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Les diagrammes suivants illustrent la mdthode. srrata to pelure, n d 32X 1 2 3 1 2 3 4 5 6 I , ,. •*fiM<-. 5t -f t .'¥' *■ The De Brisay FRENCH METHOD. rnMlfxT"''''''' ^^^''^'^ ^^ ACQUIRING A THOROUGH CONVERSATIONAL AND LITERARY KNOWLEDGE OF THE FRENCH LANGUAGE. EMBRACING A VOCABULARY OF SEVEN THOUSAND WORDS. BY CHARLES THEOPHILE DE BRISAY, B.A., Author^" The Anaiyticai Latin Method," " The Key to French 8ounJl," etc IN FOUR PARTS. PART I. I ACADEMIE DE BRISAY. OTTAWA. CANADA. & OGDENSBURG. N Y. 2>A n II I Entered acco ding to Act of ConLTess. in the year 1C99, liy Ohabi.ks T. Dk Bkisay In the Office of the Librarian of Congress, at Washington. Entered according to Act of the Parliament of Canada, in the year 18'J6, by Charles T. Dk Brisay, At the Department of Agriculture. I lOur .p.H«. s™. .. p„,,,„.. ,,„„,, ^ ^^^^^^^^ ^^^^^,^ ^^^^^ ^^^^^ INTRODUCTION. '>• ear 18D6, by I witne Led uch r V"' ""' '■•""^"■^'' >— which has ment of la„t^ l^e , ft i, 1°°' ™'"'''' faciiitating the acquire- the „a„, S ;' th MrieTrd'^^rS 7^'''^' Books by tlie score h«^^ k ^"^ ^^"^^ direction. Greek, French and Ger,." ^""'^ ^^ ^^^ ^"^j^^^. Latin. until iow there at!l r'^ '''''""'"' ''''' "''" ''"''"'^'^ teaching lanja ' nlZ ^u f '°^ ^^^^^^"^ text-books on dents onargfagfreadv^^r "'^"''~^^ ^'^^^ ^^ «'- who is the authT of fortk oX^: '"^ '°''^ f ^ P^^^^^^^ - the excuse for all these llp^^^o'^^e and tlf "'f copies of the first {rrarr^tr^o^ •/ ^ "^ ^°^ ^^^ servile a Greek na^ed Dir^s^rhrafT" '"T'"^ ^^^" ='«° "^ Latin verb first -ZLh, ^•'^''"'hor will present the which calls for a ne'w ^•'olTl^^J^l^Zr AlL^T'^'l the long rows of Greek ^nr\ T T* ^rrammar. A look through found afany .artt::ndt„drolf::^ni!lt''''r '° "^ convince one that the most important SWrcestatlTThir works are to be found on their covers '"^"^ ^r^>T::-^hrLrevL^';L:xtitS? sentences ; and we wonder neatly at S^^Tr olnZw:^^: I 4 INTRODUCTION. cises contain the most nonsensical sentences that were ever con- structed or imagined by the human mind. Thus, page after page does he treat us to composition like the following : " Have you my ass's hay or yours ? I have that which my brother has. Has anyone my good letters ? No one has your good letters. Has the tailor's son my good knives or my good thimbles ? He has neither your good knives nor your good thimbles, but the ugly coats of the stranger's big boys." How can we account for anyone supposing that trash of this kind would ever acquaint one with a language ? The answer is simple enough. Ollendorff and his slavish imitators, like the numerous writers on Latin and Greek grammar, laboured under the mistaken idea that to know the principles of a language— ^ e., its grammar — was to know the language itself, and as the mean- ingless sentences above noticed illustrate principles of grammar just as well as though they had been the utterances of divine wisdom, it is not difficult to understand why they should have been invented by Ollendorff, and later copied by authors who can do nothing original— not even improve on such a sentence, as "Have you your ugly iron button ? "* But even should we change every one of Ollendorff's sentences, and introduce in their place sensible matter (and this has been done), we would still fail to learn a language by such a method, without spending at least half a life-time at the work. French is a language which is taught in most of the English schools of America. In the English colleges of this country certainly a great deal of time is spent on the language. Yet how many of that large number who graduate yearly from these *The following passage is from Mr. Du Maurier's famous " Trilby."— "It was Lambert, a youth with a singularly facetious face, who first woke the stillness with the following uncalled-for remarks in English, very badly pronounced . " 'Av you seen my fahzere's ole shoes?' " *' 'I av not seen your fahzere's ole shoes !' " "Then, after a pause, ** 'Av you seen my fahzere's ole 'at !' " " 'I have not seen your fahzere's ole 'at.' " The meaning and humour of this passage will not be lost to those who have studied even a page of Ollendorff or his imitators. 'J INTRODUCTION. } those who mstttutions of learning: have even a fair grasp of French > If we except those students who have lived for some time' among French peop e, and thus learned to speak the language tht number IS indeed small. ^""kfe, me But it is not necessary to press further this matter. Many wnters w.thm the last ten years have demonstrated the absurd dity of attemptmg to learn a language from precepts. Nay more, they have not only torn to pieces the absurd system noticed above, but have introduced new methods so called, now MetS". tT? " '"^'' 'l^''"'"^^ ^^^^^^'" '"^^^ Object a„!w ' ^. ^'^^^^"^f^s^tional Method," or by the names of the though r ^° ""^^ *' '"^' ^""'"'^'^ *^^"^- These new methods though difleenng in minor details, are one and th. same system of teaching a language, and the correct name for that system- ic indeed It can be called a system-is "The Natural Method " But what IS this " Natural Method ?" The reader has probably heard of it at least, if he has not studied It ; for of late it has been much advertised, not only by ite many authors (for many claim it as their own discovery) but iiLhW "/ T" ^"^ women who, finding thrmselves unable to make a living at anything else, have suddenly devel- oped into "professors of languages." thf " Tl '' TT'fl'' ^^ ^ successful teacher of French by the Natural Method," is to be able to speak the language fluently and the less one knows about English, the morLap able and wonderful a teacher is he considered to be Here is one profession in which ignorance counts for much, and in which learning is at a discount. The ambitious student never seems at all puzzled to understand how a method which is to acquaint EnllTsh '' ^''"^ ^''""'^ ^^^ ^^"'^ '° ^'^"^^^^^ ^^^ ''^'^'^^ ^ith But let us glance for a moment at the method itself The professor pomts to a chair and says, ^^C est la chaise ;'' u,t\,^ do.r. and says, <^Cest la porter He then puts the question Qu est-ce que c'est ? " and the pupil replies, if he can. \'est la ckatse ov ^^ C'est la parte." The professor opens the door and says / ouvre la parte " Then to the question, "Qu'est-ce que jefats, the pupil replies. "Vous ouvrez la parte; " and so on in this way, using no English at all, the meanings of words are I INTRODUCTION. conveyed to the student through objects and actions. We see then, why the method has been called the "Object Method." It is certainly more or kss in this way that a child leurns his mother tongue, and that, indeed, is the boast that is made fur the method by its authors and teachers. But how does a child learn its mother tongue ? Did the reader ever ask himself how long it took him to learn his mother tongue ? He did not learn it in six months. In six years he learned it very imperfectly ; and, perhaps even now he may not know it any too well. And yet ha followed faithfully all along the " Natural Method." He devoted, not two hours a week for six months to the method, but teu hours every day of hii> life for years. Look at the child in your own home. From early morning till late at night he hears nothing but English spoken around him. Such sounds as "Don't do that," "Come here, dear," " I'll whip you now," he perhaps hears fifty times a day! It is not to be wondered at that at last he becomes able, not only to understand thes^ sounds, but also to utter them himself. He hears also many other phrases of a different kind, such as " a strange notion," " a te rible accident," " it's only human nature," etc., but these sounds fall without effect upon his little ears, for though he may repeat many of them, he does so after the manner of a parrot— without the least conception of what the phrases Tiean. These words represent abstract ideas. They are not the names of objects which the child sees and hears about him ; they do not indicate the relation of these objects to one another ; they are not the language of the child, but of the matured mind What is the language of the child ? The names of common objects {man, room, door, etc.), the names of some of the pate.^t qualities of these objects {big, small, red), and the names of the common actions of these objects {cries, falls, swings). No one thinks of saying to a child, " What is your idea of justice ? " or " Is consistency a virtue ? " although many such phrases as these children sometimes hear and learn, but which they cannot understand. Language is then of two kinds— (1) the language which the child learns and speaks, and which even horses, dogs, etc., learn INTRODUCTION 7 more or less to understanH nnri 'o\ *i. by adulta, whether eStd"„n/ A ^^'"''' ''"'^"■^e<= "'^ literary men and women ' ""^^ "' '='"'''^- »'"' ""'" by portion of L Ither .™'ul J. ,. "! " ''"f^' '^^' ""' ™« drummed into him To™ TornTn t'm ^1^," "''"«' ""<* months and years. Were a S»n "'eh' '°r weelts and voice but two or three iLL' L°""^ '" *"" ""' *'>""«' kaow little of his mtrerX aule' ^0?"""""' "' "°"" Does it not seem strange fherefore Z? '" '"' '''■''"• tion of this natural n^J^ll^^Zlli^^'-^-^^V^--^ .mita- is slow and steady accomnli«hi„ ', , """"•e* methods, be thought so eificSra' me^^; Z Zch""'^ '^ «-»-*ould to the adult man or womiX^^ """^"""S^ -^ '"-^ign tongue ■anguages. It is useTr ^ t^I ZT^C ''""T """^ Limit Nature to time anH .1,. ""' ""'"ral melhod. inventions of he ^e" e nothiL'T,'!;'''"'' ''°"'"8- ^H the man's impatience wUh Naturt t. /l""'" ""' """^""^'^ "« follow her slow footsteps ' ^" ™"''lingne.s to hofo"rto7earhit'T,LCg:°w?rr^" ^-- thinlt. He might hear theTd^'kiTh • -Th '° '7,' ""^ "• attach no meaning to this «n„„^ 7-, '? '"""''^^'i times and the picture on the'^^lj wh Lhtri 'i^^^^'TZ '™ '"" reach. Perhaps even this mi<.h7fi^ 7 '^'•«'* ^"^ y"" to ing of the word alrsome ofh-V """">' '° '''"' "-e mean- given to it-untilsome Z^w """""*^ '"' ""''^ ^™«I<1 be come to him ^ *' '"' "=^»'"g °f 'be word would ing "o^ Lr^: fstif L"; rrrurai 'r -^ "^^ -- to wLSer'wmtaL °tig " "\ r'°^ ^.'^ P"""^ '" ''™bt as <>*>/ method is a bunglinr wav „f1^ T- "'^" '" »"" « 'be ing of words like 2X7^/ T^^^ 1 ^f* '"^ -°»™- comes to deal with abstr^f't^^'s ' A „Tf "' "^^ """" " about all day, makin.^ si^n, L^T P^'essor might jump bis class tkI-2^11 of woSs 4T;:^J''' '"" '^ '^'^y '° e woras lUce amUuf, £^osstgr, bofUi, and H ' INTRODUCTION. all those abstract terms, v 'iich, though excluded from the lan- guage of the child, are used by the educated and uneducated alike in almost every sentence. It need hardly be said that the " Object Method," (or "Natural Method ") does not acquaint one with the scientific principles of a language. Grammar is something which the exponents of that method have a great contempt for. They refer us to the child again, and say, "A cliild knows nothing of grammar, and yet he speaks without hesitation." It is a mistake to suppose a French child knows nothing of grammar. He may not know any grammatical rules, but he knows when to use tin, and when to use une,' when le, and when la, and many other points of grammar, which no student is able to learn by simply hearing French spoken a few hours a week by his teacher. And, in regard to pronunciation, the natural method, pure and simple, does not do for the adult what it does for the child. Ten years' study of French by the natural method will leave the student pronouncing the French /, d, n, etc., exactly as he pronounces these letters in English. And why ? Simply because instead of using means to combat nature, he has allowed her to have her way. In five minutes he might have been shown the position of the tongue in the articulation of these consonants, and with a little practice, he could have pronounced them perfectly. If it were possible to acquaint a child with more of the prin- ciples of a language, while he is learning to speak that language, does any one suppose his progress would not be much more rapid than it is ? If it were possible for his young mind to grasp those principles which have to be taught to him later on at school, would not an immense amount of time be saved ? And yet we are told, that to the adult who can grasp and understand these principles, we must not teach grammar until he has first learned the language naturally like the chili— that is imper- fectly, without method and without guide. There is nothing in grammar to impede one's progress with a language, but everything (when properly taught) to help one in understanding a language. To attempt to learn a language without being guided by any of its principles, is like attempting to build a house without a plan. INTRODUCTION. . a Indeed, the Roman lanpuaee-teachprs ,1,. Greek to the Roman youtLwere not w ^'" " " ""''^'" fact. In the days of Caesar rZl ^ '" '''^'^o^ering this Rome far more LnPrrch?sstr' '";'"" ""'' """'''^ '^ to-day : and it was J^. frcH ta te thest^dy" thTr^'J"; '"""""' that the first grammar was wrf,7« r? '^'^°^'' language a Philosopher^uTa langn^glterher Tr'"' '"'"'' ""^ "°' wrote was found to be a wonderful helnT, ??"""■ ""'^'' ""^ and all who pursued thrTtudy of Greek 1 1"'" ''""''^• similar works soon followed on Lat?n„ramL.„Tr '°' '""' mars have been little improved on to'IC prrs^tday '" ^""'■ fou^d'adtcSgrr^u'S 'to amT T ''■ T™ *™''' "°" *^ and teachers found TrnperfS^t ^d «""" """ ^°"» >""•">- spise the very hetos whi^h t. p '°'«<=^<^'°»^. and should de- It. strange, Ld1^:tlXtteX";S "" ''^'-'■" intrntd?i:roi::.— .tl^d^d';^^^^^^^^^^ meant to contain simniTr f^^ j- '•"™us:n it alone. It was dent in the study o" the Grfl'/'"^ """"^''^ '" ^^ ">^ ^tu- be said of the ^imma^^^h'hlotohis "" M T ""^ "^^ seem to have mistaken the meL ng aTa "t ntifnif S.'"*^^^ grammarians, and instead of foltowin J unT°, * " language by a reference to its pri3cs "^^h. f"°« "^ ^ themselves to the teaching "%P""<='P'«s, they have conHned language as a la^ f "fust^^T tC '^ w'."''"^ -"^ '"^ taken through lono- lists o!^^,7 ^ , ■, '. ^''™ " '''"dent is Pire, eu., it is pfincirfef of C T ' '""'"' '^f"" * ^""-e not ihe French iTnTuage ' *^""'""' "^ '^ ^'""^^g. »e„en4 conve^^Sn c'Si^^tit "°..^r, 1^ . ; /(<■ *utmi.atin Method. See chapter on " Motor Memory. - , 12 INTRODUCTION. require to repeat them several times. But with such practice, fluency and ease will certainly result.f Here then is the second principle which we must follow if we wish to master a language— repetition of its fixed constructions. But there is a third principle, not less important than the two preceding. We have seen how the grammar of a language mast be learned, and we have seen how we can speak a lan- guage, provided we have the vocabulary. And now, how can we acquire that vocabulary ? How are we to remember all these new sounds for objects, actions and qualities ? Can they too be handed over to the motor nerves ? No ; they must be grasped by the intellect. The acquiring of a vocabulary has always been a serious task for the student of languages. What student has not wished that there might be such a thing as sugar-coated language-pills, to be taken in doses of ten, or twenty every night before retiring' and which would leave his mind enriched with as many new words in the morning ? If we had but some such invention as that, this nation would soon be a nation of linguists. As far as I know, words cannot be got into the mind by any sv.Jh process as that just suggested. I have, however, another method to offer the student which will prove little more of a tax on the memory, and which certainly will be less hard on the stomach. ' What are words ? When a new invention is brought out, and the inventor de- sires to give it a name, does he make a leap in the air, give utterance to some strange sound unheard of before, and adopt this sound as the name of his invention? Of course not; because such a name would convey no meaning to anyone. If no appropriate name exists to describe the invention, a new name is manufactured by means of one or more words already existing, and we say a new word has been coined. Now this pro- cess of making words out of words, which we see going on to-day in English and French, has been going on since the very birth of these languages. French did not always possess the vocabulary fit is probflWfl that the linirual tif^rv^s am trtf\T£t ^=ctt-;T '.-r-.r-.-^rrjr.A t^ ^_ j combmauons of movements than the motor nerves of any other part of the body. • n, a new INTRODUCTION. ! ,„ it has to-day. And yet it has created no new words New words have grown, have evolved naturally, or have been con TerLrd^'tuch' '^r ^^'r ^' '^^ "° "- ^-^" ^-e Deen created Such words as brassard {armor for the arm\ bras,e {arrnful ), brasse ( fathom), embrasser (to embrLe)embrt sadeiembracement), etc., are all from the one worTllT and would not exist had the parent bras not first existed I remember some foolish young people, who, dissatisfied with both French and English, because too many per ons c^u d understand these languages, resolved to inve/t I lanLge of their own. They created a few words, but did not g^ much further, for they soon found out they coild not remembeMhet o^n creat^ons. And why was this .^ Because the so^nd the' adopted as the names of things, actions and qualities were bar en^ hfeless sounds, without" meaning. Had'nations 'alte^ipted ]::^tT:z^;'^'''' ^^ '''- ^^^^^^^^^ ^^^y --^<^ ^ faciei What is the meaning of the word embrasser? To infold in the^m.. And what does ^.a... mean .^ The length of two ttV^'lothe^'-Hf ' 'r'^''' ^ P^-^ of'fnnor f'o the bras. So the word branche means the bras or arm of a tree- and from this word we make branchu (" branchyTww!' and brancard (a barrow made of two branches) * ^ ^''''^^^'' oTJ\ ".^^rf ''^ '^^"^ '' ^"^^"^^^ ' A^^ yet how simple - Out of a single form what a family of words ! How full S H f e and meaning are these words, and how easily remembered' But cunosity will lead the reader to another questir Where did these root-words like bras come from ? Did F enchTrt e them? No; they were transmitted to the Gauls by the Romans Frenches simply a development of popular Latin.^ In faeUt t difficult to say at what period in the history of its deveLpment It should cease to be called Lat^n and termed lr«L7 oTof loml^Zat^: "°''^' ^'^ '^T'^' vocabulan. :nhe Roman soldiers and the common people of the Roman Empire have grown and evolved, by the process already described l^Iv 8.000 French words. That is to say, 4,000 Lat^^woris have grown to 12,000 in French. ^^ 14 INTRODUCTION. :li! But it is not necessary to know these 4,000 Latin words in ' order to appreciate fully the 12,000 words which fomi the basis of popular French. And now let us see why. We must not forget that Latin, at the time of the dissolution of the Roman Empire, was a fully developed language, just as ' French is to-day, and that the process of forming words from words had ^een going on for several centuries in Latin. Thus from the wjordpedem {foot), the Romans msLAepedka {/ootsnare), which gave in turn impedicare {to ensnare or fetter); and these derivatives go to make up most of the 4,000 words before men- tioned. But as we have little to learn from derivatives, we may pass them over, and instead of referring the French piige (trap) first io pedica, (which is orly its old form), we may refer it di- rectly to pedem. And so it we thus treat French and Latin as one language — and there is no break but time between them — our 4,000 Latin roots will dwindle down to about five or six hundred. It may be important to the .Jtiilologist to know that certain words are entirely of French growth, and that others existed before the birth of the French language, but for ordin- ary purposes it matters little whether such a word a&piige is the direct offspring oi pied, or whether the \.dXva. pedem first yielded pedica ; iox pihge is pedica mispronounced.* But these 500 or 600 roots which form the basis of Latin have given us more than the 4,000 French words, "which have now grown to 12,000. For the savants of the 16th century finding the French language too poor to express their ideas, rushed headljong into Latin, and taking from that language hundreds upon hundreds of words, used them as French, with scarcely any change in their form and meaning. And since the 16th century classical Latin words have been flowing into French more or less steadily, and at the present day the stream flows on with redoubled energy. Thus it is, then, that while pedem has given such forms a.s pi^ge, piston, empklur, etc., it is equally the parent of such words aspMale, bipide, expedition, etc., pure Latin *We can go still further : a few Low-Litin roots are of German origin, and in many cases these German roots have allied forms in Latin ; in such cases we can disregard the German altogether, and take the allied Latin form. Thus, patte (foot), is probably of German origin, but the German ' I' !3 til's nctiiic wuiu aa lUC 13iUi5;;iJv pUitU, LUB UTCCiC pOaOli, UXO IjaMxa. pedem, and French pud. INTRODUCTION. from Which ^£::ii£:T^TXi'::\^:^i ri'-'""- or 600 roots have given over annm; i? ? *"' ''''™' '»» the whole French iSguageT ' '"* *"''''=-°'^ ^"""^ Now, few students will rar^ <;^^ t. for many of these woTdi .rl ?^ " vocabulary as this; know them all it wo,^d t. h T^' " "' '"''""<» "> but we will be ^tlsfied w^^ K T"^. '^'®="" "^"^ '° ^o ao, weirtt:trm:tzru::r"^-"--' system-and we also know thrresult X^'^'l'^V'''"' '"' tag to master Euclid's Geome?,^ by seleTi "" " """' °' '^- and there at random from hL system T/d'"'??'''""'*'''' seen that words ar» relate,! ,„ '^^^f" ' And yet, have we not This being so, the'y anno, be °*r "^ "^ P^''^'=' ^X^^-" ' rememberfd ti IZ ^ITn^r^ZTf ^"^'^'"^ or even sounds. ^ ^ '"""^'^ "l'™ ''earned as isolated famffl:Mryou'tm''idr """= ^■"'-on-ctedgroups-in the -me eCt a^ ~e IndlM ; ^'l-'^ ''^'^ -'* '""<>« lary of 6,000 words ""'"' °' '^ 8^™ ^ vocabu- ^:^^!TtJ:.:^t::^^^f- (.--) before /«««r (tofe,), before *a,L TZlv ' u "^ *''''"''' <'" '"'■)■ <"■ learn a langnige backCs'iT/y 'hTirbr ' "f ^ "'"^'^ '° lot of meaningless sounds void of »n ^ ^ """i" '" ""<>'' « Hand, to learn a language nit 1 ['■ ,'"'"*"■ On the other but as the nation mad?-; Td , ' .'" " '"'''^^^ '° '^"^ ", •French, also, has a number of wnrH« ,,f n T ~ ■ ■ words of Greek origin. Sa^v LThf rl *". °"^°' ^"^ ^°™« ^^an^ed French s5nr« th» J.u _.^ "^ °' *^^ ^^^in words which hav« p«^» .-„._ hasdone nn^ch to p^p^S^ Srle^^^^^^lT °"!r' '"' ^"^'^- to be replacing many of the older word^ even tX ''°'"^'' ""^ ^^^^ ^«°» uneducated. 3> ^^'^^ ®^®" "» the conversation of the 16 INTRODUCTION. not made by ohildren ; and he is a narrow-minded philosopher indeed, who would shut himself up in a nursery, watch the per- sistent efforts of young children to speak, and from these obser- vations alone found a system by which to teach the adult mind a foreign *ongue. A whole generation cannot teach us what a language is, and the history of a nation leaves still much untold. Much stress is laid by the exponents of the Natural Method on what they call thinking in a foreign language. I do not wish to deny that to a certain extent they enable a student to discard his mother tongue. As far as a few familiar objects are con- cerned, one can hear the foreign words, and think of the objects they represent, without first thinking of their English names. And the same thing may be said of a small number of verbs and adjectives. But true thinking in a language is more than this. How many English persons can feel the force and meaning of words like amitiS, effronterie, grossiiret^, embellissentent, agrandissement,etc.? They may imagine they are thinking in French when they use these words for their conceptions of the English friend tip, effrontery, coarseness, embellishment, aggran- dizement, etc., but until they can from the idea belle lead them- selves in thought to embellissement, from the idea, grand to agraji- dissement, irom front to effronterie, from amt to amiti'« ^^^^ g'ven Sounds.") ''"• '"f^'-mation consult our "Key to French Le bras. {hrd) The arm. L'^pine The girl. Le noin. {non) The name. L'echelJe. The head. Le pied. (pie) 7 he foot. L'lioHime. {lom^) Th". smoke. Le cou. Le cbam/j. Le feu. ( I ) {con) (Chan) (feu) The neck. T lie field. The fire (2) lo la r=Ioorla {Id-pine.) {U.hU) (^om«7^ '"' dansWan) The thorn. The ladder. The man lccnan.p(c*an) tfne ^chelle, une table et un feu (3) L^chelle est sur (on) la table, et le pieJ de I'homme est sur I'echelle un no„. (.Uent)„etemi„i„., b.W derived Z^t , "' °°""" "<"°8 '" » (17) prt'sont («a») 18 PREMIERE LE9ON. pas ipd) uiaiii irtU) lC8 (2^) do la dor du do« (di') &la au aux {aut voyez ivoa-y^) bion (biin) vient {vUn) certain [tin) ou, or oti, where la, the 1&, .'Aer« I'^pine, mais (2>u<) je vois lea pieds de Vhomme et les bras de la fille. H) Oui (yes), je peuaj voir (am able to see) aussi, entre la fille et I'homme, la fi mee du feu. (5) Ah I a present je vois les deua; {eux et la fumte8 PIED8 (plural) : we a'ld s to a noun in the plural. Of course if the noun happens to end in s in the singular (as bras), we do not add a second 8. Ob- serve that lo, la (or 1') become I08 in the plural. (5) Du FKU ( = DE LK FKU) : in early French dk 1 e became del (as in Italian), and then l softened into u (see ootr Obs. 1) which gave . Mai. regarde. ^'""^^ """" cet autre chani;; (j„.14 (llMjUIJ tl^re) (.!«; '""*" ^'' °"'' °°' <-^°'> ~ """""-'^ "« "'• C^-^) P.ti< La fille et I'hommo mnt dan. ce chan,p,I4. L'honinie est granr/. L« fille est grande. (lO) Ix^^ homme. son< presque toujour. (/,«ar/y always) grands • ma., le. fille. no 8on« pa. tot:,.ur. grander ■ elle. (Mey) sonf presque toujt r. petites. (11) Toujour, petites ! non, non. ..tte fille la-ba. ^over iherA dan. lautre ^^Muis^ou est- elle a present, cette grande fille ? Je ne la (J^r) voi. Et cot honnme, ou est Jl 4 pr^sen^ 7 Je ne le (Ai„») voi. pa. Je veu.i- (want) voir la fille ; oui, Je veux la (A^r) voir (/ ,rant to ape lier) Je veua; lui {to her) parler. meets an anoationhe ruH T* t' iu> Tvi\ I, 1 "' ''"""'^^'cr tne aluUent tuphmv. (»« ^ J « r> ) he may kaow then an e has been dropped for prdsont (rani dovant (van) | il cetto ictt) cet {cH) CO («e) tr6« ««') prds (prV) prcsquo que(ftc) ello (U) eUc6 («{) le, him la, Aer lea, them I 20 PKEMlfeUE LKgON, lai tonr Jo voux {Itoant) Jepoux (/ amabU) r(0 U 7a (a-i-a) Je veux voir rhonmio aussi : Je veux le {him) voir. ^ Je veua; lul ( ci. 11 y a des {of t/te-some) fille* darw CO chain;> la. Oui, il yades fillea, de8_homme«, den *z.Ues, dos^t'chelle* et de la fum^ dans I'autre cham/>. ea{t) %tn {gtr) 6te8 [it) Ob Bont (U son) lis out (f2»-on) Je Bui« Nous Boiume« J'ai Nous avons } Verb fiTRE (to «r) ) Tue» ) II est ) Vou8^,6te« / lis sont. Verb AVOIR (to have) Tua» I II a ) "Vou«^_^ave2 J Ils^_^on<. J (15 (1.3) LnJ leur : notice that Lni means to Aim or to her (like Lat. Dative, UH), and LE0R to thim. (14) De la fdmAk (of the smoke) = some smoke : we could not say, ii. t a fumAh. The expression il Y a {there in or there are) is idiomatic. Ce champ-ci : ci is a contraction for ici (here), and is only sued an above. (15) To (thou) is the proper pronouu 1 l' ht '.'ad person sing. The late Roman Emperors spoiie of themselves as noii {^ >uj) ^nd were c. '..ic-quently addressed asvos (voos). This pi. form vc ^j -.lually replaced tu in all cases where respect was intended to the person addressed. Tu is stUl much used in speaking to familiar friends, children, servcmts, etc. (4' •Itere are tfiey). n«. Ha I Ha ! ient : je peua; de la (of tlie fie '^ Home) fiUea B8^^t5chelle« et (15 like Lat. Dative, y, 11. T A rvrsiE. hamp-cl : CI is a The late Roman iiently addressed all cases where used ia speaking PRKMlfcUE LEgoN. CONVERSATIONAL EXERCISE 21 ncrve«) that will enable hi„, ,„ .peak F,„, d. T u ' '^'"" "'" '""'""■ n-ent and .., .,„ .,_, .,„J.:^ «: itoJ^Zr^^l'ir"'^"' '"" ~ Q.-Bonjour. monsieur, comment alloz-vouH ? (^'oc^rfa. „> Ao». „« (tre bit^a, ni6r-8i ; d voii) ./""■'/ Q-Que regardez-vous dans ce champ? (What are you looki^u, (Ke regar-do.vou dan so chan) at in, etc.) ^ R— Un honwue et sa iiUe (A man atul his dauuhter) (Un^omu 6 8a6y) ' Q-Voyez vous les deux feux la-ba^s ? (8eeyou ths tuH> fires over there ?) (Voa..y,S vou 1«5 deu feu labd) ^vr.r mere f) R.-^e vols une douzaine de feux. (/ see a dozen of fires) (Je vou» une douz6ne de feu) (Con l)i6nd feu— douz) ' (Ou'.jevoa douz feu, mt^ pad f„.n.6e) no svwke) y.-Cumbi,-n de tables et combien d'dohelles voyez-vous ? (conbuWid tab] 6 conbi6n d^ch61 voa-y^-vou) R-Jo ne vois pas de tables ni d'echelles. {no tables nor of ( J«3ne voa p4d tabl ni d.ch.I, ^,^,; J ^^% "/ (a-vc-vou de fiy, nie-sieu) R. - Oui. monsieur, j'ai <,uatre fiUes. ,/ have four airls) (Oui, me-sieu j(5 ka-ire fiy) " ' Q-Sont-elles grandes ou p,.tites ? (^r. M«y hij or small?) (son-tel grand ouptit) R.-Elles sut^moins grandes que cette fiUe-li {less big than that girl) (^1 son mo6n grand ke e^t fiy-la) ^ ^ Q-Est-ce que vous avez aussi des fils ? (/s it tluxi you have also (6skevouzav.Szc^.Bidcifis) .,o,^, ?^ (/y^ """" "''*'' morel 14 l^-bas douzaine douzo doux (deu) Won (i*n) combion coiuoiont (man ni, jior quatro (*a/r) nioins (7no«n) plus la Alio le fll3 {fia) fb-r,-./., ^ * •' ''*^'*' ^otof tablen. This construction nnrr^- j. x- ••"v i aj uLivc ucniuve in I^atin. i'">i«'5 lu (17) EsT-CE goE vocs avez =avkz- vous, have yon? H 22 PUEMlf-.ltK LiyoN. avcc with voici voil& la rose, rose sans (san) dat/.d {dan) Q.-Est-ce oue c'est votre fiia que je vois la-bas ? (Js it that is it your, (^8 ke 86 votre fis ka-j voa la-ha) etc.) (18) R.-Non, monsieur, c'est le fil . , monsieur Duval {Xo, it is th, ,on (noil iiif-sieu, stU fia de nie-sieu diival) of, etc.) Q.— Est-ce que c'est la tille du monsieur DuIkms qui est (es ke s<6 la fiy de ine-aieu du-boii ki I't ^^ avec lui? (Is it that it is the danyhtir of, etc., who in vith him) (u-vek lui) K.— Non, voici la fillo de monsieur Dubois pres de nous {N'o, here is, (non voa-si la (iy do nie-sieu duboa pred iiou) e/c.) (19) Pa-don, voila la fille de monsieur Dubois la-bas (there is etc.) (par-don, voala la fiy de me-sieu duboa la-ba) Q.— Esbce qu'il y a des hommes la-bas ? {Is it that tliere is = is there) (^8 kil-i-a dez o>ne la-ba) R.— Je ne vois pas d'houimes (/ see not of men = no men) ( joene voa pa dome) Q.~Cette rose a des epine^ n'est-ce pas ? (Is it not so ?) (20) (c6t roz a d6z 6pine, n^s p^) R.-Il n'y a pas de roses sans (Opines. (There are no roses wU/umt (il ni a pad roz sanz (5-pine) thorns) Answer in French the following iiuestions : Ou est la fille de monsieur Duval ? (21) Est-elle plus grande ou moins grande que Mile Dubois. Combien de feux voyez-vous la bas ? Sont- iis pros de nous ? Avez vous une rose ? Est-ce qu'il y a des roses sur la table? fites-vous devant la table ou derriere la table? Pouvez- vous (are you able) voir la table? Voulez-vous {do you wish) voir la table ? Est-ce Mile Dubois qui est avec vous ? Est-ce que je suis dans le champ ou pres du champ. Voici une epine, n'e-st ce pas ? (is It not ?) Est-ce Marie ? Lni parlez-vous ? Oil aommea-nous ? (18) EsT-OE QUE C'EST, or simply EST-OE (M it /) : the phrase est-ce que c'est is much used in conversation, and should be well learned. Do not attempt to pro- nounce each word separately. See pronunciation above. (19) Void (for VOIS Id, see here, behold) = here is, so voiiA (for vois lA, see there) = there is. See Obs. 14. Observe that there is no possessive case in French. We use DE in.stead. (20) The little words les, dks, est, are pronounced in reading le, (U, etc., but in conversation, (4, d4, etc. See "French Sounds," p. 67, Obs. 1 (21) Answers should be in full, thus : Lajilk de monsieur D. est dans le champ. ts it yoiir, :i8) t is the Hon '.tc.) I'itU him) Vo, here is, etc.) (19) "- is etc.) - i,i there) 20) 68 Without DBUXIHMB LEOOy. 9 '■ ou nioins s ? Sont- roses sur Pouvez- 't) voir la ue je suis I pas ? (is ? lUE c'kst is npt to pro- [>is L&, see in French. i, etc., but 8 le champ. (so as to help the student to fefasp S" ean ^t^^^ "' ''^'^ ^^^^^ "^« g'-«° to the English, but groat attt^i'on t tirS ^ "^"^ '"" ^''^^^'^ ^« V'^ how they are connected in n.eaninVwith tie . / '"'i' themselves, in notidng bras.e, the student must not Znko\^l ""'T''- '^^''' **" meeting J words. French must be made th mediu J^Jtr' u t ''*'" '''''■ '^ ''^^^ not printed in italics when sileut Texc"" in the' ?' '"'' '^^'^^^'^^^^ -^- should remember that final t or d and 1 j " r ^"^'^"^ "°'''^- ^he student and that final er is pronounced! ^ '^'"^' ^ '"^^ ^^ '^''^ ««"-rally silent. J,, , ^® ^'as (^«<*«, Brachium). Lhommoadeux/,ras. Avec les deux I...0 m 1 le« bras); i| p,e,d (take.) '1 ^ /"'*'*"''* ^^^ P''^'^^ d^«« prend dans ses (his) brt t un! T". ^"""^"'^ '''^""- ^« ^^'^ est la longueur (le^tT^eltZl'^''' ' "^' -""« ^-^ ^>^^-'^) make) un Ww («; '^"'"^'^ "" P^"* ^^^^^ (-'« i^ able to T.. J ^® P'e«l (Pkdem). nous .„.j,e, A.:^;:Zn: r a":::t,r?t^""r^""''^ /J^rfa/e de ce piano mais o/t l.« * ''^ P^^*^ sur la Pie,e (trap) : i, eTt' " I.w ':""' ","^"''^ ^^'^ -«^M dans^un (23) un bras uno brasado une brasse embrasser un bracelet Iavanf-bra« uno branche branchu un brancard un pierf uiimarchepied un piddcstal unc pddale un pidton un pidge pidtlner empidter 24 DEUXIKME IiE^urJerer). Cette fille U-bas est troThor^Z^TZn^JZ^^^^^^^ hom^e lui rend (..n.^.) des^ W.o, J(I, j;;^^^^^^^^^^ ^«' -— « Autrefois (/om^r^y) on disait {one said) " I'om " et nin na« "I'K '"'' irio," uiusi {thus), « I'om voit," et " I'om dit " etc a!! !>? T" ''°"'"'*^'' ii faut di. (. . .._, ; ,,^^ . - f; -^^ ^rdit-r t;^^ ^•"" CONVEllSATIONAL EXERCISE. Comhion de bras avez-vous. monsipiir? //A.,,. ^oo„bi6n,lbrHav6.vou.a,e.sie„) ""'^''^"'^ ^ ^"""^ ruany arr.^, etc ?) J'ai deux bnvs, or J'en ai deux (/ W .«,« of them) (7) Ot' (leu bra j'an^^deu) ' ^*' Est ce que los arbres ont des bras ? (/Jave trees arms ?) (68-ke 16z arbr on d6 brA) ' Non, monsieur, les arbres ont des branches (non, me sieu, l^z arbr on d*5 brunch) Ces chions ont des piittes ( ra«,« rf^, ;„„ , (HO chieiiz on d^ pat) ' Ces filles ont-elles des patins? (TJiesA «,W» ;,« ./ {c.5fiyon.t61ddpa.t*n) '"' ' ^^'***« i'^»-^« ''«^ <% «*«^0 Pardon 1 Z:z:r:tc '" '"""'' <" ■' "-" *-« '•>'» '-«• -) in F,»„h-i„ .„ c„JZZZ'ZTZ^ 'T' "",' " ""'' '">■ "■-■ than ET ON. *^ -^ "®"aoas »t. Thus, kt l'cn is better (7) We say in English / have two, but in French / h^ , 0/ them. ' " trench, / have two arms, or else two 26 DEUXifeME LE^OV. CO » cot } cette J oeaipl) le faux-col Her le licou lo cheval gentil Ijanti) gentilhomnie (jan-ti-yomQ) Oui, luonsieur, elles en ont. {Thy hav,: some) (oui, me-sieu, 61z an^on) Est-ce votre faux-col? (/« this your collar ?) (68 votre f6-col) ,. Pardon ? Est-ce que c'esfc votre faux-coH {/a it that this is, etc) (68-ke b6 votre i6col) Non, c'est le collet de mon habit. (iTo, the collar of ray coat) (non, edl co-16d mon^abi) Pourquoi voulez-vous ce licou ? {For what { = why) want you, etc) (pourkoa vou-16 vous licou) Pour lier le cou du cheva'.. {To bind tlie reck of tlie horse) (pour li-61 cou duch-val) Qui est ce bonhomme 1 { W/io's this old chap ?) (ki 6 se bo nome) C'est un gentilhomme. H est tr^s gentil {fiia). {a4t un jantiyome) ( i^ ^ tre jan-ii ) Voulez-vous mexpliquer la phrase, "il ne faut pas"? {Will you ex- {vonU vou ,n6k.8pli.k.5 la frdz, il ne fci pk) plain, etc ?) Avec plaisir, monsieur. ( With pleasure, sir) (8) ^tf//?* ^f P'a,""/ '^■^ " g«"'ilhomu.e' ? - Cast "gentilshommes " (k61 6 le plu-riM de jan-ti-yome ^^ jan-fi-zoma ) Combien de tables (combi^nd tabl), how many {of) tables. Combien de fumee (con.bi^nd fumee), how much {of) smoke. Beaucoup de tables (h6 cud tabl), many {of) tables, Beaucoup de fumee (b6-coud fumee), much {of) smoke. Trop de tables (tr6d tabl), too many {of) tables. Trop de fumee (tr6d fumee), too much (o/) smoke. Tant de tables (tand tabl), so many {of) tables. Tant de fumee (tand fumee), so much {of) smoke. Peu de tables (peud tabl), /ew {'f) tables. Peu de fumee (peud fumee\ little {of) smoke. Assez de tables (ased tabl), enoujh {of) tables. Assez de fumee (ased fumee), enough {of) smoke. Pas de tables (pad tabl), not of tables = no tables. Pas de tumee (pad f um^e), not of smoke = no smoke. (9) (8) II faat=:tt ia necessary or one must: il ne faut pns=one must no* diUers coDsiderbbly from it ianot neceaaary. oat) you, etc) I'ill you ex- plain, etc ?) •homines " ) ke. la t6to Wtu entdtcr l'ent6tcmen< lo nom Ic Burnom Ic prjSnom Ic pronom lo renom nommcr rononiracr nominal la nomination : nst, ^hsck BKUXlilME LKgON. ' g? La tete, (testa, skull) (10) . Get homme parle a cette fille. C'est un tete A t^u T 'k tan ikead.trony) ; il es^n^.V (o6« W) J , u ' /.7 Tr' "' o^^JcetarhrP n„ i .-^ ^""tufe;. ii veut dtettr (clip ton i^v- cet arbre. Quel m T ^ ' ^«'"i'«y«« (country) lo champ Vn,V,- {' "^^"'"*^"'^^- Regardez ces campa9nB.vdH (country folk) *=hamp«rc Voici un champrgnon (mushroom or toadstool) J' ^iS^ -^T lo champion sauce aux champignons. Le, „„„,„„ T ^^ /^""^ ^^^'^^^"P la lo champignon V '"°"**^"«''«^» s'^nt des campatrnarrf* la campagne Voila le cam;; de I'arm^e. C'est iri nn« l. x - , ^^ "*^'''- Iccampagnard Le fa/««ement P.f r ff • ,, ^*^-'*'' ^"« '« general campe (encamps). la camp e '!■« (11) Chef NOMINAL, nominal rKi,f . m„„t . j:_ .• „ noun, though a few such a. nuTvi' *^'^^'- '" ^'•°n<>a are written after the iB English • ''' *''^^"' '"'=""' ^^«- ''^^ Pl^oed before the noun, aa I 28 DEUXifeME LE(?ON. a'attabler lo tnbloau la tabletto I'dpino r^pinotto I'aubepino r^pinurd le8 epiiiier« I'epingle epingler spiual rochcUo I'tichcl ;tto r^oholoii I'eacalo escalador I'eHcalier lofou le foyer In fougue fougueux Ic tuml f iiBillcr (j/^) la /itailier fumer la f unido le fumour le f umoir le parfum parfumer voilk une tablette {sMf). Ces fillee s'aUablent {scat tliemsehes at table) sans tabli s (aprons). (I3) L'epine (spina). Est-ce une fyine ou une 4pingle (pin) ?— C'est^une dpingle. Je vewx^^pingler {to pin) mon tablier. Get arbuste ^pirieax ( ihorny shrub) est I'aube/nne (whitethorn, hawthorn): void dea ^Sf inards (spincch). Dans cea^dpiniers (thicket) il y a des feux. Get aibre est IVpmette {spruce tree) du Ganada. Examinons le dos (back) de cet homme. Voyez vous Ufyin^ (spine) du dos, le nerf spinal et la ,'ioelle ipinikre (spinal ma row) ? L'dchelle (scala). Voici une petite dclie/le—une dchetette. (13) Voyez- vous les^dchelons (runys) de cette ^chelle? Et voyez- vous ces^scaliers (stairs) la-bas 1 Lea soldats (soldiers) ont^escaladd (scaled) cette place. Je suis certain que le bateau (boat) ia.it ^escale (lowers its ladder = stops) ici. Le feu fFocus). Jo suis pres du/eu. J'aime mon /oyer (hearth). La fougue (fire) de ce cLeval eat terrible. Get homme aussi est d'un temp^rament/oM^TMHUx (fiery). Est ce une arme d, feu (fire arm) qu'il a ?— Oui, c'est _ \xn fusil (gun). Voila Mn fusilier (fusileer). Les soldats (lU) vont (are going) le fusilier (to shoot him). Quelle fusUlade ! (what a fusilade). La future (fuhus . (14) Ce monsieur fume (s?nokes). II y a deux^autres fumenrs avec lui dans lefumoir {smoking-room). Je n'aime pas \a.fumee mais j'aime le parfum (perfume). Ge monsieur par/wrtie des^habits. C'est^un parfumeur. II vnfamiger (fumigate) cet habit. Tl5) ^ (12) Tabloaa, a board, hence also a picture made on wood or canvas. Tablier also means a board for c/mxw, urauyMo. A0BB, light.daum; AOB^pine, whitethorn. (13) The affix ette denotes smcUlness ; thus tcHKhette (little ladder), TABvette (little tablf, shelf), FiLLette (little girl), ciOAKe«e (lUtle cigar). (14) La fam^e does not come direct from fumus (which is masc.) but from the French verb fpmkr (to smoke). Fumus was taken into French and became lb FUM, but this word later disappeared from the lanmiaoe. (15) IL va FUMiOEE he ia going to fumigate: so, ILS vont LX fusillbb they art going to shoot him. This idiom should be learned. DEUXifeME LEgON. 29 ',lces at table) ujle. '*eux {'.horny 38 ^ ^f inards ^eb ai bre est ba^ik) de cet et la . uoelle b voyez-vous ;e. Je suis stops) ici. issi est d'un 3 arm) qu'il Les soldats e ! {what a ars avec lui lis j'aime le C'eet un U9. Tablieb , whitethorn. !er), TKSUUe but from the i became lb iXB. they art "La. fumigation est Taction de fuminpr On Ai^ , \ , ^ feu niiis 7^, /-.„. '1 • "'-•^"""^^'^- ^^^ ait (^'e say) la fumde du lo pnrfumcur reu, niais lesfumees du vin (uvne). (|6; "^ funnier On fume dans le i^raoir et V on crache (.pt^ dan. ]e cacv nV. ^"^ '"-^^-tion Je .e no..e K.poi.on D^vai. (/.«.. .w/'r/;;::::. J (je me noir.e na-po-leon du-val) iuy name is) Furaez-vous, monsieur? (Do you smoke, sir?) (fum6-vou, me-sieu) Voulez-vous me donner une eoiiifflp ? / n',7/ », (voul,..v„„„ don,! „„. ,Spe„J, '^ * ' < " '" 2'°" ^"^ '"> " l"" ') <18) XT , . *® '* ^''ene oul che-iion) Non, c'est I'eohelle ou I'echebn Cast I, i„mK // n , (noa 86 l^-chel ou le-cho-lon S la ih / •'^\°" '« jambon (Aam) p, ' «e la janb oul jan-bon) ' J-8CS (IG) La FUMiQATiox : abstract noun, /; « I T" -^ ^ gnalities rather than thinos) .» i„" , """' ''"""""*'' "'"'''"«> *'«'«^ -^"^ (which were fem.) and col uentlv" T "-^ '"'''' '"'" '^'^^'^ """- ^ *« exception to the rule in LrrOb" ^ " '*'""""" ^'"^ *'--^°- ^-m an wiyll'Crri:; r p;elr Z''-^ ;: ^^ -^^' - -*^-. ^^ere are three is not admissible in Frener ' "" '""°'^"'^' ^^"' '^"^ ^^^ construcUon no^. The pi. MK'sserves Jbrthml:. lld-fl;^^ ^"^^ ^^ "^^^ '-^-^ ^- 20) Son TABAC, sa pip^ (hi, pipe): the Dosse««ive ad^-^cti-e- — • . , thiug posseased (as in Latin) not with th.. I a.n,..cr.uer, agree with the 80 DEUXifeME LEgoN. ^M^CH ^'^^^^ \ V08 votre I ^™ notrc \ 1108 IIOLIC ) jo, moi, me tu, toi, te il, lui, le ellu, ulle, la ils, oiix, les ollofi, cllos, les hior {ier) Chez (clU) la chambre louor jai j 'avals vou8_iivez vou8,^viez Jules, voila ton tabac, ta pipe et tea cigares. (Thy tobacco, etc.) (!JI) (Jul voala ton taba, ta pip (S tt5 sigar) VoilA votre pipe et vos cigares, monsieur. ( Your pipe, etc ) (voala votre pip ^ v6 sigar, nie-sieii) Ah ! voici notre pipe - nos deux pipes. {Our two pipes) (^3) (a voa-si notre pip nii deu pip) Voila le chien de ces messieurs- leur chien-leurs chiens (83) ( , aoXaX chi6nd sd m(5-sieu, leer chien, Iter c hien) A qui eat cette pipe— a moi, ou a vous? ( To wliom is, etc.— to me (a ki 6 c6t pip, a moa ou a vou) or to you ?) C'estJ, toi. Jules. (It is to thee, Julius) (84) (s^t a toa ju') C'estJ, moi, c'est J, toi {k vous), c'est a nous, c'est a lui (a elle), c'esfc a eux (a elles) {It is to me, to tJiee, etc.)" ^ Qui est la? {who is there ?) (ki i la) 1 C'est moi {It is me). — Oh ! c'ost toi, Jules? C'est moi, c'est toi (vous), c'est nous, c'est lui {or elle), c'est eux (or elles) (85) Ou etes-vous? — .le suis^ici. Oil etiez-vous hier (yesterday ?y— J"6tais citsz moi. {at my hxruae) (ou dti6-vou ier— jiitfe che moa) Jules est-il cliez lui ?— II est chez vous, il est chez nous, chez^eux, chez_ elle, chez^elles, chez Duval. (80) "^ Avez-vous uue chambi e a louer ? {a i oom to rent) (av6 vouz-une chan-br a lou-e) Hier j'en avais deux, mais je n'en ai pas maintenant. (a pre'sent) (ier jan^av6 deu, mej nan_(5 pA m6nt-nan) Voila ma pipe et celle que j'avais hier. {and the one which I Iiad) Voila vos pipes et celles que vous^aviez hier, {the ones which you had) (21) Ton (ta) is familiar for votre. See Les. I., Obs. 15. (22) Notre and VOTEE have only one form for masc. and /em. (23) Distinguish between leub (pi. lkurs), thtir and lbur, to them. (24) Toi is familiar for vous. See Lea. I., Obs. 15, (25) Moi and toi though really accusative forma are used in place of Je and tn, which are only used as the aubjecta of verbs. Similarly lui and eux take the place of il and ils. We never say c'est je or c'kst il. (2G) Ciicz from Latin casa, a cottage, but is now only used iu the expressions chez moi, chez vous, chez Duval, etc. It corresponds in meaning to the Engliah at the house or hoTne of. 31 ceo, etc.) {*Zi) ',tc) ) (23) ms (33) s, etc. — to me m?) (a elle), c'est [le), c'est eux y Jiouae) s, chez^^eux, present) ch I Jiad) hich you had) em. lace of Je and and enx take le expressions o the English noiH^ftvons nous^uvions collo \ , cuiics J DEUXI^ME LE90N. Voili mon Hvre et celni que j'avais l.ier. (t/u> one which, etc ) Vo.14 ms hvres et cenx que vous^aviez hier. (the ones which, etc,) Voildvotre hvre etce/fiide Jean, rgy^ Voila votre lettro et celle de Jean. tmeur; fumer, le fumeur; colporter, le coJDort^j/v n«rfnr„r i ? La chaine, 1« chuinon; I'echelle, I'echelon; la craie. 1^ cray2 '^ ""' Verb l)TRj - Impel feet tense. J'^tais, / ^cas ] I Nous^etions, Vous^^iez 11 etait, lie was I § ^ Tl ' • I O lls^etaieni ^Aey ?«ere | ^ J'avais, / had Tu avais, ^/w>7t /(ac&< II avait, he had Ils,^avaien«, tliey liad Verb AVOIR.— Imperfect tense. -3 o ■ o rS Ph Nous^^avions, we fuul, Vous ^aviez you ftad dm) (nouz-tftionj (vouz-itii) (fa-vi) (ntmzavion} fvoug-avU) Write answers : Avons-nous des fusils? En avions-nous l.ier? Chez qui est Jean? Quel est vo- trenomde famine? Et votre pr6nom ? Patinez-vous r A,ez-vou8 des ^pinards! Etiez-vous avec Jules hier ? Est-ce que Mile Duval est chez vous ? ifetait-elle Chez elle hier ? Avez-vous mon livre ou celui de Jules ? (Obs. 27). ^vicz-voua mes pipes hier, ou celkn de Jean ? A qui est ce f usil-i moi, ou k vous ? Fumez- vous une pipe ou un cigare? Voulez-vous du th6, du caf^ ou du vin ? Y a-t-il deschambres i louer ch»z Duval? Aviez-vous assez d'argent hier? En aviez. vous trop ? En aviez-vous plus que Jean ? En orez-vous plus que lui maintenantt Qu'avez-vous au cou ? Qu'est-oe qui vous empeche de parler ? Habitez-vous la ville, ou la campagne ? Qu'est-ce qu'il y a sur le tableau noir ? Et sur la tablette, qu'y a-t-il ? Combien d'^chelons I'echelle a-t-elle T Y a-t-il un esca- Her Chez vous? Qui est dans le fumoir ? Cette dame a-t-elle un coll.fir d« peiieM ? Votre habit a-t-il un taux-col, ou un collet ? Quel est cetarbre? ' (27) There being no possessive in French, we say: my book and that 0/ John. '"f- TROISIEMB LEOON [NoTB.— The French verb, like the Latin verh, has its personal-endings, although (unlike the Latin verb) it requires its pronoun also. Thus t = iL, nt= lia, 8 = TU, Z=VOUS, n9 = N0D8. Port-er (portahe to carry); Paht Participle, poine {carried' Je porte ('^ Nous poitons, Vous portea. Tu pontes, j 3 J porter ^ Porte. | 5 ^ laport^e Us portent. [^ (|) portour Comment vous (yourself) portez-vous, monsieur? Je me porte colporter tr^s bien, merci.— Et madempiselle votre fille, comment se porte-t-elle ? le colporteur (See Oba. 1). — Elle se porte trfes bien aussi, merci. {'i) transporter Ce chien est hors (outside) de l&port^e {range) de mon fusil. Voici supporter unportenr {carrier, porter),— Ceat un colporteur : il colpor^e.— Non, il lo support trans/3orOrrter leurs 3.) drop the ;., but these rK-T-iL ? etc. terrogative, it from the ILLBZ-V0C8. ? Ah,.„„! M„„,.„ur, v„„s ne rai,oune» („„.„„) pa, ju.^: "^o/..?- Je vous d..„„e cet hal,it. Vo„» me donnez cet l,«hi, V 1.: ir: ,,'r^'""' -ir^™-" (^-^W) ^ lo port 1ft porte lo portlor lo porche lo portaii iniportant n'importe Ils^ont doniid II a doiine Tu as donnt5 Vous^avt'z donu^ Nous ^av on 8 donn^ lis donneroat II donnera Tu donneras Vous donnerez ^ = vou3 donneravez) ^ , -^^"^ donneroDS ( = nous donneravong) • "Srenoie.— Oui ; il m a fait donation nant(„„„,),tr.„tf^„„ rsI-P '^I"'"!'--^'''?*' ''''' ■""^"'»- "ables. Moi ie I'al t^ni™,, • , ,""'-^'-'°eultesso„t^„rrfo„- ;- sw.. Xu t:;^ r;;ri;Cz^^^^^^^ .-qu. (....,, rai toujours aia.d et je I'aimeral tou,Ws Z 1 ~ \ """' '"'''' ^' pardonneral encore. (6) ^ ' ^ "' "' ^^''^^""^ «^ J« 1"^ donner un don une donation pardonner le pardon s'adonner wiS "ir::: .he^:e^r::;'s -t ''^7 '- - t ^-^^ NAEE (/ Aar« to give=,haU give), ha^^o aLL "'. '^'^ "^^^" '^°^- AMABo (the regular future), aL in kte Latin r fi .• '' ^''^ '^ ""'^^"^ ''"^ supplanted the regular form. hLc et Cf^u h :! r/;'' ""^" "'"^'^^^'^ AIMER, etc., Which later became je don^I!. ' ^ °°''''"»' •''^' ^ NERavezand DOKNEBavons soon ^cZn ""'*'**' '*°- The forms don- (5) It m'^ « ..! . r DONNERoz and DONNerods. thi^iuerrrret :„:ttti:rLr^' r'r^^ -^ •• -"- ^^- here. '• -^"^ latter is, of course, intended (8) We say JE Lur nowNw /«.•..-.,_ i..-_. , I 84 TROISlfeSlE LigON. uno donne uno uialdonuo nlmor almablu un ami nmiablo un aiaaiit nil oiinoiiii ''ainitU ininiititi I'amour ramourotto amoiireux I'nmour- prupro I'amatour amical fort oonforter confortan^ fortfflcr lu fortification la fortoresse la force forcer Ja Buia certain qu'il ne h'adonnerm pas toujours au vin corame <;a {liki t/uit). (7) Mais ddpficiiez vous : ou sont lea cartts {car(lH)'t Cestui moi (to me = my turn) k dormer ' to deal). Vous^avez perdu {lost) votre dorme (cfca/).— Vous^avez fuit^une ma.\donne {misdeal . Aimer (amabe), Pres. Part., AiMant (loving), aim^, loved. Je Yaime beuuccup, ce monsieur. II est si (so) atwiable. II sera (will be) toujours mon^ami (friend). II fuit tout^a ramiHble (he does everything in a friendly way).—l\ est naturel quo \cs^amant9 (lovers) s'aiment. (8) Ce monsieur-ci est mon^oHit, mais celui-la (that one there) est mon^«nn«jni. J'ai de Yamiti^ (friendship) pour celui-ci (this one here\ mais pour celui-li je n'ai que de VinimitiS (enmity). (9) Vous^fites^en^amtmr (in love). Cea^amourettea (little love affairs) ne font pas de bien (do no good).— Voua^&tea trop^oinou- reux (amourous). Et vous^avez trop d' amour-propre (self love). La, je vous donno ce petit consefl amical. t^tesvoMa^^amateur (admirer) de po^sie 1 Mais voila mon^amie Mile Duval qui vient. Ah ! bon- jour.ma mie (my dearie) ! (10) Fort (F0RTI8\ Strong. 1*8^ hommes aont forts. Les fenimes ne sent pas forteu. Le vin cimforte I'eslomac (strengthens the stomach) : c'est tres con- furtant. <^&fortiJie les uerfs. (|1) Les soldats^ont fortijii cettf- place. C'est maintenant une forte- resse. Voyez-vous lea fortifcaliona ? Les^hommes^ont plus deforce que les femnies. On^^a condamnd cet homme aux travaux/orc^s (forced labor). On \e force a travailler : (7) Qa is a contracted and familiar form of cbla, that. (8) S'aiment (for sb aimbnt) love one anothtr: compare s'accolbkt. (Les II., under ecu). (9) Jk n'ai que = / have but or o ly. Learn this expreBsi'. n. (10) Mon AMiK {female friefid), fern, of ami. But wiiy mon ? We could not say ma amik (not euphonious), but why not m* amik ? Indeed, until the end of the 14th century, ma, sa, ta always became m', f, a' before a ^owel, and people said, m'amie, n'ichdle, etc. In the 15th century, for some strange reason the masc. forms mon, ton, son were made to take the place of the logical and more correct forms iii', f, s". The expression m' amour (my love) and m' amie (now written ma mie) are all that remain of the ancient usage. (ii) Noris : pronounced ner. ilstomoc {es-to-tHa) : " Freucii sounds," p. 74, V. zoinme q& vez perdu miadecU . oved. . II sera I'rimtHble i^^amatUa there) est {thia oiie little love ove). La, {admirer) Ah! boa- tres con- une forte- condamn^ ;ravailler : (LesII., I could not the end of and people reason the and more AMiE (now "p.74,V. lo furcat hV'irorcor nil effort run fort x'P un roiifort onforcir TROISlfcMK LE9ON. : 3^ Grand (orandis). encore. 8 """"■• (M) Cette Wle j,raW,( (;,,■,«•. J/yj,,-, <„K«r) )'a(;rniidl88e- UlUIlt CONNTERSATIONAL EXERCiSE. Comment voua portez-vous, monsieur? {How are you sir?) (cotnan von port^-vou, me-sieu) "^ ' ^ Je meporte tres bien, j« vous remercie. (/ thanh you) (ja.in port trfi bi6n, jvour-ni^r-si) "^ '^ Est-ce qtnl vous faut une livre de b(«u£? r'« ;;o».n./ o/ i«./-) (|-t^ (68-kil vou fo u„e livred bu'f) - «y oe^y ^|,,; (I:.ln:r,,::tr;rr''"'' '"^''' <''^'" '-^> Hiercl remorcier unllvre unollvre (13) Grandement, most French adjectives make a.lverba hv ih. u.lA-r . n«ent. ust as ly is added in English (areat Pr.„/iJ^ ^^verbs by the addition of is a.l.led to the fem form of Sf f ,' ^ ^^" ^°^'' ^°^"^*"'' ^^"^ ""^t /i4^ T . "^ adjective ORANDeMtNT, not gbandmrnt^ (14) L'ACTiON d'AGRANDiB : See Lea. II. Obs. 5. gbandmbnt). (15) Un LiVRR /rt7i/v.t\ k,.* !-,-„= J .1 * 86 TROISltME LF^OX. quclquo quolquo chose quelqu'un rion personne le chapeau le vbtre la v6tre lo8 vfttres le n6tre la n6tre los ndtres le leur la leur les leurs. Je vous donnerai quelque chose demain {Fll give yo>. something, to- (jvou done r6 ktl-ke-choz de-m^n) morrow ) Je ne vou3 donnerai rien aujourd'hui. (/ vmn't give you anything (juene vou done-r6 ri^n (5juar-dui) today.) (10) Est ce qu'il y a quelqu'un avec vous ? {Is there some one with you ?) (^s-kil-i-a kM-kun avfek vou) U n'y n personne avec mol (There's not any one with me). (IT) (il ni-a p6r-3one avfek moa) Que fait ce monsieur 1 ( Wliat is this gentleman doing ?) (ke f^ se me-sieu) II ne fait rien, {He is not doing anything) (il ne ik rifen) Pardon, il fait des tables. {Pardon me, he is making tables). (|8) (par-don il f6 d6 tabl) Ou dtiez-vous hier ? — J'^tais avec Jules. (ou ^tie-vou ier) (j^-tfez-avfek Jul) Serez vous avec Jules demain ?— Je serai ici demain. (/ will be, here (scr<5-vouz-av6k Jul de-men) (je ser6 ici de ni6n) to-morrow). Avez-vous votre livre ?-Non, je I'aurai demain. (avd vou votre livr) (non, jl6-rM-mfen) Est-ce votre chapeau ? {Is this your hat ?) (fes votre chapo) Non, monsieur c'est le votre. {ru>, it is yours) (non, nie-sieu, 861 voir) Est-ce notre cheval ou le leur ? {our horse or theirs ?) (68 notrech-val ou le I.bv) C'est le n^tre ; ce n'est pas le leur. (sel notr, sne pa le loer) Voila nos lettres, et voila les v6tres - les n6tre8 - les leurg. (19) (voala -10 16tr 6 voala 1^ votr— 16 notr— 16 leer) (16) Rien, anything, is now only used with the negative ne (7Wt anything). Pas was ne'er used with this wurd. We often use Hen alone, no being under- Btood, thus : avez-vous qdelque chose ?— rien (nothing) = je n'airikn, (17) Personne « this word ia used exactly like rien. (18) In French, as in Latin, we make no distinction between to make and to do. (19) Distinguish in pronunciation the ijossessive adjectives notre and votre from the pronouns le n6trb and le v6trk. The latter are really the poi- sessive adjs. used with L£ (LA or Les.) lething, to- i anything I itli, you ?) (II) TROISIBME LE90N. )• (18) vill be here 9-morrow). (1») . anything). 3ing under- CN. e and to do. and voTRK y the poB- (a-ki 6 se hvr ; 6s le mi6n oulti^n) ' Ce livre est i Jules. -Non, voici le sien. {Here is his) (se hvr 6t-a Jul. non voasil-siiu) Voici deux lettres : voici la mienne et voil4 U ^t«nne. (20) (vovsi deu I6tr : voasi la niifene d voala la tiene) Mais voici Jules. Ou e.st la sienne ? ( fr/.«r« /. his ?) (me, voasiJul. ou <4 k si^ne) Voici mes livres et voila les tiens-les miens, et les sien8 (voasi m6 hvr & voala Id tien-ld mi6n d U si^n) Voici mes lettres et voila hs tienneM-les miennen-les siennes (voasi m4 Mr 6 voala U ti&ne-U mi^ne, le si^ne) Autre (alteh,-a). Un_a?^ there ?) — mt ?) (34). TROISiI;he LE90X. 39 a toujours ) ce qu'elle onsiour ! — I. C'esb^ ! porte tr^s hon Dieu faic beau- id que sea I son Lien ila de Tea'Ti >r emphasis isions, thus: ME THAT= d begins or n (abstract) the gender 2rent orii'in 3 femiiiuie, forefathers CONSTANCE in Latin — KUB (color), :e in Latia Bel (bellus,-a), pretii/. C'est^un bel enfant. C'est^une belle femme (woman). (^7) Cet enfant est beau. (^g). Quelle beaut ii Cette petite fillo,„,W«fa„„,,,„„j,) (<,„„„ .„„^^ "iv'^Vto •''""' ■''""'"r. ^■™'««---' -t lactiod.:::; (^Im)""' r\ "f «;, „.,, , ,, (,„^, ,, ,,,^;,'^:-";,,„,^,^ ^, ^^^^ IT , ., „ . , " "^J il tone), Vat-il fa-re beau ? (/« i^ ^o,-„ ,« j,^,^^ .,3 (vatil fer bo) "^ "^ Non, ilvapleuvoir. {li h i/oing to raini) Voic. un beau livre, en voici un plus beau, mais voila /. plus bo.au chaud soiiibro lowd frais sec humldo clair il plcnt il iicigo il tonno bcnu plus beau Ic plus beau bcllo plus bello la pIuH belle Verb feTRE— Future tense. Je serai, I shall be. ) H ,era ^ u, ^eron. Vous sere., ^««, .^c. j Tu sera. | Nous seron. Verb AVOIR — Future tense J'anrai, r shall have. , I, aura , lis. auron. Vous^aure., you, etc. / Tu aura. j" Nous^auron. Verb DONNER.— Future tense Jedonnerai | II donnera | lis donneron^ Vousdonnere. / Tu donnera^ ] Nous donneron. } } } va faire beau ,;™.i„ , sL.v;„ ioi dem.i' " '7'"" "" P'"" ' •=■>« q«'il (pronunciation) I (je se-rd) (il ae-ra) (il se-ron) (6-r6) (il 6 ra) (ilz-6-ron) f Je done-ri \ I il done-ra I I il done-ron) QUATRIBMB LEOON courir un couM un courrior avan^coiirour le courant couraniment une course un coursior concourir un concours Ic concurrent la concurrence discourir un discours parcourir accourir 8eco\irir le secours recourir un recours encourir Cour-lr (cuRREHK , couRant (runnitiy).— CovRix (run). Je cours '^'^ Nous cuurons, Vous courez. Tu cours II court, lis courent. rn3 o u (!)• J'ai couru hier, je courral deraain. (2). Get horame court vite (quick) : c'est^un courrier (messenger). II m'apporte une lettre : cette lettre est Vavant-coureur (forerunner) de ma mort (death). Elle est datee ,]u quatre du courant (current month). — Voila le courant de la riviere.- Vous parlez tres coziramment (run- ii^'igly, fluently) le frangais. Allez-vous^aux coursea {race8)'i Voici un coursi&T (courser, horse). Je veux faire un cours de latin, mais tout sem- ble coacourir (seeins to concur) a me retarder. Quel concours d'hommes ! Je veux concourir {run, compete) pour k premier prix. II y a deux autres concurrents (competitors). La concurrence (competition) nous fait travailler (mxikes us work). Pouvez-vous discourir en latin ?— Oui mais je n'ai pas le temps de vous faire un discours a present. II me faut parconriV (run over) la ville aujourd'hui. Pourquoi ces^hommes ^&ccourent-i\s (run uj), Iwisten) a la riviere 1- lis vont secourir (to res- cue) leura^amis : ilsvont^au secours de leurs^amis. Au secours / au secours .'—Dans I'affliction il faut recourir (to have recourse) a Dieu. — Pardon?— II faut^avoir recours a la priere (prayer). Remarquez^aussi le mot encourir (to incur). (3). (1) Il cotTRt : note the personal-ending t, and remember that it is dropped from verbs of the cp conjugation only (e.g. verba like DONNer, PORxer, etc. ). See Lea. Ill , Obs. 1. Jo coura : a ia properly the ending of the 2nd person sing, (tu), and old French said Jo cour. Jo vol, etc. Towards the end of the middle ages, however, a was added to the 1st person of all verba save those of the ©r conj (hence je vols, but jb donne). (2) Je couprAi (for je courIbai) : it will be seen that this verb is contracted in the future. Pronounce both r's in codrrai. (3) Compounds are conjugated like the simple verb, hence concouRiE, diacov- BIB, etc., will have the contracted future je conoocbrai, jk discourrai etc. See Obs. 2. (42) QUATlUtME LhgoN. 43 Je finis Tu finis II finit J' al fini. Nous finissons Vous finiss-pz I's fin-iss-ent. (4). Je finirai demain T"Utc chose o u„e«„ exccDte c^m,; .? ■^" '*'' '" ""»• ■"«" /»». ».n>-«-i„f rete'tit ^^'V' ''''°"''' ""-"""*('-'•"""'""" Autrefois pour mettre fm (to nut nn. .«^\ - ua©afliniw «#».«■.. Al,!vo„, West™ 2; fT' "''^ Je viens de la !»„„,„ «ruT^.rre:z„ .^^"--"r-/--™ (ttar'Mr^' -r- y cette le^on : eciivons {let vs write) " finis " """'""• la rafflnerio La terre (terra), eajyA. La vie (life) de I'homme sur la terre n'est pas ]onc.„. t • globe ..•...,,, est tres courte (short). DelTn t" ^ '" '"' ^' '^ ^-- ^nterre (inhume). Serez-vous ^ I' , monsieur D sera tcrre«tre dans ce chaum-ci de Pop/ 7,^ \ '^'terrement ? Hier j'ai enterr^ '''''''''^' ______J-^de lor (gold) et de I'argent (..W), et aujourd'hui """'"""""' 360 verbs) take this syllable with t^toeZnT^f 'I' *^ ''""^"^^^^^ <--« It will be seen that I«s also appears in th«P n ^^'^' <''"^^'«' ^«^^B. etc.). Indicative. ^ ' ""^ ''*° "^"'"'y always form the pi. of the Pre" (^) ^^ A^ to the end, ov in order to. I*ay8 (pH-yi). 44 QJATRltME I.E(;nS. \ ' d^torrcr un terrain soutorrain lo tcrritoiro uiio terrasso terrasser une torrine uno terrintie un terrier un parterre atterrir un tertre descendre la dcscente le descendant redescendre condescundre im ascenseur ces diables {devils) I'ont ^eterrd {unearthed it): a sa place ils^ ^ont mis {pu() dea pommes de terre {apples of the earth = potatoes). Voila un beau terrain (ground). Et regardez ce passage muterrain {under- ground).— Qaelle est cette mer 'sea)! (6)— La MMiterraiiee. Nous sommes dans le territoire franc^ais. — Pardon, nous sonimes en^ Angle- /, / ^ ■^•^"'" oJourncr ieziaire. cest^unbeau s^ja-r (place to live) que Paris rv«^ aujourd- hui que la chambre s^ojourne(adjourmZem n • ^ ajourner la chambre aujourU' hui. ^ ^ "^-^ ^"'' """ ""^ Le Boeuf (bovem;, ox. Quel animal est eel— C'est im A«.,,/- n des b.u/s. (Les. HI., 0^,131) ^^^^"'^'"^^^ (^^s. 1 1 ) sont ,0 bcsuf ment du bo^uf ? Aimez-vous le b^euf (beemoT^-^ '^" inoi un bi/teck (beefsteak) s'il vous p a f Un u ,^'"?""^"''' ^^'■"«^- ""™^"' \ /7c.rarocs;f (IJ}.— JSTon, nature (na^wre, «^aml - VniU ^"^'""" sieur..- Mais c'est duros6,y; 5a. «, ^''am). Voila, mon- fJarp^r. /^ •. V ' lobeuglcnjcnt ant. HeL, w^r Je^ut f. ^ "Ttr^t^ V " ""'"" "' " ~- sign of Ihe plural R„f ^\ V ^ '^^^'' '"*" " *» ^oon as we add the plural. Zee och:^;x c^VArx"::! '^' " ''''''' '''''"'' ''' "'"•^ "^ ^^ ANIMALS, etc. ' ''''■ ^'''*'*^^' «**^- *«•• -fOURNALS, CHKVAI.S. line. This Cass of words fo:„rr::;r;:irr? "^- ''- "'-°"- in Lea. 1., Obs. 1, ' ^Po^^tant exception to the rule (13) Pommes (apples) but here »eant. of course, for pommks z>k xiche.. 46 QUATUIl^ME LE(^ON. bonrrcr uuo bc'urriio nil boiirrior line buurrerio lo boiivlor laboiivorio un bnuvlUon buvino la boHo baser bos 10 ba.'i on bus baHsoincnt lu baRRCSHO la b.isso baiaser la baisHO abaisscr rabaissor 11 n rabaid quatro qualri6ine quatorzo quarante une quarant' aino beiirrer man pain (bread). (I4). Jules, voici une leurr6e (bntfered dic>i). Gurij-on, le iettmer {butter-diah) eat vide {void, emjHy). A Paris il y a des beiirreries et des cromeriee. Ce bouvier (ox driver) vient de la bouverie (ox stable). Cos petJta b(uufa sont des bouvilluns (young steers). Mais ne parlona plus de la race bovine. La base (basis) baa^. Voila la base de ce .systeme : c'est la-dessus (sur cela) que jo base nion systome. Ce terrain est tres bos (low). Cette table est trop BAsse. (Les.' III., 33). Voici le haut (top) et voila le bas (bottom) de la table. Je suis^ en haul , Und\s i\\M wous^etes^en bas (below). Monsieur e^ luLaa. II agit (acts) bassement. Quelle iassesse !— P;;rtez vous ties bas (stQckin!/s)1 -^Oui; des bas rouges (red). (l5).-ChHntez vous {sing you) hi basse.— iJon; il est trop difl3cile (difficult) de hausser et d'ahaisser (loiver) la voix (|6). -Oui, Vabaissemmt de la voix est une chose assez difficile.- Les prix baissent (lower). Je ioMQ [gamble) &U hausse et a la batsse. Wabaissez vos prix. Jo vends (sell) sans rabais. Quatre (quatuou), /our. Un, deux, trois, quatre. Le premier, le deuxtewie, le troisicwe, le quatrtt'/n*. Quatre et dix (ten) f»nt (make) quatorze. Quatre fois (tivies) dix font quarante (forty). II y a une qnarantaine {about 40) de mots qui viennent (come) du mot quatre. (11). (14) Bkdbrcp : notice how verba are made from nouns by adding or. Verba are also made from adjectives by adding ir (e.g., (srakd, grandir). Tliat is to say, verbs made from nouns belong to the er conjugation, while those made from adjectives belong to the ir conjugation. These are the two living conjugations of the French language— ^mjir/, because new verbs are being added to them every year. They together embrace about 4,000 verbs (3,650 in cr and 30 ) in Ir), all of which are regular, excepting ali.er of the cr conj,, and 22 verbs of the Ir conj. The other two conjugations (which we will consider later) are dead conjugations -—dead because no new verba are being added to them. They together embrace only 60 verbs, the small legacy Latin bequeathed to French in the beginning of this language. (15) Bas {stocking) is a contraction for bas de chaussk {loiver part of trunks or breeches). (16) Baisskr and aBAissKR have much the same meaning, but the former is the more often used. UaBArsSEB, = to loiver further. (17) QuARANTalne ; we say une Douzaine (about 12, a dozen), hence also unb QUARANTalne, VNK viNGTatne (a score ), etc. (18) Carkeau, pavement, floor; also square or pane of glatt; in cards, 'diamond ree {butlared 'y). A Pufis . Cp8 petfta 18 plus do ia que je hose ©. (Les.ITI., e. Je suis,^ Monsieur est ! vouR ties />rtS jz vous (sirjg' I hausser et !i voix est {gamble) a la sans rabaia, troiaieme, le Quatre fois 1© (about 4O) ig or. Verba ). Tliat is to Dse made from onjugationa of ,0 them every 3G)inlr), all of the ir nonj. I conjugations 3ther embrace 3 beginning of •t of trunks or I former is the mce also ukk ds, 'diamond QUATRltME LEVON. 47 Deux est le quart (fourth) do huit (emhi^ T (quarter) de n.outon (./..;,. Lttou). ivt ^ua^rlT"^"" ^""^"'^ de b„.8 (u,ood) on peut faire un caL ^1 ^^ t '''■'"'"'' ^'^*'«'^'^'') /ram«) ce tableau. Autrefois ir / ^^'l^' "^^ ^«"^^en'^«'/m- (to r»orreaudobois?-OurdonL ^'"'^""''"^ '^^"--> ('" ''J" J) ci ^«A..,,,,.,, Autlr:^^^^^^^^^^ nWaient que quatre feuilies(w"^ " -r««.« (no/e-io.A«i Une hvre et un quar, (a pound and a quarter). Une livre et troi« quar^ Unt.er. deu.ti.,(.^o.A.V..), 6e.. .ir.,ni,r.es, U.o flft^\ Tro. septzen.. (three sevenths), quatre dixie.e, (yW tel). lo quart loquartier un cadre encadrer tin cadran carr6 un carreau uno carri6ro ^quarrlr un ^querre lo cahicr le earned Le chapeau est dana la Iwite. llie hat ia in the box. En and dans L'eau est dans la bouteille. The water ia in the bottle. •P „ ^"enat 13 m the box. ^.n amour. En bonne sante. En bon eta/ v In love. Ingoodhealfh T„ „ j ^ En pension. xn gooa health. In good condition. "On pension" (boardincr) Ceci en passant. En^allan^ chez moi. ^^• This in passing. !„ going home. inStfai^d^rtTv? t.-^",.;^: :;:x i^rp^Ti^'^^^r. "^-^^ - --« In expressions of time (en pti^i on,i ^ France, not dans la FRANre En is not often us^d wheS a'demonrrr <'^^^««"«) «" i« also much used used before the noun. demonstrative adjective like le, ce, son, e?c i. The conjunctive pronoun nl :-:.Lzrrjs Thi! -fSe i" r:^ '^^ ''""^■"-^■■- p-noun, thus. "^STEnSCc&r ™- " "^"" ^'^^ ^' pound sentencl tL^^rS^A^'Pjr/ * ^Pr^A"" ^*> *»»•-• end of acorn- whom I spoke.) Yoi^).j:'uoMs:in.,TZ!l''°^^/'' ^^^^' '^f^re is the manlo 48 QuATiii^MK Le«;on Interroyalive um of Verba Ce monsioiir ost-il Fraixjais ? This gentleman ia he French? Oii vont ces gardens? Quand part votre fr6re? CombietlcouUi (coats) CO livre? Comment vont los affaires? Quel &ge a co gargon ? Que veut ce gar(,'on ? Pourquoi ce monsieur est-il vonu ? Why this gentleman is he come? or Ces garcj'ons oil vont-ils ? II Votre f rero quaud part-il ? II Ce livre combieu coute-t-il ? II Les affaires comment vont-elles? II Ce garden ijuol Ago a-t-il ? II Ce gar^on que veut-il ? A qui est mariee la princesse? n La pnncesse a (lui est-cUe mariee ? A quoi est bon ce papier ? i, Ce papier a quoi est-il bon ? Note — The subject, when a noun, cannot usually be placed after the verb in an interrogative sentence, us it ca» when it is a pronoun. It may however, if the sentence begin with the interrogative oil, quand, oomiuen, comment, or QUEL, QUR, QUI, QUOI, as shown above. Here are further examples: De quel genrQ( gender) est ce nom ? A quelle heure part le train ? De quoi vivent les pauvres ? Pour qui travaille co garc^on ? Avec qui est venu Tamiral ? D'oii vient cette fumce? Combien de moia a une aniiee? En combien do volumes est cette histoire? This same construction may be used when oil, quand, combien, etc. are used conjunctively. Savez-vous ou est la rue de Rivoli ? (ao) Expliquez-moi comment fonctionne le telegraphe. Pouvez-vous me dire ou demeure (resides) monsieur D. ? Savez-vous ce que signifie ce mot ? (ai) II ^coutait les vers que chantait I'enfant. (32) lie was listening to the verses wliich was singing the child (child was singing). La partie de I'eglise, ou sent assis les fideles, s'appelle la nef. The part of the church, where are seated the faithful, is called the nave. (^'0) We would say however, savkz vous oii il est, not oil est il, for a pro- noun cannot follow the verb, when the adverb is conjunctive. (21) Que becomes ce que when conjunctive, unless immediately proceeded by a noun. Ce takes the place of a noun. (See next sentence). (22) There is no ambiguity here, for que would be qui if it were the subjeot of CHANTAIT. ' eoi (01 Which) this author serves l.Jmself (oee,). iP^lA^^^^uf!tr^^^^^ to twopa,tten^, TI.e context will dotermino wlHch^" j'^ '■^^^''^^ ^ '^^''^^ <"• '''''r;'^^) temay, not I haveimntim vt»t-'r,Ui„ He did it, Ycu forgot. ^« ^'«^ t^«. He said it («o), i/ /'„ rfi,. ^«^'«^^ni. Ho told me so, ilrneVadit. ^llafau. We found it, nouWWo„, ..„«.^ vou.j.e^oubM You saw me, ,,,, ^>„^.^^ ^^^ You did not see me, t,o«« „« ^^^J^;, ^^^ i^Hj you see me? m^avez-vons vut . , Tit Injitntive II vient voir. He comes to see. W^r^^^Lte f«P-\(iesais),ire. Je veux (desire, prefe.-e) mou.ir T. < 7" ^ """' '""^ '"^ ''''''' I«ant (desire, prefer) tHi" * n j^^'? ^'"""P*"^ P'^'"*''' domain. ____^ • -^^ ^°i'^« («^Pe'"t8) to leave to-morrow. i-ted in Frei^h"'' "''° '"' '"'^'^''^' but this peouLdty^m«st .lot t S I 50 QUATRIKMK LkooN R!iost verbs take de. II refuse (cesse) de tnivaillor. He refuses (ceases) to work. II promet de veiiir. He protnisos to come. II est (liflicile 0?'.-; venir. It is difficult to come. A few verbs take d. II oublie de venir. He forgets to come. II nous (lit de venir. He tells us to come. 11 est bon d<; travailler. (2s) It is good to ■ workr.. II noii3.^ai(le (encourage) a travailler. II nous force (obli.w Tu to d('peches. Thou thee despatchesfc. Vous vous dcpocliez. You yourself despatch. Assieds-toi ! Leve-toi ! Seat thyself. Raise thyself {gcf vp) Asseyez-vous. Levez-voiis Seat yourself. Raise yourself (ye^ «;,). Lay~you down. Rest yourself. S'?.d:?!; ^"''"''* Prenez^rn ! Donnez-en a Marie. 1 ou take some. Take fxon^ «nmo n- — ^i. nr JUKB (\ ou^ some. (jiye some to Marj'. Prends-en. Bonnes -en a Marie. Allez-y Vas - v (2H\ Take (thou ) some. Give (thou) son.e to M. Go (you) "there. Go (trou) there. Vous ni'en donncz. Donnez-ai'en. \ ou tiivu me some. Give (you) me some. Tu m'en donries. Donne-m'en 1 hou givest m, some. Give (thou) me some. It will be seen that in the Imperative the objective pronouns (also the a,lverl,s kn and y ) come after the verb as in English C a ,d te be ZT.n '"' "^'^'^P^ ^'^^" ^^ i« -'- "««d. (donI.z M'KN. not ooLez An Et, ''xh Idiom Allonsvoir. Venez diner. Allez vous rono.er Let us go and see (to see). Come and dine (to dine). toZIZ "SS Depeche/.vou.s de pa. tir. Tacl.ez de vcnir Hurry up and leave. Try and .„M,e ( = try to come). Rogardez pour voir s'il vienfc. Venez chercher le livro Look and see (to see) if he is conung. Come and get the book. Allez chercher mon cliapeau. Go and get my hat ( = g-o to get my hat). Horc to render the Enylish Possessive John's cat. Le chat de Jean. My house and John's. Ma maison et celle de Jean. My cat and John's Mon chat et celui de Jean. Wliose cat do you want ? Whose son are you P Le chat de qui voule^-voua ? De qui etes-vous le fils ' ' •" fiui est cette mnison? (28) In verbs of the br conjugation the » is dropped in the Imnerative but « retaiued before en and /|?r reasolL ofTuhoiy ' QUATRIlilMR Lecon It is lliojis (to thcni). C'est. a cux. 1 dcjiit like theirs (their house). Je n'aime pas la leur. I ckm'tlike theirs (their houses). I prefer mine (my house or houses). Je n uiuie pns Us leurs. Je prefere la mienne (les mienncs). A friend of mine. A book of vours. Un de mes^aiuis. or Un^ami a moi. Un de vos livies. Figurative use of Prepositions Lnngunges differ very much in their/r/^vaAVe use of prepositions. We will theLSon.? ' '"'" °^ '^'^ ''^"'"'"■^ ""'' ^•'''^'' l"^vi already oceured In A pied, On foot, a dieval, au lit, on horse buck, in bed, a la camjdgne, in the countrv, a sa place. in Its place. A I'amiable, a la mode, bifteck aux pommes, aux champignons. In a friendly way, ,n style, beefsteak with potatoes, with mushrooms. A Paris, a Londre.*, a Vienna a Berlin, u Home In (or at) Tans. in London, in Vienna, in lierlin, in Rome.' Je vais_ a Paris. Je suis^a Paris. J 'ai ete a Berlin et a Rome. En Europe, en Asie, en_Afriquo, cn_Amdrique, en Chine. In Europe, inAsia, in Africa, in America, in China En Grece, en Tnrqnie en Suisse, en Russie, en Belgique, en Suede." In Greece, ,n Turkey, in Switzerland, in Russia, in Belgium, in Sweden. Je vais .en. ^Europe, en Fraiioe, en Riissie, etc. En IS used instead of X r.A witli names of countries, provided such nam-s bo fcunmne (all the countries of Europe are fer inine except lk Danicmark S il I>0KTm;AL, which however also take kn.. \lu. we must use a i.A if the m una be m<,dihed in any way: Thus, K^ Am.lktkuke, but i laNouvFLKAv i e^ TKKKK {^ew England) EN Ecoss. (ScoHand), a la Noitvellk EcSk (iV^oJa Scol,a), y.s Amerique, but a l'Amkk.que du Snr. i~A, Adjectival comparison l\ra robe est aussi longue que la v6tie. My dress is as long as jours. Elle n'est pas^aussi (or si) longue que la v6tre. It is not as (or so) long as yours. I^ vOtre b^tphis longue {moins longue) que la mienp.«. ^ours 13 longer (less long) than mine. Voici la plus longue. Voioi les moins olieios Here is the longest one. Here are the less dear ones Votre robe est meilleure (pire) que la mieiine. Your dress is better (worse) than mine. Voici la meilleure, voila la pire. Ilere i» the best one, there is the worst one. r house). ! or houses), iiiiennos). s. We will y occured in a sa place, in Its place. inipignons, in usli rooms. k Home. in Rome. i Rome. en Chine, in China. en Suede. in Sweden. fi names be \RK and i,E the niinie .I.E AXCLE- J3SK {Nova Masculine u Canada, QuATiuf;Mi.: Leoov Adverbial co^nparison n travaille aufant que moi. He works as much as me. hI dl*'""'?'"'' r' ^*»t^nt (or tant) que moi l2-i\ He does not work as (or so) much as me. ^ '^ II travaille plus (moins) que moi. He works more (less) than me. C'est Louis qui travaille le plug [le moins) It IS Louis who works most (leaTt)^ C'est Pierre que j'aime le plus (le moins) It .8 Peter that I like the most (the lelX).' It .s he that comes most often ( leant oftea". Ce chapeau m*e plait mieux que I'autre. This hat pleases n.e better than the other. C'est celui qui me plait le mieux. It IS the one that pleases me best. Louis parle pis que moi. Louis speaks worse than me 63 C'est lui qui parle le pis. (30) It IS he that speaks the worst. Substantival comparison II a autant de pain que moi Tl n' n r>oo „ i. ^ , He has as much bread as mT h" haf n^r ^" t ^P*' *^"*> ^^ P^^"- ^, . ^^ ^'"^ ""'^ '*'• ™"ch (80 much) bread. II a plus de pam (moins de pain) qua moi He has more bread (less bread) than me Amwer in French: Avez-vous fait un discours ♦ Y .. Ml K renoe dans le commerce ? Quand finirons nou« o« i; \ beaucoup de concur- beurrier? Quel est le quart de huir^Tans oue?!,;:'",« • S^^y^''-^^ dans le vousj Dansle quartier latin ? Qu'av^tvorlcKZ '^^'^ "''L".'^«'"«"^^^^ bien foDt quatre et dix ? Pourquoi avervn.?. 1? . , / "f*'"^ °'^*"«'' ? Com- vousreposer? ^tes-vous fort SsTu3 forte "^^^^^^ ^«"f,t™, Voulez-vous Am^nque.ouenRussie? Lea AngUralmentiufe Sf'^ ^ Alle^-voua en Etes-vous en haut, ou en bas » TTcf „„ i 1. ^ une douzaine. unevi^Jaine "u t e ce ! ',T'' bas de la table ? Y a-t-il est le nom de ce iou^T;.:iZ:::^ f 'T' ^"'' '' ''''''''' ' ^^^ journ^e? Travaillez-vous Jous le.s l^urs . Le 1 JZ'"T """""^ *°"^ ^^ MIEUX are adverbs, pike and meiixeuk. adjectives. ADDENDUM The VooABur-Anr ,•« ^l!fi ^\^,^T^ '■'' "o*^ expected to memorize all tlie words in tlicse lessons. Tb Tn'pvit "" "-''■'"■ "'f '"^ "'.'^ recognize most of them on seeing tl>em again. In every language words may be divided into three ch.sses - common words wZLffl'^'' '-^"^ '-•''-'•«' ^-•'"•- . The iir.t ekss is the most in.poZfJ V\ ords of the second class are met with (chiefly in reading and in polished con- mTT' ''^"'' they krgely replace comn.un words. With words of the third cla^s we are ittle concerned, each tiade or profession having its own terms, which are chiefly used and understood by its followers. liteJa'rv"worrl'in'T'''''; ^T ' r ''"^"u *° '''/''tinguish between a common and a vmvL? '" *''^"^^1'. forl'rench, being largely taken from Latin, contains TShJt ,' ''°'''''°^ ^''^"' °'*Sin which resemble English lilera y words! Ihus the words entrkr, descendhe, embkasskr, monter, entkurkr «kandeur DISCOURS, ENTEUHEMENT. JOURNAL, AIMARLE, .'esemble the E.lgli^h eX S which inaeed they correspond; but they are also the only equivalents of the Hsh a Zl riTn'i ? '^ P""A°"'- *'•«"«'' !>"« "°t. to the same Extent as Eng- lish a double voeabularj-. One way of detecting common words is noticing u ItT "°^ ^^'^ '^re formed from pre-existing French words. Another waf l.ufpl°'iS,«'''^ '"^ ''^'''"''^ of joining adverbs to common verbs fo as to molify the latter, thus; cowe, come in, rome out, come over or acro.^s, come u/>, come down co,nenear. com^ after come before , come bet^veen, come f^ru'arcL French Toes this in a very limited way, preferrin,. to expres.s these-'ideas by single words t us; VENIR, ENTRER, SORTIR, TRAVERSER, ' MONTER, DESCENDRE, APPROCHER suivRE PRECEDER (or DEVANCER), SEPARER, AVANCER. These are the /oS e?«.m en/, o the English words above given, while they are the L«'„Xa 'ZZttn''^ "T' T'' ^''''''''' "° ^q"iv^lent), traverl mount, 'de^e^apt proach, follow, precede, aeparate, advance. ^ The expert translator never seeks for c;rammatical equivalents, but knowing that here are many ways ot expressing the same idea,' tries to grasp the deu and then seeks its logical equivalent m the other language. When one is familiar with a language the proper expressions suggest them- hT\ t' ?'\^T- "'"'? «"«g<^«ted by the ideas. For the present the student nmy hnd It helpful in dealing w th verbs like come in, come down, etc., to reso ve them when possible into single words {enter, descend), before translating them! Idioma with avoir J'ai /aim, (soif, sommeil, froid, cftaud). J'ai bon^appe'tit, i'ai mal au pied. J'ai dome ans. J'ai piii^ de vous. I am hungry, (thirsty, sleepy, cold, warm). I have a good appetite, I luivc! a sore foot. I am twelve years old. I have pity for you. Idioms wjjp Avoir lessons. lb hem again. f»;o?i words, ituportant. ilished con- rda of the ng its own nmon and a n, contains aiy words. OKANDEUR, enter, de- imiahle, to ents of the rial, news- nt as Eng. is noticing lother way ire conver- molify the ome down, encli does Sle words, PI'ROCHER, the lorjicul ammafical scend, ap- ii knowing ) llie idea fest them- ident may to resolve ing them. py, cold, petite, I J'ai honte de le dire. J'ai pew de rester ici. J'ai regret rf'avoir di' cela. J'ai tort de parler ainsi. J'a\ais raison de venir. J'ai hdie de parti r. J'ai envie de rire. (i) J'ai envie de rester ici. J' ai sujet rf'avoir peur de vous. J'ai lien de vous craindre. Je signerai cela s'il y a lieu.' Le concert awa lieu ce soir. J'ai contume de faire une pro- menade le soir. I am ashnmed to sny so. I am afraid to stay here. I am sorry for having said that. I am wrong in speaking thus. I was right in coming. I am in a hurry to leave. I have an inclination to laugh. A • • 1 • , ^ *'^^'^ * "'"d (notion) to stav liPm A.,e W,. vousdiredepartir? Have I need to tell you to l7av p J a, so^n de prendre mon livre. I have care to take my book I have reason for being afraid of you I have ground (occasion) to fear vou. •I will sigi, that if there is occasion. The concert will have place (take place) to-night. 1 usually take a walk in thp even- mg. Vous_aw2 beau parler, on ne Speak all vou like thpv rl^.'f i, vou s_ en tend pas. (2) Jqu "" you like, they don t hear Jen'aini/e/ewpsnirm^en^tonrfe I have npithprf»,n+- .. • vous repondre. t , ^ "eitiier the time nor the in- p . „ ; tent, on of replying to you. J ai Inonneur a accuser recentinn T v.n,.« *i l „ inst. de, I occasion de, etc, (3) habit nf f 1,1. fourage to, the _'__ naoit ot, the occasion to. thf Lf rsteSr Jr':^'::;:^^^^^^^^^^^ '™"'-'3'. -Plving that (there is nothing to Y>revel,t yon) %olt^^^^ others, omits dk before the Infinit/ve. ^ expression, unlike the (3) Observe that these latter expressions nnUtn 'l,^ a <. • article I.E. .7'ai coutdme de, but 7S /'Ta J/SV^ ^?'' "'^®"' '■^'1"''-e the o^iit the arUcle are few and should be Earned b; hta rt '^^ -P^essions which ve years Common Fiii!a.si;s 7o be learned by heart C'sst joli ,,va. C est gentiZ. That is pretty, thafc. It's nice. Trouvez-vous? Bo you find so (think so)? Je trouve que c'ost^un peu lon*^. I think that it is rather long. C'est lon^, mai« n'irnporte. It is long, but no matter. Comment trouvez-vous cette robe? How do you like this dress? J 'en veux_une plus longue. I want a longer one. En voici une. C'en_est_une. Here is one (thereof). This is one. ,est_une belle. It is a nice one. C'en Voici une table de h\x pierfs de Here is a table (of) six feet (of) lon^r (or de longueur) Jong. ^ ' Elle a si-xpiec/sdelonr/surtrois She'' has six feet long by three de large Elle a ya de lonr;. Elle est longue de sia; piecf* Elle est haute de trois pierfs, Elle est haute comme 9a. Tl est age de dix an«. wide. She has that long. It is long by six feet ( 6 ft. long). It is high by three ft^et (3 ft. high). It is high like that (that high). He is aged of ten years ( 1 U vrs. old). II est_en retarrfrf,;deux_heures. He is late by two hours (2 li.-s. late) II est plu.. granri que moi de He is taller than me by two deua; pouce.-*. thumbs (2 inches). II est grandi d'un pouce- He is grown (by) an inch. La hauteur de cette table est rfe The height of this table is (of) troispierfs. three feet. ^ ' La longueur de la table est de The length of this table is (of) six-pierfa. six feet. ^ ' Le poirfs de cette table est de The weight of this table is (of) vin<7< livres. twenty lbs. LepriT(valeur)de la table est (/e The price of the table is (of) vin^< francs. V: en ty francs. Le montane de la note est de The amount of the bill is (of) vmyt francs. twenty francs. ' La duree du service est de The duration of the service is (of) trois^ans. (4) three years. ^ ' (4) In all these examples expressing cimen.,io«, weight, i>rice, etc. th« Dren- osition de is requirctl. Poids: hencu AVuiKDtj-FoiDS. ' ^ Common Phrases C« toujour. „„ rfe p,„, („, d, i^^,, ,,„,^, „„^ ^<,/ _^^;^ ^^__ Cast 5. * pi„, ,, i, ,„„,„, ;;».>■ ^,^^^^ ^^^^^ ___^^^^ ^^^^^ ^^^ J'ai ywei'yjfe chose de beau. Vous n'avez rien de bon. II n'y a rien de mieua; (de pis). Qu'est-ce qu'il y a de nouvcau ? II n'y a pas granrf'chose. II y a ceci de nouveau. II y a quelqu'un de mort ici, II n'y a personne de xaovt. Quoi de plus beau que de rester ici ? I have something (of) fine. You have nothing (of) good. There is nothing (of) better (worse What is there of new? (6) There isn't much. There is this (of) new. There is someone (of) dead here. There is no one (of) dead. What (of; nicer than to stay here? 11 y a «TC village de Hbre. J'ai deua; livres de finis. J'ai plusieurs maisons de batios. J'ai beaucou^j d'aigeni! de place. Combien de biscuits y a-t-il de brule's ? II n'y en^a pa.s de brul(k Autan< de perdu. There is one village (of) free. I have two books (of) finished. I have several houses (of) built. I have much money (of) placed. How many biscuits are there (of) burned ? There are none (of) burned. (7) So much lost. wiS,^^rSt=t^S? '^ "'=^' ^'^«^«^^^' «-^«- --. etc. tivo or participle, placed after the noun „ English TLnZllL^ Ti VT t^:^s •SKI ^,^^^:^^-"i^i^'^ COMMOM PlIKASKS Pierre maiche le long de la c6te. li a pleure tou< le lonc^ du cheniin II est^au bas de la rue. II est dans le haii< de la rue. Get homme a I'air cjistingue. Oui, c'est^un bel homme. Quel age a-t-il ? II a environ quarante ans. 1 1 est plus age que moi. Vous^avez I'air fatigue. Mais je ne le suis pas. Je dis que vous^en^avez I'air. De quoi Jean a-t-il I'air ? 11 a i'air d'une femme. Va-t-il s'asseoir ici ? Ca en^a I'air. ^a a I'air a eft. Que vous^importe? Qu'importe? Le voila qui me regarde. Le voici qui vien<. Me voici, Louis. Nous voici. Nous voila paitis. Nous voila ar- rive's. Enfin. Travailles-tu, ces jours-ci, Jean ? Oui, je travaille tous les jours. J'ai travaille toute la journe'e. Je travaille le soir, tous les soirs. Je travaille tous les deua; jours. Je travaille le lundi et le mercredi. Lequel de ces livres voulez-vous ? Tous les trois, tous les deua;. Oil est le journal (les journaua;)? Le voici. Les voici. Avez-vous des^allunifcites ? En voici. En voici une. Quelqu'un frappe a la port«. On sonna Peter walks along the shore. He wept all along the road. He is down the street. He is up the street. This m.in has a distinguished air. Yes, he is a nice looking man. How old is he ? He is about forty years old. He is older than me. You look tired. But I am not (tired). I say that you look it. What does John look like ? He looks like a woman. Is he going to sit down here? It looks like it (has the appearance thereof). It looks like that. What does it matter to you ? What matters it ? There he is looking at me. Here he is coming. Here I am Louis. Here we are. Here we are off. Here we are ar- rived. At last Do you work these days John ? Yos, I work every day. I worked all day. I work at night, every night. I work every second day. I work every Monday and Wed. Which of these booA;s do you want ? All three, all two ( : both). Where is the paper (the papers ? Here it is. Here they are. Have you any matches ? Here are some. Here is one. Some one raps at the doof. Some one ringai. , Common Phrases Monsieur Duval y est-il ? Is Mr. Duval in ? (8) Est-ce que monsieur D. y est ? n „ Monsieur Duval est-il chez iui? Is Mr. Duval at home? Monsieur Duval est-il a la maison ? m n Non, monsieu)-, il n'y est pas. No, he is not in. II est^a la campagne. En ville, II sera a la maison ce soir. II est^_^all(3 en ville. Alors je vais I'attendre. He is in the country. In town. He will be at home to-niyht. He is gone to town. Tlion I will wait for him (await h.) J'attendrai jusqu'atrois^heures, I will wait until three o'clock, and et puis, si voua me permettez, je then, if you permit me, I (9) Monsieur Duval est malade au li<. II est,^encore au li8 used, for the e would have no phonetic value. ^' "^- COMMOM I'll RANKS J'hi la tfite en feu. Vous^avez les^yeux rouges, avoz-v©ua pleun^ ? Qu'il a done la t6te dure I II a le« jambe« courtea. 11 a Ia play. er (clubs), («4) (at) cards. 11. \e piano, or lany. 'tc. in referr- 1 uot be clear Ave«-vou« de« gnn/« a bou marche ? En voici N'en_ave«-vou« pas^a meilleur marche ? Ceua;-ci aont nioin« chora. Voil4 lea moina chers. Je prendrai ceux-ci. , J'ai fait^un bon marcht!!. Je veux^_^auH8i du sucre. Combien vous^en faut-il? II m'en fau< trois livre«. Est-ee tx>ut ce qu'il vou« fau< ? Est-ce tout ce don/ vous^avea beaoiu ? ^^ Ne vou« faut-il p&s d'autre chose? Je vous^ai vu hier soir ou hier matin. Oil est mon courrier ? J'ai re9u votre lettre par le cour- rier de ce matin. Je vous^expedie le« livrea par ce courrier, Je rdponrfs k la v6tre du troia couran^. Bien^A vous. Je veux^aller a la poste. Je veux^alJer mettre cette let- tre k la poste. Votre devout. Je veux^ aller au poste (de police) Allez-y k pied. En voiture. Comme vous^fites pale! Que vous^Stes p41e! J'ai lo rhume. Je crache du sa.ng. Le rhume de cerveau. lie rhume de poitrine. J'ai le hoque<. J'ai lea pieds^humidea. J'ai lea mains^^enfle'ea. Have you any cheap gloves? Hero are soim;. Have you nono cheaper (at hotter market). These are less dear (cheaper). Here are tJie cheapest ones. I will take these. I made a good bargain. I also want some sugar. How much do you need ? I need (to me is needed) 3 pounds. Is that all that is needed to you ? Is that all whereof you have need ? Do you not need anything else ? I saw you last night or yesterday morning. Where is my mail ? I received your letter by this morning's messenger (mail). I send you the books by this mail I I eply to yours of the 3 rd. instant. Yours truly I want to go to the post (office). I want to go (and) put this letter in the post. Your devoted (servant) . I want to go to the police sUtion. Go there on foot. In a carriage. How pale you are! I have a cold. I spit blood. A cold of the brain, (in the head) A cold of the chest. I have the hiccouffhR I have the feet wet (my feet are w.) I have the hands swollen. (inflamed) I Common Phrases II parle/ori bien le fran9ais. He speaks French very well. II prononce mal I'anglais, He pronounces English badly. II parle assez couramment I'espagnol. He speaks Sp pretty fluently. II parle trcs peu I'italifen. He speaks Ital. very little. (l6) J'aime mieux cette etoffe que I'autre. I like this stuff better than etc. II reussi^ mieux dans la prose que He succeeds better in prose than in verse. dan« les vers Nous^allons sowuen^^au theatre. Vous^avez bien ia.\t. Vous^avez mal ia.\t. Vous^avez mieux fai< cette fois-ci J'ai beaucoup voyage. J'ai assez travaille'. J'ai trop peu etudie la le^on. II a fori 6ien^_appris la le9on. J'ai souvent^ete au theatre. (17) Je n'ai rien vu. J'ai tout vu. J'ai tout vu, excepte (sauf) le cha<. Je ne vols plus personne. Je ne vols plus rien. Pas de livres ! Plus de livres. Encore du pain, encore des livrds. Prenez^en, et donnez-m'en. Descendons ! Descendez-vous ? We often go to the theatre. You have done right. You have done wrong. You did better this time. I have travelled much. I have worked enough. I have studied the ies. too little. He has learned the 1. very welL I have been to the i. often. I saw nothing. I saw everything. I saw everything excppt (save) the cat. I see no longer anyone. I no longer see anything. No books ! No more books. Some more bread, more books. Take some and give me some. Let's go down! Are you going down ? Give me one: take two. Montons^ensemble. Montez-voua ? L^t's go up together. Are you going up ? Courons! Couchons-nous. Let us run ! Let us lie down. Reposong-nous. Asseyons-nous. Let us rest. Let us sit down. pfiiSl^S^'"^^ '" ^r!!'']' ^™ ".'"*"y P'»«®^ immediately after the verb in- stead of being separated from it b> another word as in English. thiVirJrbtt\X^Jht^\"^Spt '''"' " "''''''' '' usual immediatclyafter J very well. nglish badly. 3tty fluently. ivy little. (l6) 'iter than etc. ' in prose than e theatre. jht. ■ong. is time. Quch. augh. > les, too little. e 1. very well e t. often. excppt (save) •nger anyone. ything. lore books. more books. ;ive me some. re you going ae: take two. er. Are you us lie down, us sit down. ir the verb in- nediatcly after Common Phrases Dep^chons-nous. Allons chercher de Le^ us hurry. Let u.s go cet I'eau. Prenons le tramway. C'est le plus jeune enfant. C'est I'enfanf le plus _ age. II ne sai< pas graiirf' chose. Je lui ai ecri^. Je I'ai ecri<. Je lui ai dirde venir Je I'ai souveiii diL Je leur ai do ■ de I'argenC Je les^&i do, ., a Juan. Quelqu'un est^il venu ? Personno n'est venu. L J . e water. Let's tako the car. It is the young&it child. It is the eldest child. He doesn't know much. I wrote to him. I wrote it. I told (to) him to come. i often said it (so). I gave to them some money. I gave tl.era to John. Did anyone come ? Nobody came ««}o^r^''" riche, mai« je le serai I am^not rid,, but I '11 be so Jo ne suis ni riche ni pauvre. Fi le chien, ni le clui! n'est ici. Je no peux pas voir, a cause de ia fumee. some day. I am neither rich nor poor. Neither the dog nor cat is hero. I cant see on account of the smoke. J'en^ai plus que j'en_avai» hier. j;ai autan^ d'argeu^ que j'en^avais I have as much money as I had thereof yesterday. I have more thereof than I had thereof yesterday. Je n'en_ai pas tan,^ que j'en^avais. T have noi as much (thereof) as I had (thereof). NouT'in''''"' "^"'^ "^''^ ^'"' ^ ^^^^ ^' ™"^'h thereof as I Nou3_en_avions:nou.s_Pn_avon« need We had some: we have s Le liv,^ est tel qu'ii c^tai,. The book U such (just) as it was. • La maison est telle .'iu'elle etai^. The house is just as it was. Mon fr^re est mieu. qu'il etai. My brother is better than etc. to go out. Co.MMO.V rilKASES On_a tud cet homme en le iov^ant a Thoy killed that man in (or by) tiavaillor, alo.s qu il etai« malade. compelling him to work, when he was sick. J'ai perdu mon chapeau en descen- I lust my hat in coming down dannacote. the hill. En^agissant^ainsi, vou. m'avez In acting thus you deceived ^'■*""P^'- me. ilT'f!lZT ''""' """ ^'^''^'' P""' Of course (naturally) you did not do it on purpose. Here we are at last. One is born, one lives and finally one dies. But after all, what do you expect ? Venez^avec moi, autremen< j'aurai Come with me, otherwise I P^"*-- will be afraid. II ne mange pas, parce qu'il est ma- He does not eat because he is fait^^expres. Nous voici enfin. On - nai/, on vi^ et enfin on meur<. Mais^ enfin, quo voulez-vous ? 11 ne comprenof pas, puisqu'il est^ Allemai;o?. He does not under.stand be- cause he is German. II est_Allemanrf; cependan^ il parle He is a German; however he ^''^"Vai*-. speaks French. II a ete k I'ecole a Paris, de sorte qu'il He went to school in Paris, so parle fran^ais. that he speaks French. L'allemant^ est difficile, tandis que le German is difficult, whereas fiajKj'ais ne Test pas. Puisque ce chapeau vous plai^, gar- dez-le. II est trojo granrf, comnie vous voycz. Au contraire, il vous va bien. French is not. Since this hat pleases you, keep it. It is too big, as you see. On the contrary it fits you w. J'oublie les moAs a mesure que je I forget the words as fastasi les_appreno?s i^ani them. II sera payo, selon qu'il travaillera. He will be paid according as he shall work. J'ai trouve mon livre, les pages en I f„„nd my book, the pages sont dechirees. thereof are torn (its pages etc.) Uu livre dont les pages sont dechirees A book the pages whereof are torn (whose pages are torn). ^M.:: I: m in (or by) ivork, when ming down u deceived y) you did iti. t. lives and it do you Lherwise I ;ause he is stand be- owever he n Paris, so ich. , whereas ases you, see. ta you w. s fast as I ording as he pages ages etc.) lereof are 3 torn). DLMIA Dm^SAY ROI^US.T.PAUU/S Snnieuw who Jeason will be foqzjd ojcwcises to be mailed j.e cof ction. Ik;.side& thesft we have special exercises aied instr-icf-ms which we, furnish to ottr students. TEPHS FOR MEMBORSHIP Any c-ue fU,-eady in possession of Part I, desiring ta take up the c(,ur'se, may begin at any tim