swaine.
he slue his coosen earle Bearne, who was about to labour to
H. Hunt.
the king for his pardon, and so then fled againe into Flanders, till at
length Allered the archbishop of Yorke obteined his pardon, and
found meanes to reconcile him to the kings fauour.
Hen. Hunt.
In the meane time, about the sixt yéere of king
The Danes spoile Sandwich.
Edwards reigne, certeine pirats of the Danes arriued in Sandwich
hauen, and entring the land, wasted and spoiled all about the coast.
There be that write, that the Danes had at that time to their leaders
two capteins, the one named Lother, and the other Irling. After they
had béene at Sandwich, and brought from thence great riches of
gold and siluer, they coasted about vnto the side of Essex, and there
spoiling the countrie, went backe to the sea, and sailing into
Flanders, made sale of their spoiles and booties there, and so
returned to their countries. After this, during the reigne of king
Edward, there chanced no warres, neither forren nor ciuill, but that
the same was either with small slaughter luckilie ended, or else
without anie notable aduenture changed into peace. The Rise & Griffin
princes of Wales. Welshmen in déed with their princes Rise and Griffin
wrought some trouble, but still they were subdued, and in the end
both the said Rise and Griffin were brought vnto confusion: although
in the meane time they did much hurt, and namelie Griffin, who with
aid of some Irishmen, with whome he was alied, about this time
entred into the Seuerne sea, and tooke preies about the riuer of
Wie: and after returned without anie battell to him offered.

About the same time, to wit, in the yéere 1049, the

1049. Simon Dun.
emperor Henrie the third made warres against Baldwine earle of
Flanders, and for that he wished to haue the sea stopped, that the
said earle should not escape by flight that waie foorth, he sent to
king Edward, willing him to kéepe the sea with some number of
ships. King Edward furnishing a Hermanus.
Contractus.
nauie, lay with the same at Sandwich, and so kept the seas
Ia. Meir.
on that side, till the emperor had his will of the earle. At the same
time, Swaine, sonne of earle Goodwine came into the realme, and
traitorouslie slue his coosen Bearne (as before is said) the which
trauelled to agrée Simon Dun. him with the king. Also Gosipat Clappa,
who had left his wife at Bruges in Flanders, comming amongst other
of the Danish pirats, which had robbed in the coasts of Kent &
Essex, as before ye haue heard, receiued his wife, and departed
backe into Denmarke with six ships, leauing the residue, being 23
behind him.

Fabian.
Matth. West.
Ran. Higd.
Wil. Malm. 1051.
About the tenth yéere of king
The earle of Flanders commeth into England.
Edwards reigne, Eustace earle of Bullongne, that was father vnto the
valiant Godfrey of Bullongne, & Baldwin, both afterward kings of
Hierusalem, came ouer into England in the moneth of September, to
visit his brother in law king Edward, whose

Wil. Malm.
Douer saith Matth. West. sister named Goda, he had maried, she then
being the widow of Gualter
Goda sister to K. Edward. de Maunt. He found the king at Glocester, and
being there ioifullie receiued, after he had once dispatched such
matters for the which he chieflie came, he tooke leaue, and returned
homeward. But at Canturburie one of his herbingers, dealing
roughlie with one of the citizens about a lodging, which he sought to
haue rather by force than by intreatance, occasioned his owne
death. Whereof when the erle was aduertised, he hasted thither to
reuenge the slaughter of his seruant, and slue both that citizen
which had killed his man, and eightéene others.

A fraie in Canturburie betwixt the earle Bullongne and the townsmen.

The citizens héerewith in a great furie, got
The earle complaineth to the king.
them to armor, and set vpon the earle and his retinue, of whom they
slue twentie persons out of hand, & wounded a great number of the
residue, so that the earle scarce might escape with one or two of his
men from the fraie, & with all spéed returned backe to the king,
presenting gréeuous information against them of Canturburie, for
their cruell vsing of him, not onlie in sleaing of his seruants, but also
in putting him in danger of his life. The king crediting the earle, was
higlie offended against the citizens, and with all speed sending for
earle Goodwine, declared vnto him in greeuous wise, the rebellious
act of them of Canturburie, which were vnder his iurisdiction.

The earle who was a man of a bold courage and quicke wit, did
perceiue that the matter was made a great deale woorse at the first
in the beginning, than of likelihood it would prooue in the end,
thought it reason therefore that first the answere of the Kentishmen
should be heard, before anie sentence were giuen against them.
Héerevpon, although the king commanded him foorthwith to go with
an armie into Kent, and to punish them of Canturburie in most
rigorous maner, yet he would not be too hastie, but refused to
execute the kings commandement, both for that he bare a péece of
grudge in his mind, that the king Earle Goodwine offended with the king for
fauouring strangers. should fauour strangers so highlie as he did; and
againe, bicause héereby he should séeme to doo pleasure to his
countriemen, in taking vpon him to defend their cause against the
rough accusations of such as had accused them. Wherefore he
declared to the king that it should be conuenient to haue the
supposed offenders first called afore him, and if they were able to
excuse themselues, then to be suffered to depart without further
vexation: and if they were found faultie, then to be put to their fine,
both as well in satisfieng the king, whose peace they had broken, as
also the earle, whom they had indamaged.

Earle Goodwine departed thus from the king, leauing him in a great
furie: howbeit he passed litle thereof, supposing it would not long
continue. But the king called a great assemblie of his lords togither A
councel called at Glocester.
Siward earle of Northumberland, Leofrike earle of Chester, Rafe earle of Hereford. Will.
Malmes. at Glocester, that the matter might be more déepelie
considered. Siward earle of Northumberland, and Leofrike earle of
Chester, with Rafe earle of Hereford, the kings nephue by his sister
Goda, and all other the noble men of the realme, onlie earle
Goodwine and his sonnes ment not to come there, except they
might bring with them a great power of armed men, and so
remained at Beuerstane, with such bands as they had leauied, vnder
a colour to resist the Welshmen, whome they bruted abroad to be
readie to inuade the marches about Hereford. But the Welshmen
preuenting that slander, signified to the king that no such matter
was ment on their parties, but that earle Goodwine and his sonnes
with their complices went about to mooue a commotion against him.
Héerevpon a rumor was raised in the court, that the kings power
should shortlie march foorth to assaile earle Goodwine in that place
where he was lodged. Wherevpon the same earle prepared himselfe,
and sent to his friends, willing to sticke to this quarrell, and if the
king should go about to force them, then to withstand him, rather
than to yéeld and suffer themselues to be troden vnder foot by
strangers. Earle Goodwine meaneth to defend himself against the king.
Swaine. Ran. Higd.
Matth. West.
Simon Dun.

Simon Dun. Goodwine in this meane time had got togither a great
power of his countries of Kent, Southerie, and other of the west
parts. Swaine likewise had assembled much people out of his
countries of Barkeshire, Oxfordshire, Summersetshire, Herefordshire,
and Glocestershire. And

Harold was also come to them with a great multitude, which

Harold.
he had leuied in Essex, Norffolke, Suffold, Cambridgeshire, &
Huntingtonshire.

On the other part, the earles that were with the king, Leofrike,
Siward, and Rafe, raised all the power which they might make, and
the same approching to Glocester, the king thought himselfe in more
suertie than before, in so much that whereas earle Goodwine (who
lay with his armie at Langton there not farre off in Glocestershire)
had sent vnto the king, requiring that the earle of Bullongne, with
the other Frenchmen and also the Normans which held the castell of
Douer, might be deliuered vnto him. The king, though at the first he
stood in great doubt what to doo, yet hearing now that an armie of
his friends was comming, made answere to the messingers which
Goodwine had sent, that he would not deliuer a man of those
whome Goodwine required, and héerewith the said messengers
being departed, the kings armie entered into Glocester, and such
readie good wils appéered in them all to fight with the aduersaries,
that if the king would haue permitted, they would foorthwith haue
gone out and giuen battell to the enimies.

Thus the matter was at point to haue put the realme in hazard not
onelie of a field, but of vtter ruine that might thereof haue insued:
for what on the one part and the other, there were assembled the
chiefest lords and most able personages of the land. But by the
wisedome and good aduise of earle Leofrike and others, the matter
was pacified for a time, and order taken, that they should come to a
parlement or communication at London, vpon pledges giuen and
receiued as well on the one part as the other. The king with a
mightie armie of the Northumbers, and them of Mercia, came vnto
London, and earle Goodwine with his sonnes, and a great power of
the Westsaxons, came into Southwarke, but perceiuing that manie of
his companie stale awaie and slipt from him, he durst not abide anie
longer to enter talke with the king, as it was couenanted, but in the
night next insuing fled awaie with all spéed possible.

Some write, how an order

Wil. Malm. Swaine eldest sonne to Goodwine banished.
was prescribed that Swanus the eldest sonne of Goodwine should
depart the land as a banished man to qualifie the kings wrath, and
that Goodwine and one other of his sons, that is to say, Harold
should come to an other assemblie to be holden at London,
accompanied with 12 seruants onelie, & to resigne all his force of
knights, gentlemen and souldiers vnto the kings guiding and
gouernment. But when this last article pleased nothing earle
Goodwine, and that he perceiued how his force began to decline, so
as he should not be able Earle Goodwine fled the realme. to match the kings
power, he fled the realme, and so likewise did his sonnes. He
himselfe with his sonnes Swanus, Tostie, and Girth, sailed into
Flanders: and Harold with his brother Leofwine gat ships at Bristow,
and passed into Ireland. Githa the wife of Goodwine, and Judith the
wife of Tostie, the daughter of Baldwine earle of Flanders went ouer
also with their husbands.

Goodwine and his sonnes are proclaimed outlawes, their lands are
giuen from them, king Edward putteth awaie the queene his wife
who was earle Goodwines daughter, she cleareth hir selfe at the
houre of hir death from suspicion of incontinencie and lewdnesse of
life, why king Edward forbare to haue fleshlie pleasure with hir; earle
Goodwine and his sonnes take preies on the coasts of Kent and
Sussex; Griffin king of Wales destroieth a great part of
Herefordshire, and giueth his incounterers the ouerthrow; Harold
and Leofwine two brethren inuade Dorset and Summersetshires,
they are resisted, but yet preuaile, they coast about the point of
Cornwall and ioine with their father Goodwine, king Edward maketh
out threescore armed ships against them, a thicke mist separateth
both sides being readie to graple and fight, a pacification betweene
the king and earle Goodwine, he is restored to his lands and libertie,
he was well friended, counterpledges of agreement interchangablie
deliuered; Swanus the eldest sonne of Goodwine a notable rebell
and pirat, his troubled conscience, his wicked life and wretched
death.

THE THIRD CHAPTER.

The king hauing perfect knowledge, that earle Goodwine had

refused to come to the court in such order as he had prescribed him,
and that he Goodwine and his sonnes proclaimed outlawes. was departed the
realme with his sonnes: he proclaimed them outlawes, and gaue the
lands of Harold vnto Algar, the sonne of earle Leofrike, who guided
the same verie woorthilie, and resigned them againe without
grudging vnto the same Harold when he was returned out of exile.
Also vnto earle Oddo were giuen the counties of Deuonshire and
Summersetshire.

Moreouer, about the same time the king

The king put awaie his wife Editha.
put his wife queene Editha from him, and appointed hir to streict
keeping in the abbeie of Warwell. This Editha was a noble
gentlewoman, well learned, and expert in all sciences, yet hir good
name was stained somewhat, as though she had not liued so
continentlie as was to be wished, both in hir husbands life time, and
after his deceasse. But yet at the houre of hir death (which chanced
in the daies of William Conqueror) she cleared hir selfe, in taking it
vpon the charge of hir soule, that she had euer liued in perfect
chastitie: for king Edward (as before is mentioned) neuer touched
hir in anie actuall maner. By this streict dealing with the quéene that
was daughter to earle Goodwine, now in time of hir fathers exile, it
hath séemed to manie, that king Edward forbare to deale with hir in
carnall wise, more for hatred of hir kin, than for anie other respect.
But to proceed.

In the second yéere of Goodwines banishment, both

1052. Hen. Hunt.
he and his sonnes hauing prouided themselues of ships and men of
warre conuenient for the purpose, came vpon the coasts of England,
and after the maner of rouers, tooke preies where as they espied
aduantage, namelie on the Griffin king of Wales destroieth Herefordshire. coasts
of Kent and Sussex. In the meane time also Griffin the K. of Wales
destroid a great part of Herefordshire, against whom the power of
that countrie, & also manie Normans that lay in garrison within the
castell of Hereford, comming to giue battell, were ouerthrowne on
the same day, in the which about two and twentie yéeres before, or
(as some copies haue) thirtéene yéeres, the Welshmen had slaine
Edwine, the Harold inuadeth the shires of Dorset and Summerset. brother of earle
Leofrike. Shortlie after, earle Harold and his brother Leofwine
returning out of Ireland, entered into the Seuerne sea, landing on
the coasts of Summersetshire and Dorsetshire, where falling to
spoile, they were incountred by a power assembled out of the
counties of Deuonshire and Summersetshire: but Harold put his
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