Minna Von Barnhelm Research Articles

Hand, Heart, and Language in Minna von Barnhelm

The distinction between hand, heart, and eye is a theme commonly used in the eighteenth century to deal with the problem of the whole man. Following the themes of hand and heart, as well as the analogous distinction between the languages of wit and heart, through Minna von Barnhelm reveals that Lessing's comedy conforms to this tradition. The play does not so much portray the loving Minna's conquest of a proud Tellheim as it calls into question the one-sidedness of their noble qualities. The playful reciprocity of Franciska and Werner suggests a more successful approach to life than do the rigid virtues of their masters.

Lessings Minna von Barnhelm und Plautus’Amphitruo

Orbis LitterarumVolume 24, Issue 1 p. 16-34 Lessings Minna von Barnhelm und Plautus’Amphitruo Peter Bruce Waldeck, Peter Bruce Waldeck The University of MassachusettsSearch for more papers by this author Peter Bruce Waldeck, Peter Bruce Waldeck The University of MassachusettsSearch for more papers by this author First published: March 1969 https://doi.org/10.1111/j.1600-0730.1969.tb01847.xCitations: 1AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume24, Issue1March 1969Pages 16-34 RelatedInformation

THE CURRENCY OF LOVE: A READING OF LESSING'S ‘MINNA VON BARNHELM’

German Life and LettersVolume 18, Issue 4 p. 270-278 THE CURRENCY OF LOVE: A READING OF LESSING'S ‘MINNA VON BARNHELM’ Ilse Appelbaum Graham, Ilse Appelbaum GrahamSearch for more papers by this author Ilse Appelbaum Graham, Ilse Appelbaum GrahamSearch for more papers by this author First published: July 1965 https://doi.org/10.1111/j.1468-0483.1965.tb00080.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume18, Issue4July 1965Pages 270-278 RelatedInformation

Lessing's Riccaut and Thomas Mann's Fitelberg

An unannounced male visitor, whose motive is financial gain and who speaks French by preference, pays a call on two long-time friends. During the ensuing conversation the visitor does most or all of the talking, much of which is about himself. He finally departs, quite probably never again to associate with his hosts. This is the basic scheme of the episodes involving Riccaut de la Marlinidre in Lessing's Minna von Barnhelm and Saul Fitelberg in Thomas Mann's Doktor Faustus. In addition to the likeness in scheme, sufficient other similarities are found in the two episodes to justify the assertion that Mann borrowed that of Riccaut for incorporation into his novel, making certain brilliant changes here and there to suit his own ends, which were somewhat different from those of Lessing.'

LESSING'S MINNA VON BARNHELM1

German Life and LettersVolume 1, Issue 4 p. 260-271 LESSING'S MINNA VON BARNHELM1 Emil Staiger, Emil StaigerSearch for more papers by this author Emil Staiger, Emil StaigerSearch for more papers by this author First published: July 1948 https://doi.org/10.1111/j.1468-0483.1948.tb01744.x 1 Translated from the German by Sylvia P. Jenkins. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume1, Issue4July 1948Pages 260-271 RelatedInformation

A Wartime Trend in Language Teaching

The pendulum in modern language study is swinging to one side these days. After an overemphasis on the reading knowledge, we have now become aware of the lack of training in the spoken language. That fault is being remedied and all the more rapidly through the insistence of the Language and Area courses of the Army Specialized Training Program on the teaching of the foreign language as it is spoken in the foreign country. The presentation of interesting material for conversation, vocabularies carefully selected as belonging to the speech actually used in daily life, a reduction of grammatical drill though not its exclusion, and acquaintance with the foreign people through their ordinary idioms of speech, these are the requirements for the textbooks that are following this new trend. We can safely say that the influence will be a lasting one and also, with equal assurance, that the influence is a healthy one. The popular notion of acquiring a living foreign language is still universally expressed in the question: CAN YOU SPEAK IT? Our old type of teaching represented the other end of the pendulum's swing: acquaintance with the literary classics. After a few months of rapid grammatical study, a plunge into Dante's Divine Comedy, or in Spanish the reading of Don Quixote, in German Wilhelm Tell, Minna von Barnhelm or G6tz, Tasso or even Faust. The proud answer of the scholar was: Any waiter can master enough of the spoken language, we want the cultural advantages of the best contained in the foreign literatures. Well and good!! But the responsibility of the modern language teacher does not end there. To really master a language it is necessary to approach it from all angles, attack the fortress from every side, remembering the old and truthful words often attributed to Francis Bacon: Reading maketh a broad man, writing an exact and conversation a ready man. These approaches are all three equally important, but at present the requirements of the ready man loom largest and must be satisfied. Wisely the curriculum is not being confined to three hours a week of classroom study but extended to ten times that amount supplemented by tutorial assistance.

An Introductory Course in the History of German Civilization

SOME years ago it was a common complaint that the teaching of living languages was too much under the domination of the teaching of dead languages; nowadays progressives perceive that teachers of Greek and Latin have made more of some of the opportunities of presenting their subject-matter than have most of the teachers of French, German, Italian, or Spanish. It is by no means infrequent, for example, to find offered in our colleges a course in Ancient Civilization, but departments of modern languages hardly dream of introducing Modern Civilization into their program of courses. In limiting our educational offering to the language and literature of a modern European nation, we exclude much of the cultural accomplishment that makes up the real importance of the people whom we are supposed to study and thus give, in consequence, a curiously inadequate conception of their country. We are ready to smile in complacent superiority at the impression of England and America that must be made on the mind of a student, say at Erlangen or Grenoble, from translating Milton's Paradise Lost or Longfellow's Hiawatha into his native tongue. At the same time, even at our less provincial universities, we are content to continue presenting France and Germany to our students by requiring translations into English of Corneille's Cid or Schiller's Wilhelm Tell. The fact that the material of the Cid is Spanish and not French and of Wilhelm Tell is Swiss rather than German matters little. It is not much improvement to substitute, let us say, Moliere's Tartuffe or Lessing's Minna von Barnhelm so long as we are unwilling to include more of the cultural accomplishment of a country than her language and literature, which we ordinarily restrict to mean merely the representative standard works of the classical period. At some of the more progressive universities the world over, improvements in this situation are becoming manifest. At Berlin, for example, students learn about the government, institutions,

Lessing's Minna von Barnhelm oder Das Soldatenglück. Starr Willard Cutting , Gotthold Ephraim Lessing

Previous articleNext article FreeBook Reviews Lessing's Minna von Barnhelm oder Das Soldatenglück . Starr Willard Cutting , Gotthold Ephraim Lessing Charles Bundy WilsonCharles Bundy Wilson Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 7, Number 9Nov., 1899 Article DOIhttps://doi.org/10.1086/434088 Views: 5 Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). PDF download Crossref reports no articles citing this article.

The Editions of Minna von Barnhelm Published During Lessing's Lifetime.

The Editions of Minna von Barnhelm Published During Lessing's Lifetime.