Nein, ich bin Deutschlehrerin. Ich mache ein paar Aufnahmen, weil ich meinen Klassen zeigen will, wie ein deutscher Wald aussieht. From this point below the donkey station all the way down to the Park Hotel, we walked and talked about school, rock 'n' roll, plans for the future, hopes and desires. Back on the topic of school again, one girl asked: Kulturkunde? Was ist das? Suddenly I was challenged to explain in simple words something that I have been doing for many years. I related how I teach the geography and history of Germany and the basic facts about its great writers, musicians, scientists and artists, and about great German-Americans. For a while it seemed as if I had stepped aside and taken a new look at my teaching. Wissen Sie Bescheid iiber die Geographie von England, iiber die grof en Sttidte, idber die Geschichte des Landes und die gro1Ben Dichter? I asked. Nein, wir lernen nur die Sprache, was the answer. Now I believe that the culture of a country is inseparable from its language, but that is a topic of discussion for teachers and not high school pupils. We parted, exchanging addresses. These six girls now have pen pals in Hicksville High School. It is my purpose here to outline a few successful ideas from the material required by the New York State syllabus on the teaching of Kulturkunde. (For the purposes of this syllabus it [culture] may be called the sum total of the German-speaking people's way of life. German for Secondary Schools. Bureau of Secondary Curriculum Development, New York State Education Department, Albany, 1961, p. 102.) Of what, then, does the teaching of Kulturkunde consist? There are several units in my plan, one or two of which are taught each quarter and tested by means of multiple choice questions on the quarterly examinations. There are no separate tests on culture.