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Maps, plates, charts, etc., may be filmed at different reduction ratios. Those too large to be entirely included in one exposure are filmed beginning in the upper left hand corner, left to right and top to bottom, as many frames as required. The following diagrams illustrate the method: Les cartes, planches, tableaux, etc., peuvent dtre filmds d des laux de reduction diff6rents. Lorsque le document est trop grand pour dtre reproduit en un seul clich6, il est fiimd d partir de Tangle supdrieur gauche, de gauche d droite, et de haut en bas, en prenant le nombre d'images ndcessaire. Les diagrammes suivants illustrent la mdthode. 1 2 3 1 II ■•-,>t pro: ^9- uim A NEW METHOD FOB IMPAETING TO ENGLISHMEN THE (PAEISIAN) IpRONUNCIATIOI of FRENCH, IN EIGHT LESSONS. BY LAURENT H. TREM^LAY, Professor of French. :PI=II0E], - - - - 50 OEISTTS. • m • Windsor, N. S.: C. W. KNOWLES. 1880. TORONTO: HUNTER, ROSE & CO., PRINTERS. "m^^fm^ THERE with I Method for Althoi [ the Teachei knowledgic of my Fello in Teachiiii teaching Fr point ; — a 1 lengthy DU Foreign Lai I s System fc I time as po£ There I new work c variety of 1 I several Lai that such 'V afford excel One and In I contains no simply pres Text-Book i I enough oft' I Short, Simj once unfcM I remove diflS land enable I That task d j Knowledge, I requisite aj I the Teacher I consi ■language is |if he has to [wd Gramm jjears of lab Iciatiou and INTRODUCTION. THERE is a want felt, on the part of those who desire to cultivate an acquaintance with the French Idiom, for a shorter, less complicated, and more comprehensivo Method for learning French than has hitherto been available. Although it will be universally conceded that much material help is afforded both the Teacher and the Student by the numerous Text-Books now in use ; and while ac- knowledging that I have myself, in former years, derived much assistance from the Works j of my Fellow-Linguists, yet, I confess that I have oftentimes felt the want, while engaged in Teaching, of a Short, Plain, Lucid, and in the meantime. Systematic Method for teaching French, not to Frenchmen, but to Englishmen, and that from an English Stand- point ; — a Method that would be devoid of those Intricacies, unnecessary Rules, and lengthy Dissertations that are common to all Languages, and that render the Study of a j Foreign Language tiresome in the extreme, especially to the Uninitiated. In fact I wanted a System for Teaching French by the Shortest and most Simple Method, and in as little a I time as possible. There exist, it is true, many able Treatises on Languages, by Eminent Scholars ; every I new work claiming to be an Improvement upon all others. Thus, we have an endless variety of Text-Books by different Authors, whose claims to a perfect Knowledge of the several Languages they undertake to expound, no one will deny. But while admitting that such Works have their intrinsic lvalue, more or less, and may, to a certain extent> afford excellent advantages to a certain class of Learners, yet, as the French Language is I One and Indivisible, and its principles are now fixed, I consider that every new Work contains nothing new. It is only a repetition of The Same Story in a different style, and simply presented in a different form. What is wanted at the present time is not a new Text-Book in Quarto, of some seven hundred or eight hundred pages (indeed we have enough of them), but a Plain, Easy and Concise Method, adapted to beginners j a Method Short, Simple, and to the Point, on L'Homond's and Lsnnie's Plan; one that will at once unfcM the mysteries of the Language ; bring the Pronunciation within Settled Rules ; remove difficulties out of the way of the ^imid Learner ; present a Rule in plain language, and enable thereby the Pupil to acquire the Language by the shortest and easiest way. I That task devolves upon the Teacher who, if he has at his command the art of imparting [Knowledge, should be able to accomplish it in a few Lessons, Provided the Pupil has th© (requisite aptitude, is willing to help himself, and yield implicit Faith and Confidence in |the Teacher's Instructions. I consider that, in a Modern Language, the Pronunciation and the Principles of that iLanguage is all a Teacher should be expected to impart. Further than that the Teacher, jif he has to deal with a Pupil, supposed to be already well versed in his own Language luid Grammar, cannot be of any great help to the Learner. And surely it does not require jjears of labour and study to accomplish the task of securing a Knowledge of the Pronun- Iciation and Fundamental Principles of a Language 1 AH that is required is a few well INTRODUCTION. taught Lessons, by some easy, simple process within easy reach, and that dono, any intel- ligent Student of the French Language, should be able to dispense with the services of a Teacher after, at the most — say Ten or Twelve Lessons, and be prepared to prosecute his Studies of the French Language by Himself. I have of late years discarded all kinds of Text-Books in teaching, confining my instructions Purely and Simply to an Oral System, with an occasional use of F^n^lon's T6lemaque as a Keading Book and Book of Translation, for moro adranced Pupils. I believe the Oral System to be superior to all others in teaching a Foreign Language (particularly French), from the settled convictions which I have acquired, that the Pronun- ciation of an Unknown Tongue cannot be restricted to Sounds which are foreign to that Language. Therefore, every aticempt to represent, by whatever combination of letters it may be, the French U, the Four Nasal Sounds, besides Nine other Sounds or Articulations essentially French — must prove futile and abortive. There are no such Sounds in the English Tongue. Hence every Author runs into error, and falls off the track when he undertakes to reduce to English Sounds Articulations which, apparently, have no exist- ence in that Language. Consequently, it is obvious that the Oral System will recommend itself over all other!*, in this alone — that the Pronunciation of the French Language cannot be obtained, with any approximative degree of exactness, but /rom u Teacher hinueif. With due appreciation for Otto's, Fasquelle's, Pujol's, etc., etc., I would not be for j placing their Text-Books indiscriminately in the hands of every one who desires to learn | French. To place, for instance, Otto's or Pujol's in the hands of a beginner, in ex- pectation that be will, unhesitatingly, follow the Author through the mysterious and oftentimes unintelligible windings and twistings of an Unknown Tongue, is simply to lead him into a labyrinth out of which, ten chances to one, he will never emerge. For one that will perseveringly grope his way through, nine will give up the attempt after a few Lessons. This is what I have, by experience, found to be invariably the case, up to late years, with my own pupils ; and my experience, as a Teacher, extends over a period of many years. Hundreds of my own pupils have failed to realize both mine and their own expectations, and, in disappointing me, have likewise disappointed themselves. Where did the fault lay 1 In following a Plan which required the Learner to tread his way blindly, at the outset, through a heap of Rules and Grammatical Difficulties of which, oftentimes, he can make neither Head nor Tail (if I may be allowed the expression) ; in- stead of carefully concealing the same from his view at first, till he had been made «• quainted with what every one knows to be the Fundamental Bacis of any Language ; I mean tlie Pronunciation, and the Rudiments or Elementary Principles of that Language. .J.I Although I have, of late years, entirely ceased to use Text- Books in Teaching, as I considered them to be at variance with my own views as to the only available method | by which I believe French can be taught successfully to Englishmen, yet, it must not be inferred that I condemn their use altogether. They may do well enough with that cla&s of Learners who can afford the necessary time to study them up, and who are willing to take their chance to obtain the Pronunciation by themselves. But, on the other hand, they will remain for a still larger Class what they have proved to be in hundreds of cases — Dead Letters. The present series, which might more properly be called An Introduction to tho INTRODUCTION. 6 French Language, is aimply intended to impart the Pronunciation and the Fundamental Principles of the French Language. For a more Practical Course, Memory and Study must be brought into play. Memory is a natural gift, and Study is the work of Time. No mere set of real or artificial Rules will give any one a knowledge of French, as if it were by a charm ; for the French Language is, and will be the French Language, take it any way you like. It must be Studied. Nor will it be found that its acquisition can be secured by Inspiration, Machinery, Steam or Electricity. No amount of Instruction in Languages (however skilful and expert a Teacher may I be) will avail anything unless it be combined with Brains, Aptitude, Study (I repeat Study), and a Willingness on the part of the Pupil to help himself. Aptitude is a gift I unequally divided ; but Study is within the reach of all, and requires no outside help. Teachers heralding themselves with flashing and extravagant advertisements as the I following : •' French in Twenty Lessons," " Conversational French," " Parisian French by a Native," " Fitting Parties for the Great Paris Exhibition," lackr-ju'lcdge thereby their own incapacity, and should be reckoned among the Frauds of Ithe 19th Century, No living man can impart a knowledge of French by mere blowing, land no Teacher having the consciousness of his own value, will rest his claims to patron- jage in the mere swinging of a gold-headed cane before people's eyes. Private Tuition to Adults, in Modern Languages, has been demonstrated to be a fail- inre. In Ten cases out of Twelve it amounts to nothing , because the Mind, already aunched into the turmoil of the Woild, is no longer fit to receive impressions, nor willing I submit to the indispensable study necessarily accompanying Instruction. It is in our chools that our young people (if they must have it) should receive their Primary Instruc- tion in Modern Languages, enough, at least, to leave a lasting impression on their Mind, |and open thereby a way to further studies in after years. The following Set of Lessons is not designed to substitute New Ideas for Accepted Jnes. It lays no claims to Originality other than being a Simple and Common-sense-like angement (Mechanical in its application), that I have devised for imparting in Eight Short, Easy and Comprehensive Lessons (not a Knowledge of the whole Language), but fcmply the Pronunciation, thereby enabling any one to lay a proper Foundation for the ktudy of the Language, with or without a Master. I do not consider that this Set of Lessons can properly be of much usefulness to Be™ ^nners without the Verbal Explanations that should necessarily accompany each Lesson, specially the " Key to the Pronunciation," as I believe that it is the Chief Task devolving |ipon the Teacher ; and such explanations as are required in Tuition should be given, not I a Text-Book, but by the Tutor, and while the Class or the Pupil is receiving Instruc- POD. But to those who may have within their reach the services of a Native Frenchman ■or, at least, a few leading Lessons in Pronunciation, my Set of Lessons will at once recom- Bend itself for simplicity of arrangement and comprehensiveness of Plan. In this alone Hll it be found preferable to any other Text-Book. The Method which I am following in Teaching my own Pupils is, first to impart to 6 INTRODUCTION. them the Pronunciation, and teach them how to read French with elegance. Next, the Rudiments of Grammar, on L'Homond's Plan, assimilated to Lennie's English Orammar. In teaching French to Englishmen, I follow Lennie's Orammar step by step. All I ask for my New Method is, that it be put to the test, confident that it will «pe< for itself the moment it is experimented upon. Its adaption, on General Principles, to the Pronunciation is Something in advance of all other existing Methods — the Plan being I New, Original and Unique I while ii■ IT- PPLIANCES, FOR 4i«A 8ov>nd8. I Y'*'''''^ Cv-jF^ tphony of the Language (,£uL dltfwvi) SU^ i!*^ ^ /wvo^w WRule8. V /VV''^-^'*"^^ Languages. a,^^<,^v4^ ;-/ K _s ■': '--'•. i i^yp '-tni'^ . . ■ BiBLIOTHtpUt THE PRONUNCIATION OF THI FKENOH LANdUAGlE, OK A MECHANICAL PEINCIPLE; ' »— • BEING A SET OF RULES, OR MECHANICAL APPLUNCES, FOR 1. Dividing worda into Syllables. 2. Assimilating French Sounds to correspondent English Sounds. S. Marking out Sounds essentially French. 4. Drawing out of Final Consonants the required Euphony of the Language in its natural Elegance. THEREBY. 1. Bringing the Pronunciation within Fixed and Settled Rules. 2. Establishing Harmony of Sounds between the Two Languages. , • 3. Causing the Pronunciation to assume either in written or spoken Language, a Visible and Settled Form. 4. And making its acquisition no longer an uncertain and unreliable Process, but a sure, reliable, and, in the meantime, cimple METHOD to obtain it, by a SET OP RULES, (/urely Mechanical in their appliance. CONSEQUENTLY^ enabling any one to become his own Teacher, after a few reihearsala of my " Key to the Pronunciation of the French Language." T7rjjnjl!'3W'W'T«f!?l^r'^^ ^ ' ' 'BlBLlOTHtQUt ETJLE8. RULE I. Every Single Consonant, following a Vowel, commences in French a Syllable ; ergo Ca ah pa ci ah ee t6.Do ay CI ee li t6. Ca ee ay ah la ah mi ee ay *NoTK.— C befcre K, I and Y, sounda S. RULE II. When Two or Three Consonants follow each other in the tame Word, the line of Division will be between the First and Second j ergo : — Ad ah mi j rer. Fra ay ah ee ter ni ee t^. Ad ay ah mi ee ms ee trer. ay RULE III. When Two Similar Consonants follow each other in the same Word, omit the First ; ergo : — Ac ah com mo der. A/ fli ger. E [ chaji) ay ah ee ay ay | sh ah per. ay ♦ Note. — G, before E, I and Y, sounds J, I Note, — Ch, 8h and Gn do not.admit of being divided. RULE IV. The 7ietter E, unaccented, is a Silent Letter at the end, or in the middle of a Word; ergo: — L'An ah T\6e Pro chai ne, A j pos tro \phe. ay ah I ! f ee Ap ah pe ler. ay GENERAL RULES. » RULE V. Prffviso. — Bu'' in Worda of Two or Three Letters ; likewise in the Leading Syllable lofa Word, when such Syllable does not exceed Three Letters, E sounds as e in The l(English), when used before a Consonant j ergo : — Le. De. Me. Se. Que. Ce ci. Le I ver. K ee I ay Note. — The Parisian rronunciation ignores, in familiar Conversation, the Sound of E, lunaccented, whenever it can be conveniently omitted. RULE VI. Final Consonants are generally Silent, C, L, R occasionally excepted. Note. — Further Explanations by Teacher as Words come up. ; BiBLIOTHEQIJE ill RULE VIL Euphony indispensable to Secure Elegance in Reading or Speaking. Enplioni/, in French, consists in the carrying of Final Consonants (B and M excepted) Innto the following Word, when such Word commences by a Vowel or a Silent H ; ergo : — Fai ay tes I'ac core? (t) a I vec (k) el ab ah I Make up with her. le. Vous(z)a vez 6 t6 trop a ah „;-:„ „„ "^h oo ay ay ay va ah le de V05 ri ee ,You have been too avariciotis of your riches. II es^ for^ com me six (z) horn ee ay ee He is as strong as Six men. chet I ses. mes. lis (z) out ^ ee z ay They ♦Note.— On-Om. Third Nasal t6 tour-il-tour cor ay 00 ah oo have been corrected in turn. Sourid. • ri ee g6s. ay RULE VIII. A Vowel preceded by a, 6, i, o, u causes the Word to be broken off into Two me. A 6 ro nau te. Ore er. Mi as ah ay ay ay ee ah Cro as ser. BiS • SU 6 tu de. ah ay ay F «y F ♦Note — F denotes French Sound. 10 GENERAL RULES. RULE IX. S between Two Vowels sounds Z ; ergo : — ^' ■ »..,' ay 80 z ner. ay f< •'•. RULE X. Y, preceded by a Vowel, equals Two I ; ergo Pays — Pai ay ee 1. RULE XL L •»- L, (preceded by I, and followed by any Letter other than E silent) = Y, as a Consonant j ergo: — Mouiller — Mou 00 yer. ay RULE XU. First Nasal SoondEn (final), preceded by I, is changed into Second Nasal Sound; ■common t ergo ;— . ■ be your o Bien — ^^Biin. Chien — Chiin. Outside of the above, there are, properly speaking, no Fixed or Definite Rules upon which one can rely, with any degree of certainty, for the pronunciation of French, which | does not appear to be as yet settled on a Permanent and lieliable Basis. However, the Parisian Pronunciation (with Usage for its guide) is considered, in I polite societies, as the most elegant, and the French Academy — as the Leading Authority in matters of Grammar. Words and syllables are not accented with us as they are with | English. Hence it follows that no longer or shorter stress is required on one syllal more than on another As long as every Syllable is sounded Distinctly (care being taken I not to pass more rapidly over one syllable than over another), the Pronunciation will be ■accounted correct, and will, in no wise, partake of the English Accent ,r-^^ ■■:;■■ TO THE STUDENTS OF THE FRENCH LANGUAGE. lent) = Y, as a . A SELF-SOLVED PROBLEM. Given any language whatever — French, for instance. Granted that said Language has a well-defined Gramn: x, but has Certain Sounds unknowrn to the English Idiom. Then, as the Fundamental Principles of Grammar are Nasal Sound; I common to all Languages, take a few Lessons in Pronunciation and Reading; study, and be your own Teacher. You are more likely to succeed by Self-Instruction and study, than by the best available Tuition at your command, and no Study. ,te Rules upon French, which considered, in ling Authority they are with I |i one syllable re being taken ciatioa will be To MY Pupils.— A GOLDEN ADVICE. If you are not posted up in your own Grammar and English Parsing, let French alone. Learn your own Language first ; it will be much easier for you to learn French after- wards. nm ^fmvpmm'iimmi ■ n, in A KEY TO THE PRONUNCIATION OF THE FRENCH LANGUAGE. THE SCALE OF VOWELS. a. e, 6, .^, S, • 1, 0, u, y ■^ 9h the ay ee « e( ' . i;- •Note, — No such Sound in English. The Letter U, the Four Nasal Sounds, and the Nine Articulate Sounds, being Simple Sounds or utterances peculiar to the French Language, it necessarily follows that no combination of Letters whatever can properly represent ther^ in English with any degree of comparative exactness, as those Sounds (I mamtain) have no exist- tence in the English Language. The real and exact Sound of those Nasal and Guttural Articulations can only be obtained by being conveyed viva voce to the ear of the Pupil. THE FOUR NASAL SOUNDS, 13 A KEY TO THE PRONUNCIATION OF THE FRENCH LANGUAGE. THE FOUR NASAL SOUNDS. CO \< \< i <«> 1 1 a pS a d « :i a ^ a a 09 d I a -s ^1 § 04 — iS O 5 o o en o 3 o en o 1 en o as (< w .3 o a I <3 A o ?*• P. 1 ^ d .J2 I o H a -d ^ « I C3 3 O cn o 14 THE FOUR NASAL SOUNDS. A KEY TO THE PRONUNCIATION OF THE FRENCH LANGUAGE. THE FOUR NASAL SOUNDS. IV' C5 P 3 O o QD •I .§ Q Q (3 o S o .s PL, a S u o 60 fl n - I ^ .2S8 9 o a I Ph PQ & d 5 •I *•§ •g O a •a a H « CO ♦♦fl J«" n 5 ^ "S w? I a a .^ .s o O I "J5 a (n o a* S a ^ u o a c^ o o iz: o ;z; o 1 o e o C/3 o S5 e 9 O C/3 THE FOUR NASAL SOUNDS. 16 FRENCH I ^ j^EY TO THE PRONUNCIATION OF THE FRENCH LANGUAGE. THE FOUR NASAL SOUNDS. o en 8 O a s 3 o en ■8 m < < Pi M s o P I d o d (A o OS o Oh O O a o •a c3 Pi o O d Q O CO a o bo a o ++ 8 O S ^ o o 1— I Ph o H a g o m ^ o M ^ -a a a o ++ t a a o H) 5 § .9 a 1 < -.4 16 THE FOUR NASAL SOUNDS. A KEY TO THE PRONUNCIATION OF THE FllENCH LANGUAGE. THE FOUR NASAL SOUNDS. O CO < s u o Si ^•5 ^ ;3 .S - I fl a o O 8 « a O « d O ^ a 0) o ^1 ♦ l5 9 a 1 ^ 1— 1 3 ::«» V «^^ o d 0) • r^ •** « §-^ CO t^ Lm o -d ;3 A > e 2 2 1. ^^^ • pN <» ^■N ■ FN ^ 0) 5^ 'o > ^ § d <2 0) o CO 1 '3 'O ^? t» a o 1 p>4 «0 a> tour •FN 1 3 • r-l s i , "3 •r^ s "o •FN •FN "FN O rH (M CO -* tfS «o r^ cx> Oi M g. 18 EXERCISE Oy THE RULES. >. . !' » 1 EXERCISE ON THE RULES. Tran | scri | vez cete | xer | ci | ce, et fai | tes vons-m^ iii«l Tap I pli I ca | tion des Rhg \ \es k ce que vous ^c I ri I vez, en di ^ K ^ Co vi I san^ les mots en sy/ | la | hes. Ap | r^ c^ | la, mar | qiiez piirL« -.un Poin^, ou iin Trai^, les Le^ | ires Mu | et \ tes. Puis e | tab | amm tAe ah ee lettres ] I sez r/Tar \ mo | nie en | tr« les mots, par la li | ai | son de la con sow I n^ fi I na I le a I vec la vo | yel \ \e sui | van | te. Com | pa rez en 1 sui | te vot | r« | co | pi« a | vec To I ri | gi | nal* Imajuscn »hF F Iment ch 1 a • The Translation to be fiiven by the Teacher. ♦* NoT«, — *^ee Rule X, General Rules. •TheT EXERCISE ON THE SOUNDS. 19 ■ q . '■ I. H ! ■ ,i • ,; -■ ■ ;■ ■ .1'- . . .; ,■ , • I. ' 1 EXERCISE ON THE SOUNDS. .^•t ou«-m6 I met vez, en di Copiez cet exercice, comme vous a vez fait avec le prdc^dent. ee ay the ee oo ah ay ay ah ay ay 1 ^' ■Examinez chaque syllabe s^par^ment. Marquez, par leurs propres HtAe ah ee ay ah ah K ee ah ay ah ay 1 ah k ay ah F Jlettres les Sons correspondant aux Sons Anglais, et mettez un F ay 3 ay 3 I o 3 1 ay ay the ay 4 de la con | Jmajuscule sous les Sons essentiellement Fran9ais. Marquez ^gale- th F F oo ay 3 ay 1 ee 1 1 ay ah k ay ay ah Com I pa Iment chaque Son nasal par son chiffre respectif I 1 ah K 3 ah ah ah 3 ee ay ee *The Trnnslation ti* be given by the Teacher. hi 10 EXBHCiaX ON THE RULES, THE SOUNDS, AND READING, EXERCISE ON THE RQLES, THE SOUNDS, AND READING. Pro I c^ I dez^a | vec cet.^e | xer | ci | c0 de m6 | vae qu'a | uy ay ah the see s ' " ay k ali vec les deujr pr^ | c6 | den<5. Di | vi | sez^en sy^ | la | he8\ re ay F ay say 1 e« ee ay 1 ee ah ]e I tez les le^ | tr^ mu \ et\ie8 ; ^ | tab j li^ | sez I'Aar | mo ay ay ay ah ee ay ah ni^; ee mar | quez dis | tine | te \ men< les Son.«? dg cha | cme syl \ la | hen \m •h k ay ee 1 ay ah ah T ee ah leuro \et | ires res | pec | ti | v&^ ; puis fi | na/ | \e \ ment, ^ | p« | lez F •y ee ee ah ay pro I non | cez et li | sez U tout. say ay ee ay (K> h »Thu Traiinlation to be yiveti by the Teachefi EXERCISE ON TUB RULES. II EXERCISE ON THE RULES, THE SOUNDS. PRONUN- CIATION, READING, TRANSLATION AND Q-RAMMAR. E I xer I ci I c« 8ur les Rfeg | Xes, les Son«, la Pro | non | da \ the see ■ F ay ay ay 3 ah 3 ee ah iion, la Lee | tu | re, la Tra | due | tion et la Gram | mai | re. eeSah F »hahFee3ayahah ay Ijec I tu I M du Pre | mier Li | we de T^ | 1^ | ma | ^ue. F F the ee ay ee the ay ay ah k ReadinR of the First Book of T^Amaque. d'U F of reu F T^ I 1^ I ma I am ne pou | vai^ se eon | so | ler du d^ | par< ay ay ah k oo ay 3 ay F ay ah T^l^maque not was able herself to console of the departure \y8 I s^. j Dans sa dou | leur ol j \e ae trou | vaii mal | heu 1 ah oo F oo ay ah F ee 1 an oo r oo Ulysses Into her grief she herself was finding unfortu- se d'fit I r^ im I mor | te/ | \e. Sa gro^ j te ne r^ | so | nai/ phw 8 ay ee uate to be de son chan^ 3 sh 1 I "f her singing I par I ler. ah ay to speak. ah , z ay F immortal. Her grotto not was resounding no longer Les Nym | ph^.