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h t r u o F
n o i t i d E
Prisca Augustyn
Florida Atlantic University
Nikolaus Euba
University of California, Berkeley
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Mittelstufe, Fourth Edition

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Print Number: 01 Print Year: 2019
Brief Contents
Station 1 Berlin 2
Station 2 München 36
Station 3 Heidelberg 64
Station 4 Hamburg 98
Station 5 Leipzig 132
Station 6 Frankfurt 164
Station 7 Köln 196
Station 8 Dresden 228
Station 9 Salzburg 262
Station 10 Wien 296
Station 11 Zürich 326
Station 12 Die Deutschen im Ausland 364
Appendix A German-Language Websites 397
Appendix B Grammar Summary 398
I Verbs 398
II ,
Nouns Pronouns and Ad ecti es , j v 410
III Common Prepositions and their Cases 414
German–English Glossary 416
Index 456
S TATIONEN BRIEF CONTENTS iii
Scope and Sequence
Station Einblicke
Was machen wir in Berlin? 4 Party um zwölf Uhr

Station 1
mittags 14
Eine berühmte Berlinerin:
Berlin 2
Marlene Dietrich 6 Die Geschichte der
Currywurst 21
Videoblog: Connie aus
Berlin 28
Pension Bavaria 38 Ein Münchner

Station 2
Flaschensammler packt
Ein berühmter Münchner:
München 36 aus 46
Christian Morgenstern 40
Trinkgeld 48
Videoblog: Stefan aus
München 56
Wieder zurück in Heidelberg 66 Arbeit muss keinen Spaß

Station 3
machen 76
Eine berühmte Heidelberger
Heidelberg 64
Studentin: Hannah Arendt 68 Wie viel kostet das
Studentenleben? 85
Videoblog: Igor aus
Heidelberg 86
iv STATIONEN SCOPE AND SEQUENCE
Strukturen Wortschatz Lektüre
Die Wortarten im Grundwortschatz: Staat, Stadt Herr Lehmann (Auszug),
Deutschen 10 und Land 5 Sven Regener 31
Die Deklination 17 Wortschatz 16
Wo sagt man was? – Dativ und

Das Verb:
Akkusativ im Berliner Dialekt 19
Konjugation, Tempus, Modus,
Aktiv und Passiv 23 Wann sagt man was? – der
Mensch, die Leute (pl.), die
Person, die Bevölkerung 20
Redemittel zum Diskutieren:
Nach Erklärungen fragen;
Erklärungen geben 21
Wortschatz 32
Wortschatzliste 35
Über Vergangenes sprechen: Grundwortschatz: Essen und Die Fremden, Karl
Das Perfekt 43 Trinken 42 Valentin 60
Befehle, Wünsche, Wo sagt man was? – Die
Anleitungen: Vergangenheit erzählen 47
Der Imperativ 50 Wortschatz 48
Meinung äußern 54
Wortschatz 61
Wortschatzliste 63
Vergangenes erzählen: Das Grundwortschatz: Studium 69 Freunde, Hermann
Imperfekt 72 Hesse 89
Wortschatz 79
Über Vergangenes sprechen: Wann sagt man was? –
Als, wenn und wann 81 lernen, studieren, lehren,
unterrichten 78
Über Vergangenes sprechen:
Das Plusquamperfekt 84 Wann sagt man was? – die
Bildung, die Ausbildung, die
Erziehung 81
Vergleichen und Bewerten 82
Wortschatz 93
Wortschatzliste 96
STATIONEN SCOPE AND SEQUENCE v
Station Einblicke
Hamburg - das Tor zur Jung, dynamisch, du? 110

Station 4
Welt 100
Plattdeutsch 111
Hamburg 98
Die Hanse 101
Videoblog: Jan Henning
Eine berühmte Hamburger aus Hamburg 120
Medienfrau: Sabine
Christiansen 103
Ein Gespräch mit Feline 134 Leipzig –

Station 5
Sachsenmetropole 142
Eine berühmte Leipzigerin: Clara
Leipzig 132
Schumann 135 Videoblog: Feline aus
Leipzig 150
Willkommen in Frankfurt 166 Oben ohne 177

Station 6
Ein sehr berühmter Frankfurter: Wie wird man deutsch?

Frankfurt 164
Johann Wolfgang von Deutsch werden durch
Goethe 168 Einbürgerung 191
Frankfurts höchstes Videoblog: Verena aus
Symbol: der Commerzbank- Frankfurt 184
Wolkenkratzer 170
vi STATIONEN SCOPE AND SEQUENCE
Höflichkeit, Hypothesen Grundwortschatz: Presse und Tschick (Ausschnitte),
und Wünsche: Der Medien 102 Wolfgang Herrndorf 123
Konjunktiv II 107
Wann sagt man was? – die
Bitten, Wünsche und Branche, das Wesen, das
Vermutungen: Der Konjunktiv Geschäft 102
bei Modalverben 114

Wortschatz 112
Über Vergangenes
sprechen: Der Konjunktiv der
Sagen, was wahrscheinlich oder
Vergangenheit 117
unwahrscheinlich ist 116
Wortschatz 128
Wortschatzliste 130
Die indirekte Rede: Der Grundwortschatz: Haus und „Schließt euch an!“
Konjunktiv I 139 Wohnen 139 Spiegel-Redakteur
Ulrich Schwarz über die

Die Satzarten im Wortschatz 144
Massendemonstration in
Deutschen 148
Wann sagt man was? – der Ort, Leipzig am 9. Oktober
der Platz, die Stelle 145 1989 155
Wann sagt man was? – wohnen,
leben 146
Vorschläge machen und Rat
geben 147
Wortschatz 158
Wortschatzliste 162
Vorgänge beschreiben: Das Grundwortschatz: Nationale „Leben in Deutschland:
Passiv 174 Identität 167 Wie leben wir, was hat sich
verändert – und warum?“

Vorgänge beschreiben: Wann sagt man was? –
Nach einem Artikel von
Alternativen zum Passiv 182 verwenden, benutzen, brauchen,
Theo Sommer in Die
verbrauchen 170
Zeit 187
Wann sagt man was? – gefallen,
lieben, mögen, gern haben 171
Wortschatz 178
Beispiele geben 180
Wortschatz 189
Wortschatzliste 194
STATIONEN SCOPE AND SEQUENCE vii
Station Einblicke
Köln – meine Stadt 198 Unterschriftenaktion

Station 7
„Nationalstolz“ 208
Ein berühmter Kölner: Heinrich
Köln 196
Böll 200 Videoblog: Milos aus
Köln 218
Kölsch 203
Stephanies Tagebuch 230 Daniel Barenboim:

Station 8
Ein Leben in
Eine berühmte Dresdner
Dresden 228 Deutschland 238
Bewegung: Die Künstlergruppe
Die Brücke 232 Videoblog: Stephanie aus
Dresden 250
Katharinas E-Mail 264 Kaffeehausfrühstück 274

Station 9
Der berühmteste Salzburger Videoblog: Katharina aus

Salzburg 262
aller Zeiten: Wolfgang Amadeus Salzburg 284
Mozart 266
viii STATIONEN SCOPE AND SEQUENCE
Einstellungen ausdrücken: Die Grundwortschatz: „Endlich locker sehen –
Modalverben 205 Gesellschaft 200 Darf man stolz sein auf
Deutschland, oder ist

Über Zukünftiges sprechen: Wann sagt man was? – das
Patriotismus hierzulande
Das Futur 211 Vaterland, die Nation, die
für immer out?“ FOCUS
Heimat 202
Über Zukünftiges sprechen: befragte Schüler zum
Das Futur II 216 Wortschatz 213 Thema Patriotismus 221
Wann sagt man was? – reden,
sprechen, sich unterhalten,
erklären, diskutieren 214
Sicher sein, nicht sicher sein,
Zweifel haben 215
Wortschatz 223
Wortschatzliste 226
Satzverbindungen: Grundwortschatz: Kunst und „... und dann fuhr ich
Koordinierende Musik 231 nach Dresden,“ Erich
Konjunktionen 236 Kästner 254

Wortschatz 240
Satzverbindungen: Zweiteilige „Inventur,“ Günter

Wann sagt man was? –
Konjunktionen 243 Eich 257
künstlerisch, künstlich 245
Satzverbindungen:
Redemittel zum Diskutieren: Mit
Subordinierende
einer Meinung übereinstimmen
Konjunktionen 245
oder nicht übereinstimmen 249
Wortschatz 256
Wortschatzliste 260
Näher beschreiben und Grundwortschatz: Silentium! Wolf Haas 287
informieren: Relativsätze und Veranstaltungen 266
Relativpronomen 272
Wann sagt man was? – kennen,
Das Subjekt als Objekt: wissen 269
Reflexivpronomen 281
Wortschatz 277
Wann sagt man was? – bequem,
gemütlich 278
Sagen, was man gerne hat 280
Wortschatz 292
Wortschatzliste 294
STATIONEN SCOPE AND SEQUENCE ix
Station Einblicke
Simons Wien Blog 298 Opernball mit tausend

Station 10
Polizisten 306
Ein weltberühmter Wiener:
Wien 296
Sigmund Freud 299 Videoblog: Simon aus
Wien 314
Wienerisch 304
Solveigs E-Mail 328 Soldaten sehen wenig Sinn

Station 11
in der Armee 339
Ein berühmter Zürcher: Max
Zürich 326
Frisch 330 Schweizer
Hochdeutsch und
Müesli! 338
Schweizerdeutsch 340
Sprachenvielfalt in der
Schweiz 350
Videoblog: Solveig aus
Zürich 351
Die Deutschen sind die Jeder sechste

Station 12
beliebtesten Touristen? 366 Amerikaner hat deutsche
Vorfahren 372
Die Deutschen im Ein berühmter Deutscher im
Ausland: Bertolt Brecht 370

Ausland 364
x STATIONEN SCOPE AND SEQUENCE
Sätze ergänzen: Infinitiv- Grundwortschatz: Politik 305 Wittgensteins Neffe,
konstruktionen 303 Thomas Bernhard 316

Wortschatz 307
Genauer beschreiben:
Wann sagt man was? – heute
Adverbien 311
Abend, heute Nacht 308
Sagen, dass etwas egal ist 310
Wortschatz 321
Wortschatzliste 325
Beschreiben: Attributive Grundwortschatz: Sprache 330 Der Besuch der alten
Adjektive 334 Dame, Friedrich

Wortschatz 342
Dürrenmatt 356
Ergänzungen: Adjektive mit
Präpositionen 341
Betonen, was wichtig ist 345
Vergleichen: Komparativ und

Wortschatz 358
Superlativ 346
Wortschatzliste 362
Nähere Informationen geben: Grundwortschatz: Reisen 368 „New Yorker Woche,“
Präpositionen 373 Jurek Becker 392

Wortschatz 384
Präpositionen ersetzen:
Wann sagt man was? – bleiben,
Da- und Wo-Komposita 382
übernachten; das Erlebnis, die
Idiomatisches: Verben mit Erfahrung 386
Präpositionen 388
Sagen, was man vorhat 387
Wortschatz 394
Wortschatzliste 396
STATIONEN SCOPE AND SEQUENCE xi
To the Student
WELCOME TO INTERMEDIATE GERMAN!
You probably already know that Stationen means “stations.” Each chapter of this
program revolves around a city or region in the German-speaking world. As you move
from station to station, we invite you to discover and explore new aspects of culture
and language along the way.
You can also think of Stationen as referring to the “stations” between the beginnings of
a journey into German life and language and more advanced study and exploration at
the intermediate level. Stationen is significantly different from the typical elementary
format, because it allows you to practice German by discussing a large variety of
different texts in German.
Engaging Culture Topics We believe that the best way you can practice German is if
you have something to say about the topics that come up in the classroom. Through our
own teaching experience, we’ve learned which cultural issues tend to intrigue students,
promote lively discussions, and make meaningful writing exercises both effective and
fun. In Stationen we have focused on themes that we think you’ll particularly enjoy
speaking and writing about.
Authentic Readings It’s our belief that working with authentic texts—literary texts,
magazine and news articles, interviews, and radio reports—will empower you to
progress to a more advanced level of German fluency. Therefore, Stationen contains

authentic readings written for German speakers. We’ve chosen them because they
complement the cultural topics, because they will be relevant to you, and because they
are written at a level appropriate for intermediate readers.
Contextualized Grammar While the general theme of Stationen derives from its rich
cultural contexts, you will be able to strengthen your language skills, because grammar
and vocabulary are integrated throughout each chapter. You’ll be reviewing and using
basic grammar and vocabulary from your beginning German course, but you’ll also be
guided toward the practice of more complex structures and more advanced vocabulary.
As you progress and work with different types of texts, you will learn to better
distinguish different styles and uses of spoken and written German.
Vocabulary Building and Dictionary Practice Stationen helps you to build your
vocabulary in several ways. Glossed words allow you to focus on extensive reading.
Vocabulary lists and activities in both the textbook and in MindTap help you practice
the vocabulary you need to discuss a given topic. Specific dictionary activities help you
become a more competent dictionary user. See page xvi of this preface, Vocabulary
Building and Working with a Dictionary, for some strategies on how to more effectively
and successfully study vocabulary.
Openness and Flexibility You can learn from your fellow students. If you are open
and creative in the classroom and beyond, you can learn from your classmates through
group and partner activities and other types of classroom interaction. Remember that
just as you depend on others, they also depend on your active participation, openness,
and creativity. Stationen accommodates different skill levels, so everybody can learn.
xii STATIONEN TO THE STUDENT
Connections and Comparisons The unifying concept in Stationen inherently
encourages you to make connections between the places and cultural issues covered
in the different chapters of the book. Moreover, because all topics and readings in
Stationen are anchored in culture, you will find that you can’t help comparing your own
culture to the issues and cultural aspects you learn about in Stationen. Be prepared to
learn not only about the foreign culture but also about your own.
An Invitation to Explore Stationen gives you an opportunity to start doing your own
exploration of German-language websites. The web activities (marked with a globe
icon) give you some direction, but they are not meant to be closed activities. We’ve
formulated the directions and questions so as to give you an idea of what to expect
from a given topic, issue, or website. Think of these activities as a catalyst for further
exploration.
Appealing Video Material Finally, Stationen has an accompanying video that consists
of videoblogs from eleven cities in Germany, Austria, and Switzerland. This window onto
contemporary German culture will enrich your classroom with engaging young video
bloggers, images of public spaces, and scenes of German life.
Reliable Online Platform MindTap is a dynamic all-in-one assessment, assignment,
and course management system that enhances your language-learning experience.
Everything you need to master the skills and concepts of the course is built right into
this online system, including an eBook, companion videos, interactive practice activities,
listening and recording activities, and more. The discussion forum feature enables you
to post responses, upload files, and respond to other students. You can also practice
your pronunciation and conversation with individual audio or group video recordings.
Learning Path The Learning Path is the online guide that helps you become active
participants in the learning process. By becoming more self-reliant, you can achieve
success in your course and also move one step closer to becoming a lifelong learner.
The MindTap Learning Path encompasses five learning steps:
Ready! Overview of material and learning outcomes that provides students with
priming and scaffolding for upcoming topics and concepts
Learn it! Presentation of new content, accompanied by guided work for students
to familiarize themselves with and apply new terms, concepts, and structures in a
guided environment
Practice it! Application of the material to accomplish real-life tasks
Use it! Open-ended, authentic, reflective, and interactive activities that put language
to use
Got it! Review of target content to assess achievement of learning objectives in a
low-stakes environment
STATIONEN TO THE STUDENT xiii
VOCABULARY BUILDING AND WORKING WITH A GERMAN–ENGLISH/
ENGLISH–GERMAN DICTIONARY
Learning Vocabulary Your second year of studying German is the time to develop
your vocabulary actively. Toward that goal, Stationen will help you refine your
vocabulary-building skills.
To expand your vocabulary efficiently, you can
• create a vocabulary notebook, flashcards, or use flashcard apps (see below for hints)
• put the vocabulary into sentences, phrases, or expressions
• use mnemonics (ways of remembering), such as alliteration, rhyme, rhythm, music
• use associations, such as images, functions of words, parts of speech, classes or
categories of words, antonyms, synonyms
• look at prefixes, suffixes, infixes, and word roots
• situate words in various contexts
• systematically review old vocabulary
Two very useful and time-tested methods for learning vocabulary are vocabulary
notebooks and flashcards, for which there are lots of apps available. Here are some
hints about how to make the most of them.
• In a vocabulary notebook, you can list vocabulary in two columns, one for German
words and the other for English translations. A notebook is a good way to keep a
log of all the vocabulary that comes up in class, as well as items you look up in the
dictionary in class or at home.
• When studying vocabulary in

die Herausforderung l
chal enge; provocation
your notebook, you can use
die Herausforderungen
a sheet of paper to cover up
one column in the notebook
niesen, nieste, hat geniest to sne ze e and test yourself, moving
your sheet of paper down
the list.
• Flashcards have the advantage that whatever items you feel confident about can
be eliminated from the stack. This will give you a sense of accomplishment as you
study. Make your cards with German on one side and English on the other. There are
intelligent apps that show you the items you missed more frequently than those you
got right. In this edition of Stationen, Flashcards are found in MindTap.
xiv STATIONEN TO THE STUDENT
• Another advantage of flashcards is that
das Schwein,
you can add additional information later.
For instance, you may come across

die Schweine
an idiomatic expression that contains

Schwein haben pig; t
a vocabulary item you already have a o be
flashcard for; you can then just add the (= Glück haben) lucky
new information to the card.
For both vocabulary notebooks and flashcards, always remember
to include:
• the definite article, the plural, and if necessary the genitive form of nouns.
• the simple past, the past participle, and the appropriate auxiliary ( haben or sein) for
verbs.
Working with a German–English Dictionary If you don’t already own a good German–
English/English–German dictionary, now is the time to get one or search for and select
online sources or apps. Whenever you look something up in the German–English
portion of the dictionary, make sure you take notes (either in your notebook or on a
flashcard). That way you keep track of all the items you looked up in the dictionary
during the course.
NOUNS
Nouns are easy to recognize in the German dictionary, because they begin with capital
letters. The abbreviations m (masculine), f (feminine), and n or nt (neuter) tell you the
gender of the noun. In your log, you should replace it with the proper definite article.
Plurals of nouns are also abbreviated. Write out the plural forms in your log as well. In
some dictionaries, the plural forms for compound nouns are not given; they are found
at the entry for the root noun. Also, some dictionaries assume that the plural forms
for certain common noun endings are known; for example, nouns ending in -ung in
the singular all have -en as the plural ending. Be sure you check your own dictionary’s
conventions.
Südwind, -e m south wind.*

der Südwind, die Südwinde
die Herausforderung,
Herausforderung, -en f
die Herausforderungen
challenge; (Provokation)
provocation.
Sometimes there is no plural for a noun.
Freiheit f no pl freedom. die Freiheit (no pl)
* Underscored vowels indicate pronunciation. See page xxi for more information.
STATIONEN TO THE STUDENT xv
The abbreviation pl means that a noun is already a plural and there is no singular.
Ferien pl holidays pl (Brit), die Ferien (pl)
vacation sing (US, Univ);
Dictionaries often give the genitive ending.
Bewusstsein nt -s, no pl (Wis- s

das Bewus tsein,
sen) awareness, consciousness. des Bewusstseins
m. der Doktorand, die Doktoranden

Doktorand m -en, -en, Dok-
torandin f graduate student

f. die Doktorandin, die Doktorandin en n
studying for a doctorate.
Note that when two translations are separated by a semicolon they represent two
somewhat different meanings; whereas two translations separated by a comma mean
(near-)synonyms.
Herausforderung, -en f
challenge; (Provokation)
provocation.
Bewusstsein nt -s no pl (Wis-
sen) awareness, consciousness.
Sometimes it’s a good idea to take note of idiomatic expressions that are given with a
noun. The noun is then replaced by a ~ symbol. Try to record the most useful of these
expressions in your vocabulary log.
Umkreis m (Umgebung) der Umkreis

surroundings pl; (Gebiet) area;
(Nähe) vicinity; im näheren ~

im näheren Umkreis
in the vicinity; im ~ von
im Umkreis von 20 Kilometern
20 Kilometern within a radius
of 20 kilometers.
If the word you are looking for is a compound noun, and the first constituent is a very
common item, you can probably find it in a list of second constituents in which the
first part is replaced with the ~ symbol. For instance, if you are looking for the word
Reisepass , the dictionary entry may look like this:
xvi STATIONEN TO THE STUDENT
Reise-: ~andenken nt souvenir;
~apotheke f first aid kit; ~begleiter m
travel companion; ~fieber nt (fig)
desire to travel; ~führer m (Buch)
guidebook; (Person) ~leiter m travel
guide; ~lustig adj fond of traveling;
~pass m passport; ~pläne pl travel
plans; ~route f route, itinerary; ~scheck
m traveler’s check; ~ziel nt travel
destination.
To find the plural of each of these compound nouns, you must look up the dictionary
entry for the second constituent of the noun. For example, to find the plural form for
Reisepass , you have to look up Pass , where you’ll find that the plural of der Pass is
die Pässe.
Pass m Passes , Pässe (a) passport (b)
(mountain) pass (c) pass (ballgames, etc.)
Note in the examples above that when one word has two or more entirely different
meanings (in different fields of use), they are often listed either by letters or by
numbers — (a), (b), (c) or 1, 2, 3.
VERBS
Depending on how detailed the entries in your dictionary are, you will find information
on whether a verb is transitive (takes a direct object) or intransitive (takes no direct
object) or has variants for both. Typically the abbreviation for transitive is vt or v tr, and
the abbreviation for intransitive is vi or v itr. For your vocabulary log or flashcard, make
up a phrase with an object for a transitive verb and give the perfect tense as well.
eine Reise buchen, buchte eine

buchen vt to book, to reserve.
Reise, hat eine Reise gebucht
niesen vi to sneeze.
niesen, nieste, hat geniest
Strong verbs (irregular verbs) are usually listed with the simple past (preterite),
abbreviated by pr or pret, and the past participle, often abbreviated with ptp or pp.
The auxiliary in the perfect (either haben or sein) is sometimes abbreviated by sn and
hn; sometimes dictionaries list only the auxiliary when the verb takes sein , for instance
by aux sein, and if the verb takes haben , the auxiliary is simply not shown. Remember
that transitive verbs usually take haben and intransitive verbs usually take sein .
STATIONEN TO THE STUDENT xvii
. hmen pret nahm , ptp
ne etwas nehmen, nahm etwas,
genommen vt (a) (ergreifen)
hat etwas genom men
to take . . .
kom men, kam, ist gekommen

. mmen pret kam , ptp
ko
gekommen aux sein vi to come.
In some dictionaries, participles have separate entries.
fliegen, flog, ist geflogen

geflogen ptp of fliegen
Verbs with separable prefixes are indicated either by a separation between the prefix
and the verb stem or by the abbreviation sep. You will most likely have to refer to the
main verb to get the simple past (preterite) and past participle.
an·kommen irreg aux sein

. ankom men, kommt an, kam an,
vi to arrive
ist angekommen
kom men, kam,

ankommen sep irreg aux sein
.
vi to arrive
ist gekom men
ADJECTIVES AND ADVERBS
German adjectives (abbr. adj) and adverbs (abbr. adv) usually have the same form. An
item that can be used as both an adjective and an adverb may therefore just be listed
as an adjective. In your log or on your flashcard, list your adjective/adverb with phrases
that you have encountered it in or that you find in the dictionary entry.
zügig fahren; Sie hat eine

zügig adj swift, speedy; brisk;
zügige Handschrift.
Handschrift smooth.
Sometimes adjectives are used with certain prepositions for a particular meaning. If the
preposition takes a particular case for the following noun, your dictionary may indicate
that case.
eifersüchtig; Er ist eifersüchtig

eifersüchtig adj jealous
auf seinen Bruder. (ac .) c
(auf + acc of).
xviii STATIONEN TO THE STUDENT
PRONUNCIATION
Dictionaries rely on various conventions of representing pronunciation. Some
dictionaries may give you a full or partial transcription in the International Phonetic
Alphabet (IPA) usually in square brackets [ ]. Some dictionaries only give IPA transcrip -
tions for foreign words with unusual pronunciation.
Friseurin [fri’zœ:rin] f (female) hairdresser,
hairstylist
Most dictionaries, however, rely on other ways to indicate stress patterns and vowel
length. For instance, short vowels are often indicated by a dot underneath or a hacek
above the vowel.
Pass m Passes , Pässe (a) passport (b)

.
or
Păss m Passes , Pässe (a) passport (b)
Long vowels are often indicated by a line underneath or above the letter:
Ferien pl holidays pl (Brit), vacation sing
(US, Univ)
or
Fērien pl holidays pl (Brit), vacation sing
(US, Univ)
Instead of vowel length, some dictionaries indicate where the stress is by adding a
stress mark (´) before the syllable that carries the main stress. The stress of a word can
also suggest to you whether a verb with a prefix is separable or inseparable.
ankom men, kommt an, kam an,

men
ánkommen sep irreg aux sein
.
ist angekom
vi to arrive
vs.
wiederholen,
wieder´holen insep vt to
wiederholte,
repeat
hat wiederholt
These are only the most important conventions found in common dictionaries. Knowing
your own dictionary’s conventions should help you organize your vocabulary and make
you feel more comfortable using any bilingual (or monolingual) dictionary.
STATIONEN TO THE STUDENT xix
Working with an English–German Dictionary When looking up words in an English–
German dictionary to find a German equivalent of an English word, make sure you are
looking at the same word class. For instance, if you are trying to give someone a recipe
that involves boiling something, be sure not to look at the noun boil in English, but
rather at the verb boil. Remember that nouns usually have an n and verbs have a v.
Sometimes German will be more specific than English; in other words, when you
look up a word in English, there may be several translations in German. Your dictionary
will give you an idea of the context or register of each possible equivalent (usually in
parentheses) and you will have to look at all the possibilities to decide which is the most
suitable translation for your purpose. For example, let’s imagine that you would like to
say in German that people often travel because they need a change. You are looking for
a good translation for the word change.
change 1 n (a) Veränderung f ; (modification
also) Änderung f. a ~ in the weather eine
Wetterveränderung; I need a ~ of scenery
ich brauche Tapetenwechsel; to make ~ s
(Ver)änderungen vornehmen, etwas ändern
(b) (variety) Abwechslung f ; just for
a ~ zur Abwechslung
(c) (of one thing for another) Wechsel m;
a ~ in the government Regierungswechsel
m, ein Wechsel in der Regierung; a wheel ~
Radwechsel m
(d) no pl (money) Kleingeld nt ; I don’t
have any ~ on me ich habe kein Kleingeld
dabei; . . .
You can immediately eliminate (d), because we are not talking about money. Option
(c) doesn’t seem too likely, because changing one thing for another is not exactly what
you are looking for (i.e., government change and wheel change are a different sort of
change).
But (a) and (b) both show interesting possibilities. The phrase I need a change of
scenery under (a) is translated with “ich brauche Tapetenwechsel.” It contains the
noun der Wechsel, which is given under (c) as a change of one thing for another. If you
look up the noun die Tapete (“wallpaper”), the phrase ich brauche Tapetenwechsel
(literally “I need a wallpaper change”) will come to life and will definitely present
itself as a possibility for saying people often travel because they need a change.
So you could actually translate your idea as “Viele Leute reisen, wenn sie einen
Tapetenwechsel brauchen.” There is another possibility, however, under (b)—the noun
die Abwechslung—for which this dictionary entry gives the context of “variety.” You
could also translate your idea as “Viele Leute reisen, weil sie Abwechslung brauchen.”
As you can see, most of the time when looking something up in a dictionary, you
have to consider several possible translations, because only very rarely is there a direct
one-to-one equivalent of a word in another language.
xx STATIONEN TO THE STUDENT
ACKNOWLEDGMENTS
We thank the staff at Cengage, especially Heather Bradley Cole, Vanessa Coloura, Mel
Sorkhabi, Jarmila Sawicka, Aileen Mason, and Zenya Molnar, for guiding us through the
completion of Stationen. We also wish to thank Lumina Datamatics for their assistance.
We would also like to thank Juliane Wendlandt and Christine Evans for their
expertise in creating content for MindTap, and Karen Hohner and Helga Schier for
polishing both online and print content.
In addition, we thank the following people for their valuable work on the
supplements of Stationen: Jacqui Tabor for her work on the Transition Guide and the
Educator’s Guide, Helga Schier for her work on the testing program, and Amanda Blue
at LEAP Publishing for her work on the PowerPoint slides.
STATIONEN TO THE STUDENT xxi
Station 1 Berlin
Der 2006 eröffnete Berliner Hauptbahnhof ist der größte
„Turmbahnhof“ Europas.
segamI wolG/enilno1F/ngisedotoF P.A.N.S ©

moc.kcotsrettuhS/kcotsadanac
B erlin’s unique status in the post-war era is exemplified in the life of Marlene Dietrich
and also in the history behind Germany’s favorite street food, the
Connie’s Vlog about the Berlin art scene, an article about lunchtime dance parties,
an excerpt from a popular Berlin novel, and interviews with up-and-coming Berlin restaurant
owners complete this kaleidoscopic view of life in Berlin.

Currywurst .
Station Berlin
Was machen wir in Berlin?
• Eine berühmte Berlinerin

Marlene Dietrich
Berlin
Einblicke
Party um zwölf Uhr mittags
Die Geschichte der Currywurst
Strukturen
• Die Wortarten im Deutschen
• Deklination
• Das Verb: Konjugation, Tempus,
Modus, Aktiv und Passiv
Videoblog: Connie
Lektüre
Herr Lehmann (Auszug)
STATISTII K
Sven Regener
Einwohnerzahl: 3,7 Millionen
2
Fläche: 892 km
Materialien
Studierende 2018/2019: 190.802
LEARNING GOALS
● Meet Connie through her Vlog and learn about her scene
● Explore Berlin’s unique history through the life of Marlene Dietrich, the story behind the
Currywurst, and important points of interest in Germany’s capital
● Read about lunchtime dance parties and new restaurants, and enjoy an excerpt from
Herr Lehmann, one of the funniest Berlin novels
● Review basic grammar terms and concepts
● Practice conjugation of verbs, declension of nouns, and basic word order
STATION EINS BERLIN 3
Station Berlin
Was wissen Sie schon?
1. Woran denken Sie, wenn Sie den Namen Berlin hören?
2. Was wissen Sie über die Geschichte der Stadt?
Was machen wir in Berlin?

Im Videoblog auf Seite 30 werden Sie Connie kennenlernen. Connies Cousine Friederike
aus Hamburg kommt für die Sommerferien nach Berlin. Connie hat eine Liste gemacht.
Da sammelt sie Ideen, was sie und Friederike zusammen machen können, damit
Friederike Berlin richtig kennenlernen kann. Was würden Sie gerne in Berlin machen?
Connie im Café Adler in Berlin
1 Also, was machen wir?
Arbeiten Sie mit einem Partner / einer Partnerin und fragen Sie, was er oder sie
gerne machen möchte. Was könnte man sonst noch in Berlin machen? Erweitern
Sie die Liste.
- eine Radtour durch den Tiergarten machen und dann durch das
Brandenburger Tor fahren
- im Zoo das kleine Nashorn sehen und danach Berliner Wei e ß
trinken gehen
- im Prenzlauer Berg in ein t ürkisches Restaurant essen gehen
- einen ganzen Tag im J üdischen Museum verbringen
- im Mauermuseum die Geschichte der Wiedervereinigung erkunden
- im Grunewald baden gehen
- in Kreuzberg auf den Flohmarkt und danach in ein kleines Caf é gehen
( continued)
moc.kcotsrettuhS
moc.kcotsrettuhS
/aiziviD oidualC
/rebua zbraF
Geschichte
1244 1871 1933 1945 1949 1961
Berlin wird erstmals Verfassung des Die Vier-Mächte-Verwaltung Gründung der Deutschen Beginn des Mauerbaus
erwähnt (mentioned) Deutschen Reiches , Bezirksversammlungen der alliierten Demokratischen um Westberlin
Berlin wird (local governments) Siegermächte (Allied Republik (DDR) , Ostberlin
Reichshauptstadt werden von den Forces) , Berlin Mitte wird die Hauptstadt
Nationalsozialisten gehört zum sowjetischen
(Nazis) aufgelöst Sektor
(dissolved)
4 STATION EINS BERLIN
- in einem Club mal die ganze Nacht durchtanzen
- am Reichstag oben auf die Kuppel gehen
- ein Konzert in der Philharmonie anh ören
- in Friedrichshain in ein paar abgefahrene Galerien und Geschäfte gehen
- im Pergamonmuseum den berühmten Pergamonaltar besichtigen
- auf den Fernsehturm hochfahren und Berlin einmal von oben sehen
- Kuchen im Caf é Adler probieren
Grundwortschatz:
Staat, Stadt und Land
In dieser Liste finden Sie Wörter, die Sie brauchen, wenn Sie über Stadt und Land sprechen.
Gibt es noch andere Wörter, die Sie brauchen? Ergänzen Sie die Liste.
der Berg, -e mountain die Landschaft, -en landscape,
die DDR (Deutsche Demokratische countryside
Republik) (former) GDR (German die Mauer, -n wall
Democratic Republic); East Germany die Natur nature
der Einwohner, -/die Einwohnerin, der Ort, -e place, location
-nen resident der Park, -s park
die Fläche, -n area die Region, -en region
der Fluss, -̈e river der See, -n lake
das Gebiet, -e area die Stadt, -̈e city, town
die Geschichte, -n history; story die Umgebung, -en surrounding region
die Großstadt, -̈e metropolis, der Wald, -̈er forest
big city
die Wiedervereinigung reunification
die Hauptstadt, -̈e capital city

das Zentrum, die Zentren center
die Lage, -n location
2 Orte
Arbeiten Sie gemeinsam mit einem Partner / einer Partnerin und verbinden Sie
die Orte mit den passenden Beschreibungen.
1. die Großstadt a. Hier gibt es viele Bäume.
2. der Wald b. Hier kann man baden.
3. die Berge c. Hier gibt es sehr viele Bewohner.
4. der Park d. Hier ist die Mitte der Stadt.
5. das Zentrum e. Hier kann man Mountainbike fahren.
6. der See f. Hier kann man in der Stadt spazieren gehen.
1989 1990 1991 2006 2010 2017
9. November : Die 3. Oktober : Berlin wird Eröffnung des neuen Eröffnung des Die Fernsehserie
Grenze zu Westberlin Wiedervereinigung Bundeshauptstadt Berliner Hauptbahnhofs Dokumentationszentrums Babylon Berlin wird an
wird nach 28 Jahren der Bundesrepublik und Sitz der Topographie des Terrors über 300 Drehorten
geöffnet Deutschland (BRD) im Bundesregierung gefilmt
Westen und der DDR
im Osten STATION EINS BERLIN 5
3 Berlin
Ergänzen Sie die Sätze mit den folgenden Wörtern:
Hauptstadt – Wiedervereinigung – Mauer – Umland – Symbol
1. Berlin ist seit 1991 die deutsche .
2. Nach dem Fall der ist Berlin wieder eine offene Stadt geworden.
3. Seit der 1990 ist Berlin für viele junge Deutsche wieder ein
attraktiver Wohnort geworden.
4. Im von Berlin gibt es viele Seen, Flüsse und Wälder.
5. Das Brandenburger Tor ist jetzt das der Wiedervereinigung.
4 Fragen zur Station
1. Wann fiel die Berliner Mauer?
moc.kcotsrettuhS/iniccareiP onailimissaM
2. Was ist heute das Symbol Berlins?
3. Seit wann ist Berlin die Hauptstadt
Deutschlands?
4. Was macht Connie gern im Grunewald?
5. Was möchte Connie im Tiergarten machen?
6. Wie viele Einwohner hat Berlin? Wie groß
ist die Fläche?
7. Wann wurde die DDR gegründet (founded)?

Wie hieß die Hauptstadt der DDR?
8. Was interessiert Sie an Berlin am meisten? Das Brandenburger Tor ist seit 1989 das Symbol
der deutschen Wiedervereinigung.

Warum?
FILMTIPPS
Der Himmel über Berlin (Wim Wenders, 1987) Zwei Engel, die für Menschen unsichtbar (invisible)
sind, helfen den bedrückten Seelen, denen sie in Berlin begegnen.
Sommer vorm Balkon (Andreas Dresen, 2005) Zwei Freundinnen in Berlin verbringen ihre
Sommerabende auf dem Balkon und versuchen mit ihren Problemen zurechtzukommen.
Marlene (Maximilian Schell, 1984) In diesem Dokumentarfilm erzählt Marlene Dietrich aus ihrem
Leben und kommentiert Bilder aus ihren Filmen.
Eine berühmte Berlinerin

Marlene Dietrich (1901–1992)
Marlene Dietrich wurde am 27. Dezember 1901 in Berlin-

moc.kcotsrettuhS/laboK/tnuomaraP
Schöneberg geboren. Als sie 18 Jahre alt war, machte
sie eine Ausbildung als Violinistin und studierte dann
an der Berliner Hochschule für Musik. Im Alter von
23 Jahren bekam sie ihre erste Theaterrolle, und bald
danach begann ihre Filmkarriere. Durch ihre Rolle in Josef
von Sternbergs Film Der blaue Engel wurde Marlene
Dietrich weltberühmt°. In diesem Film spielt sie die
Kabarett-Sängerin Lola-Lola, in die sich ein respektierter
Professor verliebt. Sie drehte noch sechs weitere Filme Dietrich in Blonde Venus (1932)
weltberühmt world-famous • Angebote offers • auftreten appear
mit Sternberg und arbeitete später mit Billy Wilder, Alfred Hitchcock und Orson Welles. Durch
ihre Filme mit Paramount Pictures wurde sie ein Hollywood-Star und blieb in Amerika.
Während des Dritten Reiches versuchten nationalsozialistische Filmemacher sie nach
Deutschland zurückzuholen, um deutsche Filme mit ihr zu drehen. Goebbels selbst war
ein großer Bewunderer von Marlene Dietrich und man machte ihr aus Deutschland viele
lukrative Angebote°. Aber sie wollte nicht für ein faschistisches Regime in Filmen auftreten°.
Sie wollte der Welt zeigen, dass es auch ein anderes Deutschland gibt. Sie wollte, dass
man in Deutschland und auch in der Welt versteht, dass es auch ein antifaschistisches
Deutschland gibt, und dass viele deutsche Künstler genau wie sie im Exil leben, weil sie
die Ideologie der Nazis ablehnen°. 1939 wurde sie Amerikanerin. Während des zweiten
Weltkrieges trat sie vor amerikanischen Truppen in Frankreich, Italien und Nordafrika auf
und bekam dafür später die amerikanische Medal of Freedom. In Frankreich verlieh man ihr
die Ehre des Chevalier de La Légion d’Honneur. Sie kehrte erst in den 60er-Jahren wieder
nach Deutschland zurück. Ab 1976 lebte sie in Paris. 1983 veröffentlichte° sie ihre Memoiren
unter dem Titel Ich bin, Gott sei Dank, Berlinerin. Sie starb° 1992 in Paris und wurde in Berlin
begraben°.
Anlässlich° ihres 10. Todestages am 16. Mai 2002 wurde Marlene Dietrich
Ehrenbürgerin° der Stadt Berlin. Dietrich definierte die Stadt Berlin folgendermaßen:
«Berlin: eine Insel° innerhalb Deutschlands, berühmt für den Berliner Humor: ein scharfer,
trockener, selbstverständlicher Witz, gemischt mit Galgenhumor° und Selbstironie; ein oft
tragischer Humor, der ohne jeden Respekt und ohne jedes Selbstmitleid° ist. Der Berliner
Dialekt gehört zu den unverblümtesten°, bildhaftesten und frechsten° der Welt.» (Aus: Das
ABC meines Lebens, München: Deutscher Taschenbuch Verlag, 2012, S. 27)
ablehnen reject • veröffentlichte published • starb died • begraben buried • anlässlich on the occasion
of • Ehrenbürgerin honorary citizen • Insel island • Galgenhumor gallows humor Selbstmitleid self-pity •
unverblümtesten most unvarnished • frechsten most impertinent
5 Fragen zu Marlene Dietrich
1. Wo ist Marlene Dietrich geboren?
2. Was hat sie studiert?
3. Wie alt war sie, als sie ihre erste Theaterrolle bekam?
4. Welcher Film hat sie berühmt gemacht?
5. Warum ist Marlene nach Amerika gegangen?
6. Warum wollte sie im Dritten Reich keine deutschen Filme mehr machen?
7. Was machte sie während des Zweiten Weltkrieges?
8. Wann wurde sie Amerikanerin?
9. Wo ist sie gestorben?
10. Wann ist sie Ehrenbürgerin von Berlin geworden?
6 Filmquiz
Hier sind ein paar Filme, die Marlene Dietrich berühmt machten. Welcher Filmtitel
passt zu welcher Beschreibung?
Der blaue Engel (1930) – Shanghai Express (1932) – Der große Bluff (1939) –
Kismet (1944) – Die rote Lola (1950)
1. Im wilden Westen spielen reiche Männer gerne Poker. Der Salonbesitzer Kent
kennt sich mit dem Kartenspielen gut aus.
2. Im Blauen Engel, einem Nachtlokal im Rotlichtmilieu, verliebt sich ein älterer
Professor in eine Sängerin.
3. In diesem abenteuerlichen Film fährt eine Frau namens Shanghai Lily mit dem
Zug von Peking nach Shanghai.
4. Der Mann einer Sängerin ist ermordet worden (was murdered). Eine Kollegin
glaubt, die Sängerin selbst war die Mörderin.
5. Jamilla, eine Haremstänzerin in Bagdad, hat goldene Beine.
7 Andere berühmte Berliner
Suchen Sie Informationen zu den folgenden Personen. Wer sind sie? Was haben
sie gemacht?
Bertolt Brecht Die Ärzte Kurt Tucholsky
Rudi Dutschke Wir sind Helden Billy Wilder
Judith Hermann Joy Denalane Klaus Wowereit
Udo Lindenberg Max Reinhardt Alpa Gun
Bushido Leni Riefenstahl Tony D
8 Suchbegriffe
Forschen Sie mit den folgenden Suchbegriffen im Internet.
Stadt Berlin
1. Welche Konzerte und andere Veranstaltungen (events) gibt es im Moment?
2. Suchen Sie Informationen über die Geschichte Berlins und die Berliner Mauer.
Was scheint Ihnen am interessantesten?
Berliner Mauer
3. Wie entstand die Mauer? Welche Folgen hatte sie?
4. Suchen Sie nach Fotos von der Berliner Mauer. Wie sah die Mauer aus?
Das Mauermuseum
5. Was gibt es im Mauermuseum?
6. Welche Rolle spielte der Checkpoint Charlie?
Reichstag
7. Was ist der Berliner Reichstag?
8. Wer darf oben auf die Kuppel gehen?
DDR Museum
9. Was gibt es im DDR Museum?
10. Was ist dort anders als in anderen Museen?
9 Richtig oder falsch?
Forschen Sie weiter in den Internetseiten aus Übung 7 und entscheiden (decide)
Sie, ob die folgenden Aussagen (Sätze) korrekt sind. Wenn sie falsch sind, korri-
gieren Sie sie.
1. Checkpoint Charlie ist eine berühmte Wurstbude (hot dog stand) in Ostberlin.
2. John F. Kennedy sagte in seiner berühmten Rede: „Ich bin ein Berliner.“
3. Die Gedächtniskirche ist die Ruine einer zerbombten Kirche.
4. Die Berliner Mauer ist 1961 gebaut (built) worden.
5. Die Berliner Mauer war 155 km lang.
6. Die Straße des 17. Juni führt direkt zum Reichstag.
7. In Berlin gibt es nur eine Universität.
8. Der Tiergarten ist der älteste deutsche Zirkus.
9. Der Reichstag ist der offizielle Berliner Feiertag.
10. Im DDR Museum darf man alles anfassen und ausprobieren.
10 Die Berlinale
In Berlin gibt es jedes Jahr ein Filmfestival, die Berlinale. Organisieren Sie ein Film-
festival in Ihrem Kurs. Jeder Student/jede Studentin nominiert einen deutschen Film, indem er/sie
eine kleine Präsentation über den Film, den Regisseur/die Regisseurin (director)
oder einen Schauspieler/eine Schauspielerin gibt. Der beliebteste Film wird dann
im Kurs gezeigt.
11 Lokale Presse
Gehen Sie zu den folgenden Websites im Internet. Was sind die Schlagzeilen
(headlines)? Wie wirken diese Zeitungen auf Sie? Wie sind Sprache und
Präsentation – einfach oder komplex, plakativ (striking) oder seriös, modern oder
altmodisch? Was ist besonders interessant?
Berliner Kurier
Berliner Morgenpost
Berliner Zeitung
Tagesspiegel
moc.kcotsrettuhS/ikihonah
Das Bundeskanzleramt in Berlin ist Dienstsitz (office location)
des Bundeskanzlers/der Bundeskanzlerin.
12 Nachrichtenrunde (news round)

Arbeiten Sie in Gruppen oder Paaren. Berichten Sie (Report) über einen Aspekt,
den Sie beim Surfen im Internet gefunden haben.
13 Fragen zum Nachdenken und Diskutieren
Bearbeiten Sie diese Fragen in Paaren oder kleinen Gruppen. Machen Sie Notizen
und geben Sie im Kurs einen kleinen Bericht. Bringen Sie die Resultate Ihrer Inter-
netsuche dabei ein.
1. Warum ist Berlin ein Symbol für die Wiedervereinigung Deutschlands?
2. Berlin ist Deutschlands größte Stadt, aber Berlin ist nicht das wichtigste Ziel
für Touristen. Warum ist das wohl so?
3. Marlene Dietrich ist 1939 amerikanische Staatsbürgerin geworden. Sie wollte
zu dieser Zeit keine deutschen Filme drehen. Warum?
Strukturen
Die Wortarten im Deutschen
The following review of basic grammar terms is meant to help you recall what you
already know, and to get you started. Later in this chapter, you will find more explana-
tion of the declension of nouns and the conjugation of verbs.
• Nomen (Nouns): German nouns name a person, a place, a thing, or an idea. Unlike
English nouns, they are always capitalized. Also unlike English, each noun has a
specific gender (masculine, feminine, neuter), and nouns are often combined with
1
an article that indicates their gender. Nouns are declined to indicate both number
2
and case (nominative, accusative, dative, genitive).
Ein Student und eine Studentin aus Amerika besuchen Berlin. Der
Reichstag ist eine bekannte Sehenswürdigkeit, aber die Stadtführerin
zeigt den Studenten noch viele andere Sehenswürdigkeiten.
• Artikel (Articles): Articles are used only in conjunction with nouns. There are two
kinds—definite articles (der, die, das), which mean the in English, and indefinite
articles (ein, eine, ein), which mean a or an in English. Like nouns, articles can be
declined.
Die bekannte Sängerin Marlene Dietrich machte eine Ausbildung als Violinistin.
• Pronomen (Pronouns): Pronouns help avoid repetition of nouns. Like nouns and
articles, most pronouns have different forms depending on person, gender, and
case.
Personal pronouns are used as the subject or object of a verb in most sentences.
Als Marlene Dietrich 23 Jahre alt war, bekam sie ihre erste Theaterrolle.
John F. Kennedy hat „Ich bin ein Berliner“ gesagt.
Interrogative pronouns (wer, wen, wem, was, welch-) are words introducing a
question such as who, whom, what, or which one(s).
Wer war die bekannte Berliner Sängerin, die in die USA emigrierte?
Welche bekannten Filme hat Marlene Dietrich gedreht?
1
See a detailed explanation of noun declension on p. 17.
2
Case indicates the function of the noun in the sentence.
Possessive pronouns (mein, dein, sein, ihr, unser, euer, ihr, Ihr) indicate
ownership and other relationships.
Gehört der Koffer Marlene Dietrich? – Ja, das ist ihrer.
Ihre markante Stimme war auf der ganzen Welt bekannt.
Indefinite pronouns include all-, einige, etwas, jed-, jemand, niemand,
man, nichts.
Fast alle Berliner wissen, wer Marlene Dietrich ist.
Es gibt aber auch einige, die sie nicht kennen.
Demonstrative pronouns (der, die, das, dies-, jen-, derjenige, diejenige,
dasjenige, derselbe, dieselbe, dasselbe, selbst, selber) specifically point to a
noun.
Berlin: In dieser Stadt hat jeder Bezirk einen eigenen Charakter.
Ich bin selbst schon viele Male in Berlin gewesen.
Relative pronouns introduce relative clauses and refer to a preceding noun in the
main clause.
In dem Film Shanghai Express spielt Marlene Dietrich eine Frau, die mit dem Zug
von Peking nach Shanghai fährt.
• Adjektive (Adjectives): Adjectives describe nouns or pronouns. Predicate
adjectives (connected to the noun or pronoun by a linking verb, such as to be)
remain unchanged from the root, whereas attributive adjectives (preceding a
noun) are declined with endings that indicate gender, number, and case.
Marlene Dietrich war sehr berühmt.
Die berühmte Sängerin bekam die „Medal of Freedom“.
• Verben (Verbs): Verbs describe actions, states of being, and so on. German verbs
3
are conjugated to agree with the subject of a sentence in both number (singular
or plural) and person (first, second, third).
Marlene Dietrich kommt aus Berlin.
Viele Deutsche leben in Berlin.
• Adverbien (Adverbs): Adverbs describe verbs, adjectives, or other adverbs. They
do not change in form. Many (but not all) German adverbs have the same form as
their corresponding adjectives.
Das Stadtbild Berlins verändert sich ständig.
Die neue Hauptstadt Deutschlands wächst immer schneller.
• Präpositionen (Prepositions): Prepositions are usually combined with a noun or
a pronoun to describe how, when, or where things take place or to give further
information about people or things.
In den Außenbezirken Berlins gibt es Gebiete mit Seen und Wäldern.
3
See a detailed explanation of the conjugation of verbs on p. 23.
• Konjunktionen (Conjunctions): Conjunctions link words, phrases, or sentences.
Coordinating conjunctions (und, aber, denn, oder, sondern) connect main clauses
or equivalent items in a sentence (as in lists).
Marlene Dietrich drehte noch sechs weitere Filme mit Sternberg und arbeitete
später mit Billy Wilder, Alfred Hitchcock und Orson Welles.
Subordinating conjunctions (als, dass, nachdem, ob, seit, weil, wenn) connect
main clauses with subordinate clauses.
Die Wiedervereinigung Deutschlands bedeutet nicht, dass Berlin eine
einheitliche Lebenswelt geworden ist.
• Interjektionen (Interjections): Interjections are used to express emotions or to
imitate certain sounds. They do not change in form and are usually syntactically
isolated. Curses are interjections.
au, aua, autsch (pain)
uff, puh (relief)
ih, bäh, pfui, igitt (disgust)
ah, oh, ach, ui (neutral or positive surprise, depending on expression)
oh je, au weia, au Backe (negative surprise)
hallo, huhu (call for attention)
pst, scht (call for silence)
Achtung, Stop, Hilfe! (warnings)
los, weg (commands to leave)
haha, hihi (imitating laughter)
14 Interjektionen
Wie klingen die folgenden Laute auf Deutsch?
1. Diesen Laut macht ein Mensch, wenn ihm etwas a. haha
nicht schmeckt.
b. pst
2. Diesen Laut machen Menschen, wenn

c. au
sie erleichtert (relieved) sind.
d. oh je
3. Diesen Laut machen Menschen, wenn sie
e. puh
negativ überrascht werden.
f. igitt
4. Diesen Laut macht ein Mensch, wenn er lacht.
5. Diesen Laut machen Menschen, wenn sie Ruhe
wollen.
6. Diesen Laut machen Menschen, wenn sie
Schmerzen haben.
15 Berlin heute – Wortarten klassifizieren
Bearbeiten Sie gemeinsam mit einem Partner/einer Partnerin den folgenden
Absatz (paragraph) und klassifizieren Sie die Wörter. Machen Sie möglichst
genaue (as exact as possible) Angaben zu den einzelnen Wörtern.
Heute (Adv.) kann (V., 3. Pers., Sing., Präsens, Aktiv) man (Pron.,
3. Pers., Sing., indef.) von (Präp. + Dat.) ... usw.
Heute kann man von der Mauer nur noch Reste sehen, und das Brandenburger
Tor ist ein Symbol für die Einheit und Freiheit Deutschlands. Aus allen Teilen der
Welt kommen die Menschen gerne nach Berlin, weil sie hier Neues und Bewegung
spüren können.
16 Der Wortartenkasten
Ordnen Sie mit Ihrem Partner/Ihrer Partnerin möglichst viele Wörter (as many
words as possible) aus einem Absatz in diesem Kapitel in den Wortartenkasten.
Dann schreiben Sie mit den Wörtern neue Sätze zum
Thema Berlin.
Verben Nomen Artikel Pronomen Adjektive
Adverbien Präpositionen Konjunktionen Interjektionen
17 Die Welt der Poesie
Schreiben Sie jetzt ein kleines Gedicht zum Thema Berlin und stellen Sie Ihr
Gedicht dann den anderen Kursteilnehmern vor. Ihr Gedicht soll die folgende
Form haben:
1. Zeile: ein Nomen
2. Zeile: zwei Adjektive
3. Zeile: ein Verb im Infinitiv
4. Zeile: eine Präposition, ein Artikel, ein Nomen
5. Zeile: eine Interjektion
6. Zeile: ein vollständiger Satz mit mindestens einem Nomen und einem
konjugierten Verb
Einblicke
18 Fragen zum Thema
1. Was ist zur Zeit Ihre Lieblingsmusik?
2. Gehen Sie oft zum Tanzen in Clubs? Wie heißt Ihr Lieblingsclub? Wann gehen
Sie hin? Wann schließt der Club?
3. Mögen Sie Techno? Warum (nicht)?
19 Wörterbucharbeit
Suchen Sie im Wörterbuch nach Übersetzungsmöglichkeiten für die folgenden
Begriffe:
pflichtbewusst - die Leistungsfähigkeit - die Abwechslung -
sich amüsieren - der Kritikpunkt
Wie kann man sie in diesem speziellen Kontext am besten übersetzen?
Party um zwölf Uhr mittags

crispbread Fünf Sorten Knäcke° und ein strahlender
otohP kcotS ymalA/oraC anzcfiargotoF ajcnegA

Schwede stehen am Eingang des Frannz-
Clubs in Berlin. Hier soll sich gleich, um
zwölf Uhr mittags, eine vergnügliche
5 Sache abspielen: Bewegung statt
midday low schweres Essen, Inspiration statt
Mittagstief°. „Beim Lunch Beat tanzen
sich die Menschen den Kopf frei und
starten nach einer Stunde erfrischt und
10 motiviert in den Rest des Tages“, sagt
der Schwede, der Ola heißt. Zehn Euro
kostet der Weg zu mehr Kreativität und
Produktivität im Büro, dafür gibt es eine
Stunde Party bei elektronischer Musik, eine kleine Mahlzeit aus
15 Knäckebrot, Butter und Käse sowie Bio-Smoothies.
requirement Stillstehen und Schauen ist verboten, Tanzen hingegen Pflicht°.
Über den Job zu reden ist tabu und Alkohol natürlich verboten.
Punkt 11.59 Uhr meldet sich Ola über das Mikrofon und erklärt diese
Regeln. Da stehen die etwa 20 Gäste bereits pflichtbewusst auf
20 der Tanzfläche. Bewegung verbessert die Leistungsfähigkeit: Der
Mensch kann sich besser konzentrieren, sich Dinge leichter merken,
und körperlich bleibt er gesünder.
Steffi probiert den Lunch Beat heute aus: Über Twitter und
Facebook hat sie davon gehört und sich spontan entschlossen,
25 die Mittagspause im Club zu verbringen. „Ich glaube nicht, dass
ich nachher alle Jobprobleme besser löse, aber es wird bestimmt
lustiger als sonst“, sagt die Fertigungstechnikerin. Auch der Rest der
band kleinen Meute° von 20- bis 50-jährigen Lunch Beatern hat Spaß.
insurance representative Hipster amüsieren sich hier ebenso wie Versicherungsvertreter° –
30 man hätte Mühe abzustreiten, dass die Idee der High-Noon-Party
funktioniert. Zumindest für die Gäste.
Onlineredakteur Oliver, auch ein Lunch Beater, bestätigt
am Ende seines Arbeitstages, wie gut ihm die Abwechslung in
der Mittagspause getan hat, wird wiederkommen und Kollegen
35 mitbringen: „Ich war hinterher ganz locker und fröhlich. Mein
Kritikpunkt: Es war sehr heiß, Klamottenwechsel und Dusche
sind mir zu viel Aufwand für die Mittagspause.“
„I’m a Believer“ von The Monkees ist Olas letzter Song. Dann geht
die Musik aus, das Licht an und keine zwei Minuten später ist der Saal
40 leer. Das Tablett mit dem Knäckebrot ist allerdings immer noch voll.
Excerpt from article entitled “Party um zwölf Uhr mittags” by Yvonne Vávra
in the Berliner Zeitung newspaper online from June 25, 2012. Reprinted by
permission.
20 Fragen zum Text
1. Welche Regeln gibt es beim Lunch Beat im Frannz-Club?
2. Was gibt es zu essen und zu trinken?
3. Wer geht zum Lunch Beat im Frannz-Club?
4. Könnte es solche Tanzpartys zur Mittagszeit auch in Ihrer Stadt oder Region
geben?
5. Würden Sie auch gerne einmal mittags tanzen gehen?
21 Fragen zum Nachdenken und Diskutieren
1. Warum ist Techno in Deutschland immer noch so beliebt? Spekulieren Sie!
2. Welche Musikrichtungen sind in Ihrem Land (oder anderen Ländern) populär?
3. Gibt es in Ihrer Stadt oder Region einen Kultclub? Wer geht dorthin? Warum?
22 Hitparade
Veranstalten Sie eine Hitparade im Kurs. Suchen Sie ein Lied zum Thema Berlin im
Internet und stellen Sie es vor.
FILMTIPP: Rosenstraße (Margarethe von Trotta, 2002)
Die New Yorkerin Hannah reist nach Berlin, um die Geschichte ihrer Eltern während der Nazizeit zu
erkunden.
Wortschatz
die Abwechslung, -en change, variety die Klamotten (pl.) (slang) clothing
Alkohol ist verboten alcohol is not sich konzentrieren (hat sich
allowed konzentriert) to concentrate
sich amüsieren (hat sich amüsiert) der Gast, -̈e guest, patron
to have fun gesund healthy
auf der Tanzfläche on the dance floor die Kreativität creativity
ausprobieren (probierte aus, die Mittagspause, -n lunch break
hat ausprobiert) to try out die Regel, -n rule
die Bewegung, -en exercise, movement der Rest des Tages the rest of the day
eine kleine Mahlzeit a snack schweres Essen heavy food
sich entschließen (entschloss sich, hat der Spaß, ¨

-e fun
sich entschlossen) to decide

über den Job zu reden ist tabu talking
feiern (hat gefeiert) to celebrate about work is taboo
fröhlich happy
23 Definitionen
Finden Sie die richtigen Begriffe rechts für die Definitionen links.
1. etwas Kleines zu essen a. die Mittagspause
2. Zeit zum Mittagessen b. die Kreativität
3. etwas Neues; nicht die typische Routine c. eine kleine Mahlzeit
4. gut für Körper und Geist d. die Regel
5. ein Satz, der sagt, wie etwas sein muss e. die Tanzfläche
6. Da, wo man tanzt f. die Abwechslung
7. neue Ideen g. gesund
24 Wörterbucharbeit: Wortbildung
Ergänzen Sie die Liste. Benutzen Sie, wenn nötig, das Wörterbuch.
Verb Nomen
1. die Feier
2. das Erlebnis
3. sich konzentrieren
4. die Bewegung
5. verbieten
25 Was ist Lunch Beat?
Ihre Oma fragt Sie, was Lunch Beat ist. Erklären Sie es ihr. Schreiben Sie Ihre
Erklärung und verwenden Sie dabei die folgenden Wörter. Arbeiten Sie in Gruppen
oder Paaren und spielen Sie den Dialog im Kurs vor.
feiern – Club – Berlin – fröhlich – Abwechslung – tanzen – Mittagspause – gesund
– DJ – Besucher – Spaß – Regeln – essen – Musik - mittags um 12 Uhr – Leute
Lunch Beat ist eine Veranstaltung ...
Strukturen
Die Deklination
German nouns are declined to show their gender, number, and case. The case of
a noun indicates what function the noun has in a sentence. There are four cases
in German.
• Nominative: Subject
Steffi probiert den Lunch Beat heute aus.
• Accusative: Direct Object
Ich glaube nicht, dass ich nachher alle Jobproblemebesser löse.
• Dative: Indirect Object
Der Lunch Beat bietet den Besuchern Bewegung zur Mittagszeit.
• Genitive: Equivalent to an English of . . . phrase / Possessive
Auch der Rest der kleinen Meute von 20- bis 50-jährigen Lunch Beatern
hat Spaß.
The complete declension for most nouns looks as follows. Note that the declension is
most evident in the article.
Singular Singular Singular
(masculine) (neuter) (feminine) Plural
der Club das Fest die Musik die Besucher
Nominativ
ein Club ein Fest eine Musik keine Besucher
den Club das Fest die Musik die Besucher
Akkusativ
einen Club ein Fest eine Musik keine Besucher
dem Club dem Fest der Musik den Besuchern
Dativ
einem Club einem Fest einer Musik keinen Besuchern
des Clubs des Fest(e)s der Musik der Besucher
Genitiv
eines Clubs eines Fest(e)s einer Musik keiner Besucher
2 6 Umzug nach Berlin
Stellen Sie sich vor, Sie ziehen für ein Jahr nach Berlin. Machen Sie gemeinsam
mit einem Partner/einer Partnerin eine Liste der Dinge (im Akkusativ!), die Sie
mitbringen, und eine Liste der Dinge (im Akkusativ!), die Sie in Berlin kaufen wollen.
Diskutieren Sie dann im Kurs, welche die drei wichtigsten Dinge sind, die mitgebracht
werden müssen und die gekauft werden müssen.
Das bringe ich mit :

1. einen Pullover
2.
3.
Das kaufe ich in Berlin :

1. eine Kaffeetasse
2.
3.
2 7 Sehenswertes in Berlin
Ergänzen Sie gemeinsam mit einem Partner/einer Partnerin die Sätze mit den
passenden Elementen aus der Liste.
j
Sub ekte (Nominativ) Indirekte Objekte (Dativ)
seinen Besuchern
die Weltzeituhr am Alexanderplatz
vielen Sehenswürdigkeiten (many
der Berliner Dom
sightseeing attractions)
Direkte Objekte (Akkusativ) Genitivobjekte
ein Denkmal der neuen Hauptstadt Berlin
den Zoologischen Garten politischer und poetischer Wandgemälde
Die East Side Gallery ist eine Sammlung .
Die East Side Gallery ist eine Sammlung politischer und poetischer Wandgemälde.
1. Zu DDR-Zeiten war ein beliebter Treff für junge Leute.
2. Das Jüdische Museum präsentiert Bilder und Objekte, die das
Alltagsleben der Juden in Deutschland dokumentieren.
3. Drei Millionen Tierfreunde besuchen jährlich .
4. Der Reichstag und das Brandenburger Tor sind die Symbole .
5. Der New Yorker Architekt Peter Eisenmann entwarf für die
ermordeten Juden Europas.
6. auf der Spreeinsel ist die größte protestantische Kirche
Deutschlands.
7. Die Berliner haben respektlose Namen gegeben. Zum Beispiel
nennen sie die goldene Statue der Viktoria auf der Siegessäule „Goldelse“.
28 Souvenirs aus Berlin
Entscheiden Sie gemeinsam mit Ihrem Partner/Ihrer Partnerin, wem Sie die fol-
genden Geschenke aus Berlin mitbringen wollen. Wenn Sie noch mehr Souvenirs
brauchen, suchen Sie im Internet.
Wir bringen unserer Professorin
einen Porzellanteller aus Berlin mit.
otohP kcotS ymalA/oraC anzcfiargotoF ajcnegA/shuM

1. ein Miniatur-Fernsehturm
2. ein Berliner Plüschteddybär
3. ein Stück von der Berliner
Mauer
4. ein Gemälde vom Reichstag
5. eine Photo-CD mit
Stadtplan
6. ein Berlinbuch auf Englisch
29 Berliner Luft
Stellen Sie sich vor, Sie arbeiten für das Fremdenverkehrsamt (tourist Ein Miniatur-Fernsehturm
information office) der Stadt Berlin und sollen für eine neue
Werbekampagne möglichst viele Beschreibungen für die Stadt finden,
die für Touristen attraktiv sind. Schreiben Sie mindestens sechs solcher
Beschreibungen nach folgendem Muster auf.
Berlin ist die Stadt der interessanten Museen!
Wo sagt man was?
Dativ und Akkusativ im Berliner Dialekt
Eine grammatikalische Besonderheit im Berliner Dialekt ist, dass in vielen Fällen
zwischen dem Dativ und Akkusativ kein Unterschied gemacht wird, sondern nur eine
Form gebräuchlich ist, die man den Akkudativ nennt. Meistens stehen die Nomen
im Akkusativ, während die Personalpronomen im Dativ stehen. Oft werden auch die
Objekte von Präpositionen in den Akkudativ gesetzt. Hier sind ein paar Beispiele.
Wie würde man folgende Sätze auf Hochdeutsch sagen?
Ick liebe dir, ick liebe dich, wie’s richtig heißt, det weeß ick nich.
Der Berliner sagt immer mir, ooch wenn’s richtig ist.
Nach meine Beene is ja janz Berlin verrückt.
Wir seh’n uns nach die Feiertage!
Wann sagt man was?
Der Mensch, die Leute (pl.), die Person, die Bevölkerung
Die Begriffe Mensch(en), Leute, Person(en) und Bevölkerung kommen im
Deutschen in verschiedenen (different) Kontexten vor. Suchen Sie Definitionen und
Beispiele für diese Begriffe in Ihrem Wörterbuch. Entscheiden Sie, welcher Begriff am
besten in die folgenden Kontexte passt.
1. Berlin hat eine von 3,7 Millionen. In Berlins größtem Tanzclub ist
Platz für 1.500 . Viele junge in Deutschland finden
Techno immer noch gut. Ältere wundern sich oft über Techno-
Musik und Clubs.
2. Im Hotel Goldener Adler in Berlin arbeiten 250 . Im Restaurant gibt
es Platz für 150 . Das Abendessen kostet mindestens 50 Euro pro
. Das können sich nur reiche leisten (afford).
3. Ein großer Teil der in Berlin sind Ausländer. Viele kommen aus der
Türkei. Sie leben und arbeiten schon seit vielen Jahren in Deutschland. Ihre Kinder
sind in Deutschland geboren und aufgewachsen und sprechen oft nicht Türkisch.
Für diese hat die Regierung (government) 2000 ein neues
Gesetz erlassen (passed a law), damit sie einen deutschen Pass haben können.
moc.kcotsrettuh S/es.nraggyb
Der Berliner Tiergarten ist die wichtigste Grünzone Berlins.
30 Fragen zum Thema
1. Was essen Sie, wenn Sie unterwegs Hunger haben?
2. Gibt es in Ihrer Stadt oder Region eine Spezialität?
Die Geschichte der Currywurst

Es gibt eine Berliner Spezialität, die man nicht in feinen Restaurants, sondern in den Imbiss-
buden° auf den Straßen findet: die Berliner Currywurst. Die Currywurst ist eine Bratwurst
mit Soße. Die Imbissbudenköche mischen ihre Soßen aus Tomatenmark°, Gewürzen° und
weiteren geheimen Zutaten° oft selbst.
Die Geschichte der Currywurstsoße begann nach dem Krieg, als die
moc.kcotsrettuhS/otohprkg
Amerikaner den westlichen Teil Berlins besetzten. Die Deutschen orientierten
sich an der amerikanischen Kultur und so auch an den Essgewohnheiten°.
Damals beobachtete der Berliner Kurt Heuwer, wie die Amerikaner Steak mit
Ketchup aßen. Er erzählte seiner Frau Herta davon und sie kamen auf die Idee,
nicht teures Steak, sondern eine Wurst mit Soße zu probieren.
Da man Ketchup nicht kaufen konnte, mischten sie Tomatenmark und
Gewürze zu einer interessanten Soße zusammen. Kurt und Herta kauften einen
Eine Berliner Spezialität: die
Imbisswagen und verkauften ihre neue Erfindung ab 1949 an der
Currywurst
Kaiser- Friedrich-Straße in Berlin mit großem Erfolg. Herta meldete die Idee mit
der Currysoße 1959 beim Patentamt° an. So ist Herta Heuwer als offizielle Erfinderin der
Currywurst-Soße registriert. In den folgenden Jahren schossen° die Currywurst-Buden in
Berlin wie Pilze aus dem Boden und die Currywurst wurde zur Berliner Spezialität.
Grundzutaten für die Soße sind Tomatenmark, Worcester-Soße, Chilipulver, Curry, Zucker
und edelsüßer Paprika.
Kennen Sie andere amerikanische Essgewohnheiten, die in Deutschland
populär sind?
Imbissbuden hot dog stands • Tomatenmark tomato paste • Gewürzen spices • geheimen ... secret
ingredients • Essgewohnheiten eating habits • Patentamt patent office • schossen wie Pilze aus dem
Boden sprouted up like mushrooms
Redemittel zum Diskutieren
Nach Erklärungen fragen
Wenn man andere beim Diskutieren nach Erklärungen fragen möchte, helfen die folgen-
den Redewendungen.
Wie lässt es sich erklären, Wie lässt es sich erklären, dass die
dass ... ? Currywurst so populär geworden ist?
Ich frage mich, ob ... Ich frage mich, ob Currywurst wirklich so gut
schmeckt.
Mich interessiert, warum ... Mich interessiert, warum Herta Heuwer
Tomatenmark mit Curry gemischt hat.
Wie kommt es, dass ... ? Wie kommt es, dass es in Berlin so viele
Imbissbuden gibt?
Woran liegt es, dass ... ? Woran liegt es, dass amerikanische
Essgewohnheiten in Deutschland so populär sind?
Another random document with
no related content on Scribd:
which in the male bee or drone are very large. The sperm cells
mingled with these viscid secretions, as they appear in the seminal
receptacle, ready for use, form the seminal fluid. Extending from
these seminal receptacles is the ejaculatory duct (Fig. 10, e, f, g),
which in copulation carries the male fluid to the penis (Fig. 10, d),
through which it passes to the spermatheca of the female. Beside
this latter organ are the sheath, the claspers when present, and in
the male bee those large yellow sacks (Fig. 10, i), which are often
seen to dart forth as the drone is held in the warm hand.
Fig. 10.
Male Organs of Drone, much

magnified.
a—Testes. e—Common duct.
b, b—Vasa deferentia. f, g—Ejaculatory sack.
c, c—Seminal sacks. h—Penis.
d—Glandular sacks. i—Yellow saccules.
Fig. 11.
Queen Organs, greatly magnified.

a, a—Ovaries. d—Sting.
b—Oviducts. e—Spermatheca.
c—Oviduct.
The female organs (Fig, 11) consist of the ovaries (Fig, 11, a, a),
which are situated one on either side of the abdominal cavity. From
these extend the two oviducts, (Fig. 11, b), which unite into the
common oviduct (Fig. 11, c) through which the eggs pass in
deposition. In many insects there is beside this oviduct, and
connected with it, a sack (Fig. 11, e) called the spermatheca, which
receives the male fluid in copulation, and which, by extruding its
contents, must ever after do the work of impregnation.
This sack was discovered and its use suggested by Malpighi as
early as 1686, but its function was not fully demonstrated till 1792,
when the great anatomist, John Hunter, showed that in copulation
this was filled. The ovaries are multitubular organs. In some insects
there are but very few tubes—two or three; while in the queen bee
there are more than one hundred. In these tubes the ova or eggs
grow, as do the sperm cells in the vesicles of the testes. The number
of eggs is variable. Some insects, as the mud-wasps, produce very
few, while the queen white-ant extrudes millions. The end of the
oviduct, called the ovipositor, is wonderful in its variations.
Sometimes it consists of concentric rings, like a spy-glass which may
be pushed out or drawn in; sometimes of a long tube armed with
augers or saws of wonderful finish, to prepare for eggs; or again of a
tube which may also serve as a sting.
Most authors state that insects copulate only once, or at least
that the female only meets the male but once. My pupil, Clement S.
Strang, who made a special study of the structure and habits of bugs
during the past season, noticed that the squash-bugs mated many
times. It would be interesting to know whether these females
possessed the spermatheca. In some cases, as we shall see in the
sequel, the male is killed by the copulatory act. I think this curious
fatality is limited to few species.
To study viscera, which of course requires very careful dissection,
we need more apparatus than has been yet described. Here a good
lens is indispensable. A small dissecting knife, a delicate pair of
forceps, and some small, sharp-pointed dissecting scissors—those
of the renowned Swammerdam were so fine at the point that it
required a lens to sharpen them—which may also serve to clip the
wings of queens—are requisite to satisfactory work. Specimens put
in alcohol will be improved, as the oil will be dissolved out and the
muscle hardened. Placing them in hot water will do nearly as well, in
which case oil of turpentine will dissolve off the fat. This may be
applied with a camel's-hair brush. By dissecting under water the
loose portions will float off, and render effective work more easy.
Swammerdam, who had that most valuable requisite to a naturalist,
unlimited patience, not only dissected out the parts, but with small
glass tubes, fine as a hair, he injected the various tubes as the
alimentary canal and air-tubes. My reader, why may not you look in
upon those wondrous beauties and marvels of God's own handiwork
—nature's grand exposition? Father, why would not a set of
dissecting instruments be a most suitable gift to your son? You might
thus sow the seed which would germinate into a Swammerdam, and
that on your own hearth-stone. Messrs. Editors, why do not you,
among your apiarian supplies, keep boxes of these instruments, and
thus aid to light the torch of genius and hasten apiarian research?
TRANSFORMATIONS OF INSECTS.
What in all the realm of nature is so worthy to awaken delight and

admiration as the astonishing changes which insects undergo? Just
think of the sluggish, repulsive caterpillar, dragging its heavy form
over clod or bush, or mining in dirt and filth, changed, by the wand of
nature's great magician, first into the motionless chrysalis, decked
with green and gold, and beautiful as the gem that glitters on the
finger of beauty, then bursting forth as the graceful, gorgeous
butterfly; which, by its brilliant tints and elegant poise, out-rivals even
the birds among the life-jewels of nature, and is made fit to revel in
all her decorative wealth. The little fly, too, with wings dyed in
rainbow-hues, flitting like, a fairy from leaf to flower, was but
yesterday the repulsive maggot, reveling in the veriest filth of
decaying nature. The grub to-day drags its slimy shape through the
slums of earth, on which it fattens; to-morrow it will glitter as the
brilliant setting in the bracelets and ear-drops of the gay and
thoughtless belle.
There are four separate stages in the development of insects:
The egg state, the larva, the pupa, and the imago.
THE EGG.
This is not unlike the same in higher animals. It has its yolk and
its surrounding white or albumen, like the eggs of all mammals, and
farther, the delicate shell, which is familiar in the eggs of birds and
reptiles. Eggs of insects are often beautiful in form and color, and not
infrequently ribbed and fluted as by a master-hand. The form of eggs
is very various—spherical, oval, cylindrical, oblong, straight and
curved (Fig, 26, b). All insects seem to be guided by a wonderful
knowledge, or instinct, or intelligence, in the placing of eggs on or
near the peculiar food of the larva. Even though in many cases such
food is no part of the aliment of the imago insect. The fly has the
refined habits of the epicure, from whose cup it daintily sips, yet its
eggs are placed in the horse-droppings of stable and pasture.
Inside the egg wonderful changes soon commence, and their
consummation is a tiny larva. Somewhat similar changes can be
easily and most profitably studied by breaking and examining a hen's
egg each successive day of incubation. As with the egg of our own
species and of all higher animals, so, too, the egg of insects, or the
yolk, the essential part—the white is only food, so to speak—soon
segments or divides into a great many cells, these soon unite into a
membrane—the blastoderm—and this is the initial animal. This
blastoderm soon forms a single sack, and not a double sack, one
above the other, as in our own vertebrate branch. This sack, looking
like a miniature bag of grain, grows, by absorption, becomes
articulated, and by budding out is soon provided with the various
members. As in higher animals, these changes are consequent upon
heat, and usually, not always, upon the incorporations within the
eggs of the germ cells from the male, which enter the eggs at
openings called micropyles. The time it takes the embryo inside the
egg to develop is gauged by heat, and will, therefore, vary with the
season and temperature, though in different species it varies from
days to months. The number of eggs, too, which an insect may
produce, is subject to wide variation. Some insects produce but one,
two or three, while others, like the queen bee and white ant, lay
thousands, and in case of the ant, millions.
Fig. 12.
Larva of Bee.
THE LARVA OF INSECTS.
From the egg comes the larva, also called grub, maggot,
caterpillar, and very erroneously worm. These are worm-shaped
(Fig, 12), usually have strong jaws, simple eyes, and the body plainly
marked into ring divisions. Often as in case of some grubs, larval
bees and maggots, there are no legs. In most grubs there are six
legs, two to each of the three rings succeeding the head. Besides
these, caterpillars have usually ten prop-legs farther back on the
body, though a few—the loopers or measuring caterpillars—have
only four or six, while the larvæ of the saw-flies have from twelve to
sixteen of the false or prop-legs. The alimentary canal of larval
insects is usually short, direct and quite simple, while the sex-organs
are slightly if at all developed. The larvæ of insects are voracious
eaters—indeed, their only work seems to be to eat and grow fat. As
the entire growth occurs at this stage, their gormandizing habits are
the more excusable. I have often been astonished at the amount of
food that the insects in my breeding cases would consume. The
length of time which insects remain as larvæ is very variable. The
maggot revels in decaying meat but two or three days; the larval bee
eats its rich pabulum for nearly a week; the apple-tree borer gnaws
away for three years; while the seventeen-year cicada remains a
larva for more than sixteen years, groping in darkness, and feeding
on roots, only to come forth for a few days of hilarity, sunshine, and
courtship. Surely, here is patience exceeding even that of
Swammerdam. The name larva, meaning masked, was given to this
stage by Linnæus, as the mature form of the insect is hidden, and
cannot be even divined by the unlearned.
THE PUPA OF INSECTS.
In this stage the insect is in profound repose, as if resting after its

long meal, the better to enjoy its active, sportive days—the joyous
honey-moon—soon to come. In this stage the insect may look like a
seed; as in the coarctate pupa of diptera, so familiar in the "flax-
seed" state of the Hessian-fly, or in the pupa of the cheese-maggot
or the meat-fly. This same form, with more or less modification,
prevails in butterfly pupæ, called, because of their golden spots,
chrysalids, and in the pupæ of moths. Other pupæ, as in case of
bees (Fig, 13, g) and beetles, look not unlike the mature insect with
its antennæ, legs, and wings closely bound to the body by a thin
membrane, hence the name which Linné gave—referring to this
condition—as the insect looks as if wrapped in swaddling clothes,
the old cruel way of torturing the infant, as if it needed holding
together. Aristotle called pupæ nymphs—a name now given to this
stage in bees—which name was adopted by many entomologists of
the seventeeth and eighteenth centuries. Inside the pupa skin great
changes are in progress, for either by modifying the larval organs or
developing parts entirely new, by use of the accumulated material
stored by the larva during its prolonged banquet, the wonderful
transformation from the sluggish, worm-like larva to the active, bird-
like imago is accomplished.
Fig. 13.
Pupa or Nymph of Bee, slightly

magnified.
Sometimes the pupa is surrounded by a silken cocoon, either
thick, as the cocoon of some moths, or thin, as are the cocoons of
bees. These cocoons are spun by the larvæ as their last toil before
assuming the restful pupa state. The length of time in the pupa-stage
is very various, lasting from a few days to as many months.
Sometimes insects which are two-brooded remain as pupa but a few
days in summer, while in winter they are months passing the
quiescent period. Our cabbage-butterfly illustrates this peculiarity.
Others, like the Hessian-fly and codling-moth, remain through the
long, cold months as larvæ. How wonderful is this! The first brood of
larvæ change to pupæ at once, the last brood, though the weather
be just as hot, wait over inside the cocoon till the warm days of
coming spring.
THE IMAGO STAGE.
This term refers to the last or winged form, and was given by
Linné because the image of the insect is now real and not masked
as when in the larva state. Now the insect has its full-formed legs
and wings, its compound eyes, complex mouth-parts, and the fully
developed sex-organs. In fact, the whole purpose of the insect now
seems to be to reproduce itself. Many insects do not even eat, only
flit in merry marriage mood for a brief space, when the male flees
this life to be quickly followed by the female, she only waiting to
place her eggs where the prospective infants may find suitable food.
Some insects not only place their eggs, but feed and care for their
young, as is true of ants, wasps and bees. Again, as in case of some
species of ants and bees, abortive females perform all, or most of
the labor in caring for the young. The life of the imago also varies
much as to duration. Some live but for a day, others make merry for
several days, while a few species live for months. Very few imagos
survive the whole year.
INCOMPLETE TRANSFORMATIONS.
Some insects, like the bugs, lice, grasshoppers and locusts, are
quite alike at all stages of growth, after leaving the egg. The only
apparent difference is the smaller size and the absence or
incomplete development of the wings in the larvæ and pupæ. The
habits and structure from first to last seem to be much the same.
Here, as before, the full development of the sex-organs occurs only
in the imago.
ANATOMY AND PHYSIOLOGY OF THE HONEY-

BEE.
With a knowledge of the anatomy and some glimpses of the
physiology of insects in general, we shall now find it easy to learn the
special anatomy and physiology of the highest insects of the order.
THREE KINDS OF BEES IN EACH FAMILY.
As we have already seen, a very remarkable feature in the

economy of the honey-bee, described even by Aristotle, which is true
of many other bees, and also of ants and many wasps, is the
presence in each family of three distinct kinds, which differ in form,
color, structure, size, habits and function. Thus we have the queen, a
number of drones, and a far greater number of workers. Huber,
Bevan, Munn and Kirby also speak of a fourth kind blacker than the
usual workers. These are accidental, and are, as conclusively shown
by Von Berlepsch, ordinary workers, more deeply colored by loss of
hair, dampness, or some other atmospheric condition. American
apiarists are too familiar with these black bees, for after our severe
winters they prevail in the colony, and, as remarked by the noted
Baron, "They quickly disappear." Munn also tells of a fifth kind, with a
top-knot, which appears at swarming seasons. I am at a great loss to
know what he refers to, unless it be the pollen masses of the
asclepias or milk-weed, which sometimes fasten to our bees and
become a severe burden.
THE QUEEN BEE.
The queen (Fig, 14), although referred to as the mother bee, was
called the king by Virgil, Pliny, and by writers as late as the last
century, though in the ancient "Bee Master's Farewell," by John Hall,
published in London in 1796, I find an admirable description of the
queen bee, with her function correctly stated. Réaumur as quoted by
"Wildman on Bees," published in London in 1770, says "this third
sort has a grave and sedate walk, is armed with a sting, and is
mother of all the others."
Huber, to whom every apiarist owes so much, and who, though
blind, through the aid of his devoted wife and intelligent servant,
Frances Burnens, developed so many interesting facts,
demonstrated the fact of the queen's maternity. This author's work,
second edition, published in Edinburgh, in 1808, gives a full history
of his wonderful observations and experiments, and must ever rank
with Langstroth as a classic, worthy of study by all.
Fig. 14.
Queen Bee,
magnified.
The queen, then, is the mother bee, in other words, a fully
developed female. Her ovaries (Fig, 11, a, a) are very large, nearly
filling her long abdomen. The tubes already described as composing
them are very numerous, while the spermatheca (Fig. 11, e) is
plainly visible. This is muscular, receives abundant nerves, and thus,
without doubt, may or may not be compressed to force the sperm
cells in contact with the eggs as they pass by the duet. Leuckart
estimates that the spermatheca will hold more than 25,000,000
spermatozoa.
The possession of the ovaries and attendant organs, is the chief
structural peculiarity which marks the queen, as these are the
characteristic marks of females among all animals. But she has other
peculiarities worthy of mention She is longer than either drones or
workers, being more than seven-eighths of an inch in length, and,
with her long tapering abdomen, is not without real grace and
beauty. The queen's mouth organs, too, are developed to a less
degree than are those of the worker-bees. Her jaws (Fig, 21, b) or
mandibles are weaker, with a rudimentary tooth, and her tongue or
ligula (Fig, 15, a), as also the labial palpi (Fig, 15, b) and maxillæ are
considerably shorter. Her eyes, like the same in the worker-bee (Fig,
5), are smaller than those of the drones, and do not meet above. So
the three ocelli are situated above and between. The queen's wings,
too, (Fig, 14) are relatively shorter than those either of the workers or
drones, for instead of attaining to the end of the body, they reach but
little beyond the third joint of the abdomen. The queen, though she
has the characteristic posterior tibia and basal tarsus (Fig, 16, p), in
respect to breadth, has not the cavity and surrounding hairs, which
form the pollen baskets of the workers.
Fig. 15.
Labium of Queen.
a—Ligula.
b—Labial palpi.
d, d—Paraglossæ.
The queen possesses a sting (Fig, 11, d) which is longer than
that of the workers, and resembles that of the bumble-bees in being
curved, and that of bumble-bees and wasps in having few and short
barbs—the little projections which point back like the barb of a fish-
hook, and which, in case of the workers, prevent the withdrawing of
the instrument, when once fairly inserted. While there are seven
quite prominent barbs on each shaft of the worker's sting, there are
only three on those of the queen, and these are very short, and, as
in a worker's sting, they are successively shorter as we recede from
the point of the weapon. Aristotle says that the queen will seldom
use her sting, which I have found true. I have often tried to provoke a
queen's anger, but never with any evidence of success. Neighbour
(page 14, note) gives three cases where queens used their stings, in
one of which cases she was disabled from farther egg-laying. She
stings with slight effect.
Fig. 16.
Part of Leg of Queen, magnified.

t—Tibia.
p—Broadened tibia and basal tarsus.
t s—Tarsal joints.
The queen, like the neuters, is developed from an impregnated
egg, which, of course, could only come from a queen that had
previously mated. These eggs are not placed in a horizontal cell, but
in one specially prepared for their reception (Fig, 26, i). These queen
cells are usually built on the edge of the comb, or around an opening
in it, which is necessitated from their size and form, as usually the
combs are too close together to permit their location elsewhere.
These cells extend either vertically or diagonally downward, are
composed of was mixed with pollen, and in size and form much
resemble a pea-nut. The eggs must be placed in these cells, either
by the queen or workers. Huber, who though blind had wondrous
eyes, also witnessed the act. I have frequently seen eggs in these
cells, and without exception in the exact position in which the queen
always places her eggs in the other cells. John Hall, in the old work
already referred to, whose descriptions, though penned so long ago,
are wonderfully accurate, and indicate great care, candor, and
conscientious truthfulness, asserts that the queen is five times as
long laying a royal egg as she is the others. From the character of
his work, and its early publication, I can but think that he had
witnessed this rare sight. Some candid apiarists of our own time and
country—E. Gallup among the rest—claim to have witnessed the act.
The eggs are so well glued, and are so delicate, that, with
Neighbour, I doubt the possibility of a removal. The opponents to this
view base their belief on a supposed discord between the queen and
neuters. This antagonism is inferred, and I have but little faith in the
inference, or the argument from it. I know that when royal cells are to
be torn down, and inchoate queens destroyed, the workers aid the
queen in this destruction. I have also seen queens pass by
unguarded queen-cells, and yet respect them. I have also seen
several young queens dwelling amicably together in the same hive.
Is it not probable that the bees are united in whatever is to be
accomplished, and that when queens are to be destroyed all spring
to the work, and when they are to live all regard them as sacred? It is
true that the actions of bees are controlled and influenced by the
surrounding conditions or circumstances, but I have yet to see
satisfactory proof of the old theory that these conditions impress
differently the queen and the workers. The conditions which lead to
the building of queen-cells and the peopling of the same are—loss of
queen, when a worker larva from one to four days old will be
surrounded by a cell inability of a queen to lay impregnated eggs,
her spermatheca having become emptied; great number of worker-
bees in the hive; restricted quarters; the queen not having place to
deposit eggs, or the workers little or no room to store honey and lack
of ventilation, so that the hive becomes too close. These last three
conditions are most likely to occur at times of great honey secretion.
A queen may be developed from an egg, or from a worker larva
less than three days old. Mr. Doolittle has known queens to be
reared from worker larvæ taken at four-and-a-half days from
hatching. In this latter case, the cells adjacent to the one containing
the selected larva are removed, and the larva surrounded by a royal
cell. The development of the queen larva is much like that of the
worker, soon to be detailed, except that it is more rapid, and is fed
richer and more plenteous food, called royal jelly. This peculiar food,
as also its use and abundance in the cell, was first described by
Schirach, a Saxon clergyman, who wrote a work on bees in 1771.
According to Hunter, this royal pabulum is richer in nitrogen than that
of the common larvæ. It is thick, like rich cream; slightly yellow, and
so abundant that the queen larva not only floats in it during all its
period of growth, but quite a large amount remains after her
queenship vacates the cell. We often find this royal jelly in
incomplete queen-cells, without larvæ. Mr. Quinby suggests that this
is stored for future use.
What a mysterious circumstance is this: These royal scions
simply receive a more abundant and sumptuous diet, and occupy a
more ample habitation—for I have more than once confirmed the
statement of Mr. Quinby, that the direction of the cell is immaterial—
and yet what a marvelous transformation. Not only are the ovaries
developed and filled with eggs, but the mouth-organs, the wing's, the
legs, and the sting, aye, and the size, form and habits are all
wondrously changed. That the development of parts should be
accelerated, and the size increased is not so surprising—as in
breeding other insects I have frequently found that kind and amount
of food, would hasten or retard growth, and might even cause a
dwarfed imago—but that it should so essentially modify the structure,
is certainly a rare and unique circumstance, hardly to be found
except here and in related animals. Bevan has suggested that fertile
workers', while larvæ, have received some of this royal jelly, from
their position near a developing queen. Langstroth supposes that
they receive some royal jelly, purposely given by the workers, and I
had previously thought this reasonable, and probably true. But these
pests of the apiarist, and especially of the breeder, almost always, so
far as I have observed, make their appearance in colonies long
queenless, and I have noticed a case similar to that given by Quinby,
where these occurred in a nucleus where no queen had been
developed. May it not be true, that a desire for eggs stimulates
growth of the ovaries, growth of eggs in the ovarian tubes, and
consequent ability to deposit. The common high-holder, Colaptes
auratus—a bird belonging to the woodpecker family, usually lays five
eggs, and only five; but let cruel hands rob her of these promises of
future loved ones—and wondrous to relate, she continues to lay
more than a score. One thus treated, here on the College campus,
actually laid more than thirty eggs. So we see that animal desires
may influence and move organs that are generally independent of
the will.
The larval queen is longer and more rapid of development than
the other larvæ. When developed from the egg—as in case of
normal swarming—the larva feeds for five days, when the cell is
capped by the workers. The infant queen then spins her cocoon,
which occupies about one day. The end of the cocoon is left open.
Some one has suggested that this is an act of thoughtful generosity
on the part of the queen larva, thus to render her own destruction
more easy, should the welfare of the colony demand it, as now a
sister queen may safely give the fatal sting. The queen now spends
nearly three days in absolute repose. Such rest is common to all
cocoon-spinning larvæ. The spinning, which is done by a rapid
motion to and fro of the head, always carrying the delicate thread,
much like the moving shuttle of the weaver, seems to bring
exhaustion and need of repose. She now assumes the nymph or
pupa state (Fig, 26, i). At the end of the sixteenth day she comes
forth a queen. Huber states that when a queen emerges, the bees
are thrown into a joyous excitement, so that he noted a rise in the
temperature of the hive from 92° F. to 104° F. I have never tested
this matter accurately, but I have failed to notice any marked
demonstration on the natal day of her lady-ship the queen, or extra
respect paid her as a virgin. When queens are started from worker
larvæ, they will issue as images in ten or twelve days from the date
of their new prospects. Mr. Doolittle writes me that he has known
them to issue in eight and one-half days.
As the queen's development is probably due to superior quality
and increased quantity of food, it would stand to reason that queens
started from eggs are preferable; the more so, as under normal
circumstances, I believe, they are almost always thus started. The
best experience sustains this position. As the proper food and
temperature could best be secured in a full colony—and here again
the natural economy of the hive adds to our argument—we should
infer that the best queens would be reared in strong colonies, or at
least kept in such colonies till the cells were capped. Experience also
confirms this view. As the quantity and quality of food, and the
general activity of the bees is directly connected with the full
nourishment of the queen-larva, and as these are only at the
maximum in times of active gathering—the time when queen-rearing
is naturally started by the bees—we should also conclude that
queens reared at such seasons are superior. My experience—and I
have carefully observed in this connection—most emphatically
sustains this view.
Five or six days after issuing from the cell—Neighbour says the
third day—if the day is pleasant, the queen goes forth on her
"marriage flight" otherwise she will improve the first pleasant day
thereafter for this purpose. Huber was the first to prove that
impregnation always takes place on the wing. Bonnet also proved
that the same is true of ants, though in this case millions of queens
and drones often swarm out at once. I have myself witnessed
several of these wholesale matrimonial excursions among ants. I
have also frequently taken bumble-bees in copulo while on the wing.
I have also noticed both ants and bumble-bees to fall while united
probably borne down by the expiring males. That butterflies! moths,
dragon-flies, etc., mate on the wing is a matter of common
observation. That it is possible to impregnate queens when confined,
I think very doubtful. The queens will caress the drones, but the latter
seem not to heed their advances. That this ever has been done I
also question, though many think they have positive proof that it has
occurred. Yet, as there are so many chances to be mistaken, and as
experience and observation are so excessive against the possibility,
I think that these may be cases of hasty or inaccurate judgment.
Many, very many, with myself, have followed Huber in clipping the
queen's wing, only to produce a sterile or drone-laying queen. Prof
Leuckart believes that successful mating demands that the large air-
sacks (Fig, 2, f) of the drones shall be filled, which he thinks is only
possible during flight. The demeanor of the drones leads me to think,
that the excitement of flight, like the warmth of the hand, is
necessary to induce the sexual impulse.
I presume, that in all the future, Huber's statement that the queen
must take wing to be impregnated, will remain unrefuted. Yet it will
do no harm to keep trying. Success may come. Mating, too, in
green-houses or rooms is also impracticable. I have given this
thorough trial. The drones are incorrigible cowards, and their
inordinate fear seems even to overcome the sexual desires.
If the queen fails to find an admirer the first day, she will go forth
again and again till she succeeds. Huber stated that after twenty-one
days the case is hopeless. Bevan states that if impregnated from the
fifteenth to the twenty-first she will be largely a drone-laying queen.
That such absolute dates can be fixed in either of the above cases is
very questionable. Yet, all experienced breeders know that queens
kept through the winter as virgins are sure to remain so. It is quite
likely that the long inactivity of the spermatheca wholly or in part
paralyzes it, so that queens that are late in mating cannot
impregnate the eggs as she desires. This would accord with what we
know of muscular organs. Berlepsch believed that a queen that
commenced laying as a virgin could never lay impregnated eggs,
even though she afterwards mated. Langstroth thought that he had
observed to the contrary.
If the queen be observed after a successful "wedding tour," she
will be seen to bear the marks of success in the pendant drone
appendages, consisting of the penis, the yellow cul-de-sacks, and
the hanging thread-like ducts.
It is not at all likely that a queen, after she has met a drone, ever
leaves the hive again except that she leaves with a swarm. Some of
the observing apiarists think that an old queen may be again
impregnated. The fact that queens, with clipped wings, are as long
fertile as others, makes me think that cases which have led to such
conclusions are capable of other explanation.
If the queen lays eggs before meeting the drones, or if for any
reason she fails to mate, her eggs will only produce male bees. This
strange anomaly—development of the eggs without impregnation—
was discovered and proved by Dzierzon, in 1845. Dr. Dzierzon, who,
as a student of practical and scientific apiculture, must rank with the
great Huber, is a Roman Catholic priest of Carlesmarkt, Germany.
This doctrine—called parthenogenesis, which means produced from
a virgin—is still doubted by some quite able bee-keepers, though the
proofs are irrefragable: 1st. Unmated queens will lay eggs that will
develop, but drones always result. 2d. Old queens often become
drone-layers, but examination shows that the spermatheca is void of
seminal fluid. Such an examination was first made by Prof. Siebold,
the great German anatomist, in 1813, and later by Leuckart and
Leidy. I have myself made several such examinations. The
spermatheca can easily be seen by the unaided vision, and by
crushing it on a glass slide, by compressing with a thin glass cover,
the difference between the contained fluid in the virgin and
impregnated queen is very patent, even with a low power. In the
latter it is more viscid and yellow, and the vesicle more distended. By
use of a high power, the active spermatozoa or germ-cells become
visible. 3d. Eggs in drone-cells are found by the microscopist to be
void of the sperm-cells, which are always found in all other fresh-laid
eggs. This most convincing, and interesting observation, was first
made by Von Siebold, at the suggestion of Berlepsch. It is quite
difficult to show this. Leuckart tried before Von Siebold, at
Berlepsch's apiary, but failed. I have also tried to discover these
germ-cells in worker-eggs, but as yet have been unsuccessful.
Siebold has noted the same facts in eggs of wasps. 4th. Dr. Dönhoff,
of Germany, in 1855, took an egg from a drone-cell, and by artificial
impregnation produced a worker-bee. Such an operation, to be
successful, must be performed as soon as the egg is laid.
Parthenogenesis, in the production of males, has also been
found by Siebold to be true of other bees and wasps, and of some of
the lower moths, in the production of both males and females. While
the great Bonnet first discovered what may be noticed on any
summer day, all about us, even on the house-plants at our very
windows, that parthenogenesis is best illustrated by the aphides or
plant lice. In the fall males and females appear, which mate, when
the female lays eggs, which in the spring produce only females;
these again produce only females, and thus on, for several
generations, till with the cold of autumn come again the males and
females. Bonnet observed seven successive generations of
productive virgins. Duval noted nine generations in seven months,
while Kyber observed production exclusively by parthenogenesis in a
heated room for four years. So, we see, that this strange and almost
incredible method of increase, is not rare in the great insect world.
About two days after she is impregnated, the queen, under
normal circumstances, commences to lay, usually worker-eggs, and
as the condition of the hive seldom impels to swarming the same
summer, so that no drones are required, she usually lays no others
the first season.
It is frequently noticed that the young queen at first lays quite a
number of drone-eggs. Queen-breeders often observe this in their
nuclei. This continues for only a few days. This does not seem
strange. The act of forcing the sperm-cells from the spermatheca is
muscular and voluntary, and that these muscles should not always
act promptly at first, is not strange, nor is it unprecedented. Mr.
Wagner suggested that the size of the cell determined the sex, as in
the small cells the pressure on the abdomen forced the fluid from the
spermatheca. Mr. Quinby also favored this view. I greatly question
this theory. All observing apiarists have known eggs to be laid in
worker-cells, ere the cell was hardly commenced, when there could
be no pressure. In case of queen-cells, too, if the queen does lay the
eggs—as I believe—these would be unimpregnated, as the cell is
very large. I know the queen sometimes passes from drone to
worker-cells very abruptly while laying, as I have witnessed such a
procedure—the same that so greatly rejoiced the late Baron of

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Stationen: Ein Kursbuch fu■r die

Mittelstufe 4th Edition Prisca Augustyn

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Station 5 Leipzig 132

Station 6 Frankfurt 164

Station 7 Köln 196

Station 8 Dresden 228

Station 9 Salzburg 262

Station 10 Wien 296

Station 11 Zürich 326

Station 12 Die Deutschen im Ausland 364

Appendix A German-Language Websites 397