Synthesized answer
Groth structures his grammar to accommodate students learning either Danish or Norwegian by providing distinct navigational instructions. Students wanting to study the pure Danish language must skip sections §§ 81 to 146 [1]. Conversely, those aiming to study Norwegian should proceed directly from §§ 8 to 81 [1]. Additionally, within the "Etymology" section, specific rules are highlighted as being peculiar to either Danish or Norwegian, and students are instructed to select only the rules relevant to their chosen language and disregard the others [2].
This structure implies that Groth identifies differences between Danish and Norwegian that require separate study paths. The instruction to "pass by" or "pass directly from" certain sections suggests that these languages have distinct grammatical features. Furthermore, the explicit labeling of rules as "peculiar to Danish" or "peculiar to Norwegian" indicates that Groth sees specific, identifiable variations that necessitate divergence in learning. The passages do not detail the specific nature of these differences, only that they exist and are managed through this segmented approach.
Synthesized from the book passages below. Chat with the book on Feynman for follow-up.
From the book
about two years, and meanwhile there have appeared a couple of Danish or Norwegian grammars that may deserve this name. The reason why I have given my book the somewhat cumbersome title of a "Danish and Dano-Norwegian Grammar" will be apparent from the "Introduction." As regards the use of the book I would advise the student first to make up his mind, whether he wants to study the pure Danish language or the Dano-Norwegian language. This must to a large extent depend upon personal and practical considerations. The tourist, the commercial traveller, the merchant may need to study one branch of…
s to study Danish must pass by §§ 81 to 146, while those who want to study Norwegian must pass directly from §§ 8 to 81. Besides, in the “Etymology,” attention is often called to certain rules as being peculiar to Danish, others to Norwegian. The student must select those he needs, and pass by those that refer to the language that he is not studying. I have added some “Exercises” at the end of the book in order to help the student fix in his memory those rules and paradigms which he must know before he can, with any degree of success, commence reading the language. For those who wish more…
← A Danish and Dano-Norwegian Grammar ( 1894 ) by Peter Olsen Groth Introduction → related portals : Scandinavian languages 1407724 A Danish and Dano-Norwegian Grammar 1894 Peter Olsen Groth Heath’s Modern Language Series A DANISH and Dano-Norwegian Grammar by P. GROTH, A.M. BOSTON, U.S.A. D. C. HEATH & CO., PUBLISHERS 1894 Copyright, 1894 By P. GROTH All rights reserved PRESS OF Rockwell and Churchill BOSTON, U.S.A. PREFACE A S a teacher of the Danish or Norwegian language to English speaking students I had very often felt the lack of a reliable grammar of the language, and finally I…
s Dictionaries can be thoroughly recommended: A. Larsen’s Dansk-Norsk Engelsk Ordbog and Rosing’s Engelsk-Dansk Ordbog . To those who want to study the Norwegian form of the language I would recommend: I. Brynildsen’s Norsk-engelsk ordbog and the same author’s edition of Geelmuyden’s Engelsk-norsk ordbog . The tourist will find Bennett’s Phrasebook , Olsvig’s Words and Phrases and the same author’s Yes and No valuable guides to familiarity with the peculiarities of the language. This Grammar, besides being based upon my own studies and knowledge of the language, rests, as far as Danish is…
← Prepositions A Danish and Dano-Norwegian Grammar ( 1894 ) by Peter Olsen Groth The Conjunctions Interjections → 4215305 A Danish and Dano-Norwegian Grammar — The Conjunctions 1894 Peter Olsen Groth CONJUNCTIONS. 243. The conjunctions are divided into co-ordinating and sub-ordinating; both these classes are again divided according to their signification into several subdivisions. The grammarians mostly enumerate the conjunctions belonging to the several classes, but we shall here only mention those of special importance or about the use of which there is anything to remark. A.…
More questions about this book
- Explain the practical and historical reasons behind Groth's "somewhat cumbersome title," and how it reflects the linguistic relationship between Danish and Norwegian in the late 19th century.
- If you were an English-speaking student in 1894, how would Groth's advice guide your choice between studying "pure Danish" or "Dano-Norwegian," considering your personal and professional goals?
- Groth notes the "glottal catch" makes Danish pronunciation more difficult for English speakers. How might this specific phonetic challenge necessitate different learning strategies or pedagogical approaches for students of Danish compared to Norwegian?
- Considering Groth's motivation—filling a "lack" of a reliable grammar—what can we infer about the available resources and the perceived needs of English-speaking students learning Scandinavian languages in the late 19th century?