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SECOND EDITION : It«>vlMerl, Improved uiticl ICiiiai'iJred. PRICE 50 Cts. FROM THK HkLNTINc; OFFICE OF L.J. DKMKKS * FkKKF. 'Pf'oprt'etot s and Bdiiot-s o/^' Le CffHaetu'ft.'* j 1881 Foj^ !>Ai,i. AT THE Bookstore OK C. E. Houwei.l, Br'AOE, I2. ^ ( 7 1 1 1'' /, > ■^ ,x • •(**■■■--' ' . I ■>^^l^^^^ •A. v^:. ^ ■ . f ' -(■■ '':-^»'.' > -' ■< ;-■ ..^3 :'* -y^ (". . ■ I . (■ ■ ,..^r ,>' *,^,, vV.\> '^^W'Wm^^t ■ -w.lt ' /v^'-K' 1 ^mvrl ,U' ,. '.'« \ THE PRONUNCIATION OF THE F nmv Li \ ON A MECHANICAL PKlNCIPLli, OR A t(EW, RATIONJIL >ND PI|ACT1C/\L METHOD FOR EFFECTUALLY IMPARTING TO ENGLISHMEN THK ' BY LAURENT H. TREMBLAY, 'J'ro/'cssof ' 0/ ' 7*V'c/icA . SECOND EDITION: Itcvl«ept'ictOf s and J^ditors o/^* Lc Cdiiadien.'* 1 88 1 Fun sy\i,i- Ai TjiK iJooKoioRK or i". F. I It H.I WI.LI , Bl'.\l»i:, 12, V, 'L I INTRODUCTION TO THE FIRST EDITION. There is a want felt, on the part of those who desire to culti- vate an a(<|uaintance with the French Idiom, for a shorter, less complicated, and morccomi)rehensive Metliod for learning Fiench lh?n has hitherto been availible. Although it will be universally conceded that much material help is afforded both the Teacher and the Student by the nume- rous Text-Books now in use ; and while acknowl«;dging that I have n)yself, in former years, derived much assistance from the Works of my Fellow-Ling'.iists, yet, I confess that I have often times felt the want, while engaged in Teaching, of some Short, Plain, Lucid, and in the mean time. Systematic Method for teaching French, not to Frenchmen, but to Englishmen, and that from an English Stand-point ; — a Method that would be devoid of those Intricacies, unnecessary Rules, and lengthly Dissertations that are common to all Languages, and that render the Study of a foreign Language tiresome in the extreme, especially to the Uninitiated. In fact, I wanted a system for teaching French by the shortest atid most Simple Method, and in as litUe a time as possible. There exist, it is true, many ab»e Treatises on Lanj^;uages, by Eminent Scholars ; e\ cry new Work claiming to be an Improve- ment upon all others. Thus, we have an endless variety of Text- Books and Class-Books by different Authors, whose claims to a perfect knowledge of the several Languages they undertake to expound, no one will deny. But while admitting that such Works have their intrinsic value, more or less, and may, to a certain extent, afford excellent advantages to a certain class of Learners, yet, as the French Language is One and Indivisible, and its Prin- ciples are now fixed, I consider that every N^w Work contains nothing new. It is only a repetition of The Same Story in a diffe- Style, and Simply presented in a different form, What is wanted V] — 4- / at the present time is not a new Text-Book in Quarto, of Some Seven hundred or eight hundred pages (indeed we have enough of them) ; but a Plain, F)asy and Concise Method, adapted to beginners ; A Method Short, Simple and to tlie Point, on L'Homond's and Lennie's Plan ; one that will at once unfold the mysteries of the Language, instead of complicating them ; bring the Pronunciation within Settled Rules ; remove difili'-ulties out of the way of the timid Learner ; present a Rule in jilain lan- guage, and enable thereby the Student to accpiire The Language by the shortest and easiest way. All my researches into the Shortest and Easiest Method for Imparting to Englishmen a knowledge of French have only led me to the same inevitable conclusion that I have always arrived at in my Teaching, (although I have experimented upon every known Method) : — L'Homond and Lennie are the best expound- ers of the Principles of the French and English Languages, on account of their remarkable simplicity of elucidation. In my estimation, their Grammars, carefully studied, will furnish the Shortest and Easiest Inroad by which one can arrive at the speedy acquisition of either the French or English Lan- guage. Any expert Teacher, having at his command the Art of Imparting Knowledge, will, with L'Homond's Grammar in his hand, convey more substajitial information on the French Lan- guage to a Pupil in One Hour than he can in Two with all the elaborate Treatises of the present age. That is my belief. With due appreciation for Otto's, Fasquclle's, Pujol's, etc., etc., I would not be for placing their excellent Text-Books indiscrimi- nately into the hands of every one who desires to learn French. To place, for instance, Pujol's in the hands of a Beginner in expectation that he will, unhe iitatingly, follow the Author through the mysterious, and oftentimes, unintelligible windings and twist- ings of an Unknown Tongue, is simply to lead him into a laby- rinth out of which, ten chances no one, he will never emerge. For one that will perseveringly grope his way throu2h, nine will give up the attempt after a few Lessons. This is what I have, by experience, found to be invariably the case, up to late years, with my own Pupils ; and my experience, as a Teacher, extends over a period of many years. Hundreds of my own Pupils have failed to realize both mine and their own expectations, and, in desap- pointing me, have likewise disappointed themselves. Where did the fault lay ? ... . In following a Plan (or allowing Pupils to follow it) which required the Learner to tread his way blindly, at the outset, through a heap of Rules and Grammatical Difficulties of which, very often, he can make neither Head nor Tail (if I may be allowed the expression), instead of carefully I ■ my o\\^ Frencl be infij well e{ sary tij chancy other have Besi Proces be) wil tude, the pa) gifts of 5 — f Some enough [)tecl to int, on fold the ; bring ties out ain lan- mguage hod for only led arrived )n every xpound- ages, on led, will xn arrive ish Lan- e Art of ir in his nch l.an- h all the etc., etc., idiscrimi- French. ginner in r through ind twist- o a laby- emerge. nine will have, by ears, with ends over ave failed in desap- allowing d his way immatical Head nor ■ carefully concealing the same from his view at first, till he had been made acquainted with what every one knows to be the Fundamental Basis of any Language : I mean the Pronunciation, and the Rudiments or Elementary Principles of that Language. I have, of late years, discarded all Kinds of Text-Books in Teaching French, confining my instructions Purely and Simply to an Oral System. I believe the Oral System to be Superior to all others in teach ing a Foreign Language (particularly f'rench), from the settled convictions I have acquired that the Pronunciation of an Un- Known Tongue cannot be restricted, or assimilated to Sounds which are foreign to that Language. Therefore, every attempt to represent, by whatever combination of letters it may be, the French U, the Four Nasal Sounds, be- sides Nine others Sounds or Articulations essentially French — must prove futile and abortive. There are no Such Sounds in the English Tongue. Hence every Author runs into erroi, and falls off the track wht \ he undertakes to reduce to English Sounds Articulations which, apparently, have no existence in that Lan guage. Consequently, it is obvious that the Oral S, stem will recommend itself over all other<5 ^ this alone — that the pro- nunciation of the French Languar mot be obtained, with any degree of approximative exactness, bi.. From a Teacher Himself. Although I give pre-eminence to the Oral System over all others, and have always considered Text-Books to be at variance with my own views as to the only available method by which I believe French can be successfully taught to Englishmen, yet, it must not be inferred that I condemn their use altogether. They may do well enough with that class of Learners who can afford the neces- sary time to study them up, and who are willing to take their chance to obtain the pronunciation by themselves. But, on the other hand, they will remain for a still larger class what they have proved to be in hundreds of cases — Dead Letters. Besides, No amount of Instruction in Languages (by whatever Process it may be, or however skilful and expert a Teacher may be) will avail any thing, unless it be combined with Brains, Apti- tude, Memory, Study (I repeat Study — ), and a Willingness on the part of the Pupil to help himself. Aptitude and Memory are gifts of Nature, unequally divided But Study is within the reach 4li of all, and if brought into full piny in the study of a language, it will accomplish more than all the lnstru( tion of the most renowned Professors. The belief that a I'oreign Language can he learned by mere Intuition derived from a teacher is an empty l)u!)l)le pretty well exploded by this time. Therefore, I'eachcrs heralding themselves with (lashing and extravagant advertisements as the following : " French in twenty Lessons," " Conversational l^'rcnch," " Parisian French by a Native," " Fitting Parties for the (Jreat Paris l-'xhibilion," acknowledge thereby their own incapacity, and should be reckoned among the Frauds of the 19th Century. No living man can impart a knowledge of French by a charm, and no honest Teacher, having the conscientiousness of his own value, will rest his claims to patronage on such absurd stories. I'rivate Tuiticm to Adults, in Modern Languages, (I regret to say), has been demonstrated to be a failure. In 'I'en cases out of Twelve it amounts to nothing ; because the Mind, already launched into the turmoil of the World, is no longer fit to receive impressions, nor willing to submit to the indispensable Study necessarily accompanying Instruction. It is in Our Schools that our young people (if they must have it) should receive their Primary Instruction in Modern Languages ; enough, at least, to leave a lasting impression on their Mind, and open thereby a way to further Studies in after years. The present Scries, which might more properly be called an Introduction to the French Language, is simply intended to impart the ^ Pronunciation, ' — * the F'undamental Principle of the French Language. The task of imparting the Pronunciation devolves upon a Teacher ; for Books alone Won't do it. It may, nevertheless, be imparted In a fow Lessons by my Method, if the Teacher is only willing to avail himself of it. I consider that, in a Modern i^anguage, the Pronunciation and the Leading Principles of that Language is all a Teacher, should be expected to impart. Further than that, the Teacher, (more v> u.ige, Jt nownccl y mere ;lly well msclves iiiK : jckonetl lan can readier, s claims regret to ;s out of already receive le Study ools that ive their least, to )y a way ailed an nded to 5 upon a il himself ation and r, should er, (more I . • - 7 - so if he las to deal with a Pupil supposed to \>e already well versed in his own Uinguage and Clraniniar,) cannot be of any great help to the Learner; for the acquisition of a Foreign Lan- guage is more a work of Sfudy and Memory than of Tuition. Undoubtedly, the assistance of a competent Teacher will materially hel|) the Student in the acquisition of the Language ; but, outside of the Pronunciation, • Don't depend on him altofifether. Rather rely upon yourself ; for the French Language is, and will be the French Lunguage, take it any way you like. It must be Studied, and Study recjuires Time and Application. Nor will it be found that the acquisition of French can be secured by Inspiration^ Afacfiinety, Steam or Electricity. I do not consider that this Set of Lessons on Pronunciation can be of much usefulness to Beginners without the Verbal Expla- nations that should necessarily accompany each Lesson, as 1 believe that such explanations as are required in Tuition should be given, not in a Text Book, but by the Tutor, and while the Class, or the Pupil is receiving Instruction. With regard to the *• Key To The Pronunciation, " it is impossible to get over that without the assistance of a teacher. But to those who may have within their reach the services of an educated Frenchman for a few leading Lessons in Pronuncia- tion, or, at least, to put them over the " Key, " my set of Lessons will at once recommend itself for simplicity of arrangement and comprehensiveness of Plan. In this alone will my Method be found preferable to any other Method. My Book is not designed to substitute Newldias for Accepted Ones. It lays no claims to Originality other than being a Simple and Common-Sense-like Arrangement^ (Mechanical in its application), that I have devised for Imparl- ing in a few Short, Eas^ and Comprehensive Lessons, (not a Knowledge ef the whole Language), but simply the Pronuncia- tion, thereby enabling any one to lay a proper Foundation for the Study of the Language, with or without a Master. — 8 — It is the very Method that I have used, and that I still use in teaching my own Pupils, believing, as I do, that any one who wishes to learn French with a view to conversation should, in the first place, be taught how to read and how to pronounce that lan- guage. All I ask for my New Method is that it be put to the test, con- fident that it will speak for itself the moment it is experimented upon. Its adaption, on general principles, to the pronunciation is something in advance of all other existing methods — the plan being New, Original and Unique ; while its apparent and practical results will at once enable any one to be his own judge as to whether he is going right or wrong, in reading as well as in pronun- ciation. In fact, this little Work will be found to be what its Title sets forth : The Pronunciation of the French Langruage on a Mechanical Principle ; that is, the fundamental principle of that still refined, polite and popular language reduced to its most simple form, as consistent with the accepted rules of the Language. The Author. use in nte who in the lat lan- 5t, con- sented ation is le plan ractical yd as to pronun- itle sets IN iRODUCTION TO THE SECOND EDITION. n a lite and )nsistent [OR. At the earnest solicitation of very many of my own Pupils, who have had ample opportunities to test, by Practical Instruction, my Method ef Teaching French to Englishmen, I published, last winter, a little Work on Pronunciation, in the getting up of which the simplicity of the Method itself hardly afforded me sufficient materials to give it the shape of a Book. However, from the results obtained by my Pupils from my System of Instruction, it was deemed that my Method for imparting the Pronunciation was so well adapted to the existing Rules of the Language, and its efficiency so apparent that it should be brought to the knowledge of Linguists and Educationists, and its publication was urged upon me on the ground that I would thereby confer a benefit on that Class engaged in the Study of Languages. Had I been actuated by a mere pecuniary interest, I might have profited (as I could still) of the advice given me, which was to compile, out of the W Tks of others, a Treaty in full of some Eight Hundred Pages on the French Language, instead of a small Pamphlet of Twenty Pages on Pronunciation, and by placing it in the Market, as a New Work, reap from its sale the reward of my labors. Unfortunately, I could see no necessity for a new Text-Book, as the same, diversified or compiled as it will, could evolve Nothing New. But it will readily be perceived that a Work, of some sort, is wanting of French Orthoepy, from the very fact that there is, pro- perly speaking, no Work of the kind available to Students of the French Language — no Work, at least, of a nature to afford reliable and direct assistance to the Learner. And yet, while New Grammars and New Text-Books arc con- •■/•■ — 10 — stantly being published and republished, it is very strange that no one has ever thought of giving us a Work on. French Pronunoiation. founded on Facts, (if such exist in the Language), from which Fixed and Definite Rules could be deduced, so that Englishmen and others, who undertake to learn French, would no longer wander at random in their attempts to master the Pronunciation by round about processes, which are as far distant from the realization of their object as was their departure of the point they should have started from. And how can it be otherwise ? when one has no other guide to lead him than the long and tedious Methods presented by pro- minent Teachers of the present day, which, besides taxing the Memory to the uttermost, all lead to the same unsatisfactory results ; producing the same confusion, the same chaos ; the ;,ame inextricable dilemna in which I have myself wandered for years on the trail of my predecessors, in quest of what might have been arrived at in a few hours, if I had only left their Methods alone, and had contented myrelf with following the natural con- struction of the Language, by properly tabulating the Seventeen Ficuch Articulations, instead of trying to assimilate them to English Sounds. There are two distinct elements that enter into the composition of a Living Tongue : the combination of the letters of its Alphabet into syllables ; syllables into words ; words into sentences, ect., eel., which is a purely Mechaaical Process, constituting the written language — and the utterances or articulations by the Voice of those isolated Letters and combinations of Letters which form the Spoken Language ; that is the Pronunciation. In all Articulate Languages, there is a certain Analogy of Sounds derived from the natural tendency of the Human Voice of uttering such Sounds only as that Organ is capable of producing. This diversity of Sounds enters, more or less, into the pronuncia- tion of every language. Out of those Sounds, some have been adopted alike in five or six different Languages, while they are rejected and ignored in as many others. The French Language, for instance, is made up of about tiuenty two Sounds or Articula- tions, and yet, out of that number, seventeen have no acceptance in the English Tongue. There are, however, y?z/ronuncia- lave been they are ,anguage, Articula- xeptance lern Lan- lust owe le of thQ Voice in uttering them. On the whole, there may be said to exist a closer similarity of Sounds between the Languages of Southern Europe than between those of the Northern and Western Parts of the Continent. Again, it is well known that French, unlike EngHsh, is not an Accented Language ; that is no peculiar stress,, or force is laid upon any particular syl- lable. An educated Frenchman will read and speak French dis- tinctly, accenting every syllable alike, except in Polysyllables, when it is customary to lay a Kind of Emphasis or Deeper St'-ess on the last syllable, so as to give more force or meaning to the word ; for the French Language, with all its elegance and vivacity, does not carry in its Pronunciation the same force of expression as does English. This oversight of the Mechanical Arrangement of the Language, combined with a false interpretation of the relation and non- relation of Sounds existing between the Two Languages (French and English), has led to erroneous ideas and false notions, so that Foreigners are deterred from undertaking the Study of French owing to the difficulties encountered in mastering the Pronun- ciation, when in reality it is the easiest to secure of any Modern Tongue, when no longer viewed through the dark lenses of one's own prejudices. The idea that there are no Rules adapted to French Orthoepy is as fallacious as would be the assertion that Grammar has no better foundation than Usage ; for it is obvious that the Pronun- ciation of a Popular, and Refined Language such as French, from its universal acceptance by Educated Society, cannot be the mere upshot of Caprice or Fancy, but must necessarily owe its existence to certain Recognised Principles in the Language, from which Certain Rules have been deduced, and by which French Orthoepists must have been guided in bringing the Pronunciation to its present state of elegance and perfection. Therefore, it is evident that, as no Written Language can ac- quire consistency without resting on a basis of well Defined Prin- ciples, adapted to its Concord and Government, so must the Pronunciation of that Language rest on Rules derived from the same Principles, otherwise Lexicographers and Orthoepists would incessantly be at variance with each others, and the Language would lose the necessary attribute to all Living Tongues : Uni- formity. So that the French .Language is no more wanting in Rules, within^ which its Pronunciation may be restricted, than any other — 12 — Language possessed of its Grammar, its Literature, its good Speakers, and consequently its own Orthoepy. As the result of my Experience and long Teaching, I have instinctively been led into the adoption of those Rules (thnt is ot that Mechanical Arrangement which, by an application of the same Process, causes all the words in the Language to divide themselves into Syllables) in my Method for imparting the Pro- nunciation, while my knowledge of English has enabled me to trace out, by comparison, the relation of Sounds that exists between the two Languages, disclosing the Fact that the Diffi- culties experienced by Englishmen in obtaining the Pronunciation of French were not caused, as it is generally supposed, by the absence of Rules, but were simply owing to Seventeen Sounds which exist in the French Language, and for which there are no correspondent Articulations in the English Idiom. The Mechanical Rules (Twelve in number) and those Seven- teen Sounds form the basis of my System of French Pronuncia- tion, as they do, or rather should do, of any System on French Pronunciation, founded on Common Sense and Reason. The Rules will be found properly classified in my Book, with words annexed thereto, exemplifying each Rule separately. The relation of the Five Sounds {ah-ay-ee-o-od) with their correspon- dent English Sounds has been carefully adhered to throughout the Pvules, so as to enable the Student to trace out the close relation of the Five Sounds in the Two Languages, The Scale of Vowels will be found to correspond in Sound with like Articulations in the English Language, with the exception of the Letter U, for which there is, apparently, no similar Articula- tion in any known Language, except Gallic. In French, as in any other Tongue, the Vowels may be said to be the Pivot on which rests the whole Mechanism of the Lan- guage. For the same reason, the Vowels are the Main Artery from which Life and Harmony are distributed throughout the Articu- late Language. Let it be observed then that the Vowels stand, in both Lan- guages, on a Basis of Corresponding Sounds, except the U which, being the First Difficulty that presents itself, points out clearly that, at this point, the services of a Teacher must be invoked, as any attempt I could make to reduce the French U to a corres- pondent English Sound would only lead to confusion. , The same may be said of the Pour Nasal Sounds. ' They cannot be reduced to English Sounds, as those Sounds are unknown to English. — 13 — All I could do was to group them separately under the head of " Key to the Pronunciation of the French Language. " I have likewise tabulated properly the Articulate Sounds ; that is Nine Sounds which I have been at. a great trouble in classifying. It was only after long researches that I found out that, besides the U and the Four Nasal Sounds, there Still existed in the Language Nine Sounds for wliich I fail to find any correspondent English Sounds. My little Work therefore has this advantage, that it presents in A Few Tables (subsequently condensed in One Page) all the Difficulties affecting the Pronunciation. By (his arrangement, the Student will have the Prominent Features of the Pronunciation conspicuously displayed before his eyes, without having to fall back at every step to Pronouncing Dictionaries, which throw no light in the matter. Finally, my Plan, if adopted and carefully followed, will be found to be a more Sensible, Rational and Effectual Way to arrive at the Pro- nunciation than seeking it by the long and tedious Process of Pro- longed Reading, even with the best of Teachers. My '' Method " carries no other novelty on its face than that of being tl\e Practical Deduction of Principles upon which Orthoepy is founded : Principles which all my Contemporaries seem to have overlooked. Instead of twisdng the Language in every possible way, as my Predecessors have done, so as to assimilate (that is, undertake to do what could not be done) by a play of Letters French Articula- tions to English Sounds, I have contented myself wit! Simply classifying and presenting the Peculiarities inherent to the French Language. It was with a view to remedy to this deficiency, in the want of a Work on French Pronunciation, that I published my Little Work, of which this is a Second Edition, similar to the first in the General Plan of the Work, except that the book has been some- what enlarged by additional explanations considered as necessary. 1 am well aware of the difficulties attending the publication of any New Wojk, more so on Languages — a thing in which every one is not supposed to be interested. Its appreciation by the Class it is intended to serve generally falls short of the Mental Labor expended upon the work. ■ ♦.•'•I''*' I i — 14 — Knowing, as I did, that my Method was not the work of a day, or a year ; but the result of Experience, long Invertigations, and Prolonged Studies, I relied for its Success on iis now merits. And in this I have not been disappointed. That my Method possessed at the first all the advantages I claimed for it is evident from the testimony of hundreds of my own Pupils, and its publication was, in no wise, premature. The encouragement bestowed upon the Work, on its first appearance, by Eminent Scholars of the Lower Provinces is the best recommendation I could seek for my Production ; v.hile the distinguished Patronage extended to the Work in the City of Hali- fax alone (where it has been my privilege to labor for some years as a Teacher of French) is a tangible proof that my humble labors in the Cause of Languages, have not remained unappreciated, — in the Maritime Provinces at least, — by unprejudiced Englishmen who no longer consider French-Canadians as lacking in Intelli- gence and Education, and who understand that the Language implanted in America by the First Pio leers of Civilization ; a Lan- guage spoken to-day by upwards of 1,000,000 of Canadians and Acadians, though British like themselves — cannot recede from these shores, but will rather develop itself before the progressive spirit of the age ; rendering here lo»Ag its acquisition what it is now felt to be : a necessity due to the exigencies of the times, and the amalgamation of the two Races into a common Brotherhood. M 15 TO' a?i3:E STUDEI(TS OF THE FREf(CH L/NGUjlGE. A SELF-SOLVED PROBLEM, Given any language whatever — French, for instance. Granted that said Language has a well-defined Grammar, but has Certain Sounds unknown to the Englisli Idiom, Then, as the Fundamental Principles of Grammar are common to all Languages, take a few Lessons in Pronunciation and Reading.; study, and be your own Teacher. Your are more likely to succeed by Self-Instructioa iind study, than by the best available Tuition at your command, and no Study. A GOLDEN ADVICE. If you are not posted up in your own Grammar and English Parsing, let French alone. Learn your own Language first ; it will be much easier for you to learn French afterwards. ! — 16 — THE PRONOUNCIATION OF THE FRENCH LANGUAGE, ON A MECHANICAL PRINCIPLE, BEING A SET OF RULES OR MECHANICAL APPLIANCES FOR ; I. Dividing Words into Syllables. (See Ruks I, II, VIII, Page 18-19). 2. Assimilating French Sounds to correspondent English Sounds. (See Scale of Vowels, page 1 7). 3. Marking out Sounds essentially French. (See Nasal Sounds ^ marked throughout the exercises i, 2, 3, 4. See also Articulate Sounds, marked F, denoting French Sounds.) Page 21, 22, 23, 24, and Page 25. 4. Drawing out of Final Consonants the required Euphony of the Language in its natural Elegance. (See Rule VII, Page 19). THEREBY, 1. Bringing the Pronunciation within Fixed and Settled Rules. 2. Establishing Harmony of Sounds between the two Lan- guages. 3. Causing the Pronunciation to assume, either in Written or Spoken Language, a Visible and Settled Form. 4. And making its acquisition no longer an uncertain and unre- liable Process, but a sure, reliable, and, in the mean time, simple Method . to obtain it by a SET OP RULES purely Mechanical in their appliance. CONSEQUENTLY, enabling any one to become his own Teacher, after a few rehear- sals of my " Key to the Pronunciation of the French Language." THE SCALE OF VOWELS. a, e, 6, e, #. i, o, u, y. %h th^ ay ee o * eo * Note. — No such Sound in English. The Letter U, the Four Nasal Sounds, and the Nine Articulate Sounds, being Simple Sounds or utterances peculiar to the French Language, it necessarily follows that no combination of Letters whatever can properly represent them in English with any degree of comparative exactness, as those Sounds (I maintain) have no existence in the English Language. The real and exact Sound of those Nasal and Guttural Articulations can only be obtained by being conveyed viva voce to the ear of the Pupil. ** See Rule V, Page.. ::^^: — 18 — GENERAL RULES DKklVI.l) 1 ROM TIIK MFX'IIANISM OF TIIK LANGUAGE. RULj^ ^. (Meohanioal.) Every Single Consonant, fidlowing a Vowel, coniniences in French a Syllable ; i-rgo : — Ca pa ci iO. Do ci li iv. Ca la mi te. ah ah ee ay ft ec ay ah ah ec ay • Note.— < Z befo re E, I and V, sounds S. t RULE II. (Moohanical.) When Two or Three Cf>nsonants follow each other in the same Word, the line of Divi-^ion will be between the First and .Second ; eifjo : — Ad ah mi I rer. Res^ j p(^c I ta bi I li I te. Ad eel ay ays I I ah ee' ee' ay ah mi ce nis I trer ee I ay* RULE III. When Two Similar Consonants follow e.ach other in the same \Vord» omit the F'irst ; ergo : * Ac com mo pro chor. E chap sh ay ay sh ah per. ay der. Ap ah ay ah 1. Note. — Ch — Sh. 2. Note. — Ch, Sh, Gn, l*h, Th, do not admit of being divided. * There are Exceptions to this Rule. of a Word ; ergo : L'Aw nee Pro chai ah ay ay * Note.— rh -= F. Pro7 >. — But in Words of Two or Three Letters ; likewise in the Leading Syllable of a Word, when such Syllable does not exceed Three Letters, E sounds as a va re do yo.s ri ah »— ^ ^w oo '^" ay ay ay ah ah ee >(>// /icJZY btvn too oz'diiiioiis of your rnAi'S. II cs^ for/ com I me h\x (z) horn ee ay I ee //(' is as strotii^ as six viat. m^.v. Il.v (z) on/ V ay tc tour- a -lour cor ay oo ail oo ri ee ge.s. ay 77tiy have been corrected in turn. * Note.— On-Om. Third Nasal Sound. RULE VIII. (Mechanical.) A Vowel preceded by a, e, i, o, u, causes the Word to Ik? broken off into TWO Syllables ; ergo : me. A e ro 11 au ie. Ci •6 or. Mi as ah ay o ay ay ee ah Cro a.s scr. D6 * 6U tu de. 1 ah aj ay F ay F * Note .— F denotes French Sound. Note. — Exception must be made to this Rule in the case of Dipthongs, Fripthongs, and also when tlierc is a on bination of two Sounds into one, as Tli^;. eeay in Pi ee RULE IX. S between Two Vowels sounds Z ; ergo : ay so z ner. ay — 20 — RULB X. \', |>rerc«* d a 1^> ^^5- ^ a T3 s « d 5 bo 02 « f-i 0) — iS o o d s o ^ o i « d o H I— H o P^ o -a 3 o 'A a 3 J? o 1 o 5zi c2 -a O 'A s o d 2 d 3 3 o *^^ -M < o 'A e9 60 O — ^ o r. i 00 d 5 — 22 — A KEY TO THE PRONUNCIATION OF THE FRENCH LANGUAGE. THE FOUR NA6A L 50UN DS. u i. so • a .2 rt • 1 « <^ .8 a> •1-^ r-^ -tJ 3 £2 •^4 to ... i i ■ EH 04 s u, Fein Pai: •>-H O) Si ' . 1 ++ d • , 5 >> 1-^ 3 d 73 c • •2 > • •■0 2i •1-1 1^ d 1 1-^ •i-H P-I c3 a ' . g S 12; 12; h^ ■t-f , 1 o CG . • >- CO .s * fH • •1— ( 0) •S a IB h •rH •oi 03 s c3 t3 c Ph w P p CO pq 5 pq^ o o ^ an •»«i rt ^6 3 r4 • ri a> , 1— ( • rt • .3 60 £3 OJ fcJO fl q^ ri? -M _g ^ rt W "So a PJ4 — 'S TO ^ -3 a ++ !■ - ■ ■»«i p— H • t3 • j- a a» fl 0) • 9 1- ■ d -*-> 9 !-■■ ^ %> • -2 -S 73 el • rH «J aj • a CO tu a» »s •r* ft a 3 .2 a t— 1 1 por mporta a -3 m OS Sound Sur ^■. ■ 1— H ■ ^ HBHH ■ ■Bi^ l-H ^ ! o — 23 RENCn A KEY TO THE PRONUNCIATION OF THE FRENCH LANGUAGE. THE FOUR NASAL SOUNDS. 73 •-4 3 O UJ t—> a on cS ^ O 5^ ++ • 73 • 13 S o • 73 a a cc a> ^ 13 en 1 (•4 3 08 o ^ M O g ^ ++ o to GO o P o O o c3 bO o O bi3 o a 03 a o o Oi O fcJD p-l d 3 o CO -3 w 03 O >5 a» ft 0) • a 3 , B CO ^ t3 O •B •i-H r-l (X> rt • 'A O s f3 3 a o 1 '3 Ci5 tn O 'A OQ :/J >' -H- 1-3 -< 03 1 < 1 r ^ ; • g 8 • • O <4i • 0) O r— I • a 3 <1 CI. B • 3 O 1— 1 03 1 ^- ++ . : f ' ^^ 1 • a fife, • -s^ 6 3 O (-1 M^ i ^t*, to C3 p-i ■ ' ^ ^ O o 05 W iz; Eh O > o s — 25 ENCH A KEY TO THE PRONUNCIATION OF THE FRENCH LANGUAGE. TUB NINE ARTICULATE SOUNDS, or sounds which have no existence in English. ;1 t « 'd *-< 3 O a CO « 1— 1 a CJ CO 3 03 cb 'A O ;^ ■M- • ■^ a 3 O • OQ q J c3 ^ O ^- ++ ■73 n 3 6 o a yj 3 p_^ c: c3 ;~4 tr> ^ F-H • S <^ 1— H • iM Ik-i o CJ,^ O 1 1^ a CO s ?3 1— ^ P L^ Qj • l-H o 03 • <-l o • k §"§ QQ O n3 P !3 2 S ^ >-i ! P o x p_i H ( ,_^ ^t <%> 1 0) n3 •c-l 03 (V o 03 a; CO •I— ( 1 < &5 t-t ^ ^ • r^ «l> U r-^ llJ o o "5 3 1 •p-t o CO O "3 1 •rH F— < •l-H , 1 O fH 1 to 1 CO Ir- 1 ^C5 w SB e — 26 — A GRAPHIOAL TABLE. Exhibiting at one view all the sounds peculiar to the French Language ; that is, all such coalitions of , ' letters that produce Articulations or Utterances \ essentially French, and which (as before stated) * \ canot possibly be assimilated to English sounds. 1 French U Accounted to be a stumbling English People. Sound somewhat different fron Sound totally different from I A kind of nasal sound. block for 2 French R Q. Enclish. 3 French J Inctliah. 4 French Gn 5 First Nasal Sound.. Nasal and Broad. . (■ 6 Second Nasal Sound Nasal and Sharp. 7 Third Nasal Sound. Nasal and Guttural. 8 Fourth Nasal Sound Nasal and Deep. 1 Dinthonff Oi.. An opening of the mouth. A kind of whispering sound. Short, sharp sound. A kind of nasai sound. Liquid and Broad. Liquid and Deep. 10 Dinthonc Eu •* 9 I 11 Dipthone Ui 12 Coalition Oin... f 18 Coalition Ail 1 i. 14 Coalition Eul i 15 (Coalition Euil... ) ) ,., Ueil... Liquid and very De*- p. Liquid and Sharp. Liquid, Guttural and Deep. w 16 Cc^lition Eil • 17 .Coalition Ouil. 1 »' *%^lfc*^»*»?v._'*.^-«»'**r'>»» '-J|»»''s^,-V*.^;*■ »* I'^i-rt* ««-?* WORI sD w g s*- 1^ rf o vOJ ^ > a> •f-i d f-i Ci* Q pi 1 W OQ • i-« B tf ft Ph^ ► H (M < 1 uliar to the coalitions of Utterances ifore stated) 1 sounds. ling block for .from English. am English. •, ^ nd. 5. ■1 ■ t )-«4riEmA — 27 — WORDS IN RELATION WITH THE GBAPHICAL TABLE. I vD )^ C3 o 9 .!iT rji J ■», OQ I ^ o I :c o Ci5 a) o t-3 t-5 Pi GQ o l-s d be 03 a> ^4 03 d 03 Q d 03 02 d cd d d o 03 d O d Ah o d d a» d QQ w So -3 '^ Ph d o I— H d d o 03 3^ 03 g d o •s C Pi <«1 0^ '3^ ss d 0) tf ^ d <1> O) CO 1-9 d bp a d o OQ QQ o so ^^ d a d2 V-H hH M d <1 d P^ Hj .3 ^ ^1 .aw o P^ O) '< li o p. . d :7J O 03 a g d d o d p ft* 0) :^*a a a o QQ d :^ ^ S • a> • fs r^r^r^THT-^r-^^-^T-» J3 oa to a W -2 o a 8 (38 a o a -i d o to 28 — OBSERVATIONS ON THE POREaOING TABLE, 11 si 'il! 1 On an examination of the preceding Table, it will be seen at once that there are, in French, one vowell (U), and Sixteen Coali- tions of letters whose effect on the Language is distinctly marked as something purely French, and absolutely foreign to English. A careful rehearsal of the Table, under the guidance of a com- petent Teacher, capable of pronouncing those Sounds distinctly, and at the same explaining their peculiar formation, will make any one familiar with those Sounds in a very short time ; while a short inquiry into the relations of Sounds between the two Languages will at once disclose the fact, that the French Language is made up of about I Twenty-Two Sounds (22) or Articulations, ' Seventeen (17) of vvhich are French, and Five (5) are English, Therefore, when an Englishman reads or speaks French, he fancies himself as travelling through the unintelligible depths of an unknown Tongue, when in reality he is simply reading or speaking his own language under a different form, that is, he is constantly uttering Five familiar Sounds of his own Language (ah-ee-ay-o-oo), occasionally though uttering ome of the Seventeen Sounds that are peculiar to French. (Vide Table). Exr EXER( Si vous ' ran9aisc :e que vc jimples n lujourd'h If tho i fng to Ru )erceive Syllable Si vouj fais I san i'a I bore [ue vous ^o I yen bu j vel fe' I sen The y, 1 1 r TABLE. rill be seen at . Sixteen Coali- inctly marked I to English, xnce of a com- inds distinctly, )n, will make time ; while a ween the two ench Language it ions, laks French, he ^iblc depths of ply reading or I, that is, he is own language f the Seventeen — 29 — A - . ■ t ^ '■■'*. . . ■ EXERCISES IN RELATION TO THE ABOVE OBSERVATIONS. i. lEXERCICES EN RAP.PORT AVEC LES OBSER- VATIONS PRECfiDENTES. FIRST STEP.— PREMIER PAS. Si vous voulez reussir h. acquerir une connaissance de la Langue 'ran^aise, apprenez d'abord k lire et ii prononcer cette Langue : :e que vous pouvez accomplir en quelques lemons, au moyen des iimples regies contenues dans ma nouvelle Mdthode, qui vous est lujourd'hui pr(fsent(5e avec les meillcurs souhaits de I'Auteur. If tho above exercise be carefully divided into Syllables accord- ing to Rules I, 11. VIII (Mechanical), the Student will readily )erceive that said Exnrcise will give. . : Syllables, thus; Ninety-two ;(92) . SECOND STEP. Si vous vou I lez re | us j sir k ac | qu^ | rir u j ne con | liais I san | ce de la Lan | gue Fran | ^ai | «e, ap | pre | nez i'a I bord k li | re et k pro | non | cer cet | te Lan | gue : ce |ue vous pou I vez ac | com | plir en quel | ques le | 90ns, au 10 j yen des sim | pies Rb | gles con | te ) nues dans ma fou I vel I le Md | tho | de, qui vous est au | jour | d'hui re I sen | tde a | vec les meil | leurs sou | haits de I'Au | teur. The y, in this instance, is to be considered as a Consonant. — 30 — But Rule IV (The Letter E, unaccented, is a silent letter at the end or in the middle of word), and Rule VI (Final Consonants are always silent) will reduce those * Ninety -Two Syllables to Seventy-Nine (79) ; while Rules III and VII will secure Har- mony for the whole. THIRD STEP. Si vous vou I lez re | us | sir h ac | qu^ | rir u | ne con | nais I san | ce de la I.an | gue Fran | 9ai | se, ap [ pre | nez • • • • • • d'a I bord h li I re et i\ pro | non | cer cet [ te Lan | gue : ce que vous pou I vez ac | com | plir en quel | ques Le | (,ons, au mo I yen des sim | pies R^g | les con | te | nues dans ma Nou I vel I le M^ | tho | de, qui vous est au j jour | d'hui pr^ I sen | tee a j vec les meil | leurs sou | haits de I'Au | teur. • • • • • Note. Dots under Letters mean Silent Letters. So far the Mechanical Arrangement of the Language only has been under consideration, and the Process, whether performed with the Hand or with the Eye, is purely Mechanical. Let us now trace out the relation and non-relation of Sounds that those Seventy-Nine Articulations present. As there are only Five Sounds (ah-ay-ee-o-oo) in the Pronunciation that correspond with Similar English Articulations, these will be represented by the above letters ; ^asal Sounds will be marked i, 2, 3, 4, as the case may be, and Articulate Sounds by F, (meaning French Sounds.) ' ■ ' '. -31-^ FOURTH STBP. i i Si vous voulez r^ussir h. acqu^rir une connaissance ee oo oo ay ay F eo ah ah k aj ee F o ay 1 de la Langue Fran^aise, apprenez d'abord ^ lire et the ah 1 1 ay ah the ay ah o ah ee ay h prononccr cette I^ngue : ce que vous pouvez ah o 3 ay I the k oo oo ay accomplir en quelques Lemons, au moyen (*moi-iin) ao 3 ee 1 k k the 3 o F ee 2 des simples Rfegles contenues dans ma Nouvelle ay 2 ay 3 F 1 ah oo Mdthode, qui vous est aujourd'hui presentee, avec ay o k ee oo ay o oo F ay 1 ay ah les ineilleurs (me | yeur) souhaits de Tauteur. ay the F xx oo ay the o F No^k", granted that a Syllable is as much of a Word as can be sounded at one utterance of the Voice, then in reading this Exercise Seventy-nine (79) Sounds have been uttered, Twenty of which are French Sounds that have no correspondent English Sounds, and the remainder Fifty Nine (60) are as much English Sounds as French Sounds. Consequently, it is obvious that it is not French that the Student has been reading, but his own Language simply under a different form, and with an addition of Twenty French Sonnds. * Rules X and XII. xx Rule XI. — 32 — Direotiona with regard to the use of my Method. I. — Make yourself familiar, at the first going off, with the Mecha- nical Arrangement, by testing each Rule separately. 2. — Commit the Twelve Rules to Memory, so as to have them present to your Mind when experimenting upon the exercises in the Hook. • f " 3. — Proceed Slowly at first, but surely. 4. — Take the exercise headed " First Step, " and write it down word for word. Then, having closed the book, proceed to divide into Syllables according to Rules, and compare yours with the one headed " Second Step." 5. — Proceed in like manner with the other two exercises (Third and Fourth Steps). Write down ; close the Book, and com- pare with the Original. 6.— Follow that Plan, which will not only awaken your curiosity as you advance, but which will lead you into the Pronunciation systematically in less time than you would expect, — provided you have the assistance of a Teacher, or an Educated French- man to give you the right Pronunciation of the 1 7 Sounds, as presented in the Graphical Table. **. ^ ■« 5 :- 'A — 83 — BXEROISBS ON THE BULBS. General Mechanical Arrangement, applicable to the whole •'' ' Language. 1 1 ■111 •• ': » let Exeroiae. ... t • ' Origine des Langues. 1114 2 46 ^ XX XXX XX Les diverses Articulations qui entrent dans la composition 1 2 467 2 1 1 1 - 6 2 6 2 191 — ' * XX d'une I,angue ne sont (jue la reproduction de Sons dont 14 246 6 5 212—6 6 6 ■••'.. ■•■ <--'••' , t I'analogie se rctrouve dans toutes Ics Ixingues parities, tant an- 1114 5 2 14 6 H'o 2 46 2 46 6 7 2 ciennes que modernes. 32 46 5 1 2 46 XXX Elles sont limitdes par le fait qu'elles doivent leur origine 3246 6 1 1 46 5 6 3246 1 1114 I k la tendance naturelle de la Voix Humaine de n'articuler que 2 24 11 324 6 6 1145 ^11 6 certains Sons dont cet organe est susceptible. 2 6 6 6 7 2146 2 224 Les modifications que la marche des sifecles leur a fait subir, 1 II 1 — 6 5 24 — 2 46 7 61 — 34 — ont pO diversifier, moduler ces Articulations naturellcs ; mais « 1 2 1 "~ 11 7 J 1 1 I -e 11 3246 6 X dies n'ont fait que produire cette varicft^ de Langues qui, 7 3246 6 6 6 1 1 4 32 4 1 81 S 2 46 » XXX tout en difTi^rant Tune dc I'autre dans leur formation, reinvent 67 3316146 34 21—11 n^anmoins d'une cause premiere, unique ct uniforme qui se 82 6 14 14 1~14114 1134 ft retrouve dans chacune d'elles : Le M^canismc de la Voix a 1 4 • 114 3246 6 112 4 6 6 M'l Humaine — Organisme que I'art a pu embellir et modulcr ; 114 2124 6 67 2 33 7 11 mais non changer. . . . * * Pour retrouver I'origine primitive des Langues, il faudiait done 21 1114 1114 3 46 26 XX remonter au premier homme. 13 7 1 — 3 3 4 -ff. ■ '.Vi'tlT'-^ V , Note. — * means that « connecttd in one word or syllable is to be pro- nounced as ny (English). + means that the 6^ is silent. i;»M,. XX (with dash — ) means combination of two sounds into one. XXX means that eni (in Verbs) are silent letters. .-..•liVi lies ; mais 1246 6 t ngues qui, 2 46 :z XXX n, reinvent - I 1 nc qui sc < ft i la Voix I 6 modulcr ; 1 1 ' -35- and Bxerolee. Rules X, XI and XII. Moyen^ Travailler. Doyen. R^vcillcr, Mni„,„„^ Royaum. So.jmcill.r. ..cMicn. U Micnnc. ....■,(,.„. ,,aTienre. ',,* 32 4 12 3 24 Sien. I.Siennc. E„,ail,er. Pitoyable. K,„ervcin.r. Tu.oyer. SaUlir. Tailler. Troyen. Gazouiller. Scllicr/ '- " " iO 12 1 11 532 * Exception. diait done 2 6 :- * -i ■A hi, -i •i -• » « to be pro- i> i- .', i'- I- -) J "•«..' UK • fr ■ • ,...4V] — 86 — ■ 3rd Bxeroise. Relation and non-Relation of Sounds. La traverse du Lac de Tusket au milieu de la nuit. eef fe e eaefetf . Un soir, nous revenions des Fourches du Ruisseau k L'Anguille ffeeeefee ffe ff k une heure avance'e de la nuit, lorsque, arrives au bord du I,ac, ef fefeeefe eeeeefe nous nous aporQumes que I'embarcation avec laquelle nous avions e eeff e feeefeoee oeef traverse le matin avait ete ramenee, durant notre absence, sur la efeeefeeeee eff e e i fe rive opposee. Ce qui nous laissait Talternative, soit de renter ou eeee eeeeeefee fefee nous e'tions ;usqu'au retour du jour, soit de nous rendre au Ruis- eeeff eeefe fe e f e f XX seau k L'Anguile en faisant le tour du lac. e f ffefeefe II y avait bien sur le rivage une autre pirogue dont nous pou- eeoeeffeeef e ee f f e vions nous prevaloir ; mais on en avait retire les rames, et en 6f cef e f feeeeee e e f supposant que nous eflmes reussi k la mettre k flot au moyen de f ef 6 ef efeeee ©eef fe nos forces re'unies, nous ne pouvions qu'aborder k I'extre'mite' du ee efe ee eef eeeeeeeef Lac, Ik oil le courant nous efit probablement conduit, eeeeef ef eeef ff Ce charmant lac que nous avions traverse de jour k la voile, e ef e e eeef efee ee^ f ^ — 3t — nous parut si beau au milieu de la nuit que nous ne pAmes r^sis- e efee eeefeef e e ef ee ter au desir de nous aventurer sur ses eaux, a!ors planclies comme eeeee eeffefe eee f e une glace. C'est la re'solution que nous primes en effet, en de'ci- f o ceeefef o o e fee fee dant que nous tenterions la traverse en lan^ant la pirogue, et f e e feef eef f ffe.ee e adoptant I'expedient de nous servir d'une simple perche a de'faut eef eeefee fof f f eee d'avirons. ;•;*.. m, -,^ ' . . e e f • ■' "^ - '> r> , XX II faisait une de ces nuits de'licieuses si frequentes dans la partie - - feef eccf ee f f-^.... eee e e o meridionale de la nouvelle-Ecosse durant la mi-Etc. Pas un souf- ,. „ ^ „ -> « e ^ .. # a -^ « <» « « e « ec ee e e e e 6 _e e f AiS^.:>c"e eee fle de vent ; pas le moindre ze'phir. L'air ctait cmbaume' par 9 f e f c e e (! f " " " e e I'odeur des violettes sauvages dont les alcntours de ce lac sont ofeeee ee feete eee f horde's : fleurs odorife'rantes qui n'exhalent leur parfum que la ee feeoef e ee fef ee nuit. La Lune, alors h son dernier quartier, effleurait la cime des f of eee f eee eoee feee o XX arbres, se faisant jour k travers le feuillage. Ses rayons argentes e efeoefefc eefe fe e le refletaient sur la surface de I'eau, puis s'allongeaient dans la »eee fefe ee fefe fe distance, et allaient se perdre dans I'ombre a niesure que I'astre de ef eeecf ff eef ee e la Nuit disparaissait k I'horizon. efeeee eef Une heure apres notre depart de la rive, nous n'etions encore f feee ee eee e eeffe — 38 — qu'k mi-traverse, quoique la distance d'une rive k I'autre ne f&t en eeef f eef feee eff tout que de quelques cents verges. Nous ne touchions plus fond e e o c f f e e eef f f avec notie perche, et le courant que nous croyions devoir nous <3ee f eeef cefefefe <:onduire en bas du lac nous tenait stationaires : car ce petit lac fffe fe e ee eeeo eco«e d'eau douce, quoiqu'a une distance d'un mille seulement de la cote e e fefef f e f feee est au-dessous du niveau de la mer, et n'a point d'issue. , oee efeeoefe e f ef Lorsque nous arrivames au Ruisseau-k-L'Anguille, le Soleil nous e eeec efoe ffeefe avait devancj^ de deux heures. « e e fee i f ( Jieminiscenccs de Voyages au milieu des Acadiens, ) * Aiguille and Anguillf, although terminated alike, are pronounced differently. XX Faisant — Ai, throughout this verb, is pronounced as E (The). See Rule V. Note. — E means English Sounds. — F means French Sounds. jr *■ -:,j«fi. — 39 — EXERCISE ON THE RULES. Transcrivez cet exercice, et faites vous-meme Tapplication des Ragles k ce que vous tfcrivez, en divisant les mots en Syllabes. Aprbs cela, marquez par iin point, ou un Trait, les Lettres Muettes. Puis etablissez rHannonie entre les mots, par la liaison de la consonne finale avec la voyelle suivantc. Comparez ensuite votre copie avec I'original. Tran | scri | vez cet e | xer | ci | ce, et fai | tes vous- m6 I me Vap \ pli | ca | Hon des Repj | les a ce que ^" K vous €c I ri I vez, en di | vi | sani les mo^s en sy^ | la | bes. Ap I res ce | la, mar | quez par un Poin^ ou un Trai^, les Let \ ius Mu | et \ tes. Puis e | tab | lis | sez r/Zar I mo | nie en | tre les mo^s, par la li | ai | son de la con | son | ne fi | na | le a | vec la vo | ye/ | le sui I van I te. Com | pa | rez en | sui | te vot | re co | i>ie a I vec I'o I ri I gi I nal.=^ * The Translation to be given by the Teacher. ♦* Note,— See Rule X. General Rules. — 40 — BXBROISB ON THE SOUNDS. Copiez cet exercice, com me vous avez fait avec le pr^c^dent. Examinez chaque syllabe. Marquez par leurs propres lettres les Sons correspondant aux Sons Anglais, et mettez un F majuscule sous les Sons essentiellement Fran^ais, Marquez ^galement chaque Son Nasal par son chiffre respectif. Copiez cet exercice, comme vous avez fait avec le ee ay the F cc oo £h ay ay ah precedent. Examinez chaque syllabe separeraent. Mar- ay ay I the ah e*^ ay sh ah k ee ah ay ah ay I ah quez, par leurs propres leUres les Sons correspondant k ay ah F ^y 3 ^y^ 3 ' aux Sons Anglais, et mettez un F majuscule sous les o 3 I ay tv the ay 4 ah F F 00 ay Sons essentiellement Fran9ais. Marquez egalement 3 ay I ee i I ay ah k ay ay ah I ohaque Son nasal par son chiflre respectif. '^^ 3 ah ah ah 3 ce rays ah k ce '■ 1 5, ' > 'I'he Translalion to be givi-'n by the Teacher. Pi les Mue de c ^peU P qu' k a sy/| ee tab I ah |'m( I tres r ra lez, ] ay Th( 41 BXBROISB ON THE RULES, THE SOUNDS AND READING. > ;nt. les :ule lent ) le ^ar- ah lant I les ay tient Proc^dez avec cet exercice de menie que vous avez fait avecJ les deux precedents. Divisez en Syllabes ; rejettez les Lettre.> Muettes ; ^tablissez I'Harmonie ; marquez distinctement les Sons , de chaque Syllabe par leurs lettres respectives ; puis finallement, ^pelez, prononcez et lisez le tout. Pro I ce I dez^a ( veccet^e | xer | ci ] cede me | me say ay ah th^ F see s ay qu' a I vec les deux pre | ce | dents. Di | yi | sez^eii k ah ay F ay say i a ee ay i sy/ I la I hes ; re | je | tez les le^ | tres mu | e/ | tes ; e | ee ah ay ay F ay tab I lis I sez IVmr | mo | iiie ; mar | quez dis | tine | te ah ee ay ah ce ah k ay ee 2 I men^ les Sons de cha | que ay I | la | be par leurs le' | I ay 3 sh ah k ee ah ah F tres res | pec | ti | yes ; puis li | na/ | le | men/, e | pe | rays ee F ee ah i ay lez, pro I non | cez^^et li | sez le tou/. =^ ay 3 say ay ee ay oo The Translation to be given by the Teacher. -42- ADDITIONAL BXEROISB ON THE BULBS, THE SOUNDS, PRONUNCIATION AND READING-. ^^ Exercice sur les Ragles, les Sons, la Prononciation, la Lecture, la Traduction et la Grammaire. , 15 I xer I ci I ce sur les Reg | les, les Sons, la Pro | th^ F see s F ay ay ay 3 ah lion I ci I cia | tion, la Lee | tu | re, la Tra | due | turn et 3 ee ah ee 3 ah F ah ah F ee 3 ay la Graw | raai {re. ah ah ay '' ' "' ' Lecture du Premier Livre de T^l^maque. a* Lee I tu I rg du Ae | inier Li | vre de Te | le | ma | que. ^F ; F the* ee ay tht- ay ay ah k ^' a : Calypso ne pouvait se consoler du depart d'Ulysse. Dans sa f'ouleur, elle se trouvait malheureuse d'etre immortelle. Sa grotte ne r^sonait plus de son chant. Les Nymphes qui la servaient n'osaient lui parler. Ca I lyp I so ne pou | vai/ se con | so | ler du d6 | par/ ah 00 ay 3 ay F ay ah d'U I lys I s^. Dans sa dou | leur e/ | le se trou | vai/ F ee I ah 00 F 00 ay mal I heu | reu | se d'^t | re iw | mor | te/ | le. Sa grot \ ah F F z ay ee ah te ne re | so | nai/ plus de son chan/. Les Nym | phes qui z ay F 3 sh I ay 2 f kee la ser | vaiew/ n'o \ saiew/ lui par | ler. ah F ay zay F ah ay Note. — If some satisfactory headway has been made in Pronunciation and Reading, the Teacher may here give some explanations with regard to the Grammatical construction of this la^t Exercise, by parsing the same with a view to draw out the most prominent Rules of both Grammars fTrench and English^ in their relations with each other. •*^ — 43— -^ Literal Translation of the preceding Ibtercise. ah ay kee < and tke Ktha and Lecture du Premier Livre de Telemaque. Reading of the First Book of Telemftchus. Calypso ne pouvait se consoler du depart Calypso not was able herself console of the departure d'Ulysse. Dans sa douleur elle se trouvait of Ulysses. Into her grief she hrrself was finding malheureuse d'etre unfortunate of to be resonait plus was resounding no longer Nymphes qui la Nymphs who her parler. speak. ^ immortelle. immortal. de son of her servaient were serving Sa grotte ne Her grotto not chant. Les singing. The n'osaient lui not dared to her[her] --44- CLOSING BXBROISBS ON THE RULES, THE SOUNDS, PRONUNCIATION AND READING. La Langue FraA^aise, dont le principal di^ment est le Latin, est remarquable par la clartt^ de ses expressions, et par la marche naturelle de toutes ses constructions. EUe est devenue, en Europe, la Langue de la bonne compagnie et des relations politiques. La Litte'rature Fran^aise est une des plus belles et des plus riches de I'Europe. Les ouvragea de ses Ecrivains et des Savants ont fait faire de grands progres h la civilisation. , , The Same Exercise divided into Syllables by Mechanical Rules I, II, VIII. La Lan | gue Fran | gai | se dont le prin j ci ] pal e | le | ment est le La | tin, est re | mar | qua | ble par la clar | te de ses ex | pres I sions, et par la mar | die na | tu | rel | le de ton | tes ses con I struc | tw?is. El | le est de j ve | nue, en Eu | ro | pe, la lan I gue de la bon | ne com | pa | gnie et des re | la | //u4i under Syllables denotes Combination of two Sounds into one. — 45 — Same Ezeroiae aerain dlvivided into Oyllablee by Rules I, II, VIII, but condensed into 111 Syllables by Rules IV and VI. i La Lan | gue Fran | (^ai } se dont le prin | ci | pal (5 | 1^ | ment • • • • « est le La | tin, est re | mar | qua j ble par la clar | t^ de ses ex | • • • Pres I sions, et par la mar | che na | tu | rel | le de tou | tes ses con I .itruc j tions. El | le est de | ve | nue, en Eu | ro | pe, la lan I gue de la bon | ne com j pa | gnie et des re | la | tions • • • • ■ • po I li I ti I ques. La I>it | te | ra j tu | re Fran j ^ai | se est • • • • • • • u I ne des plus bcl | les et des plus ri | ches de I'Eu | ro | pe. • •••• • •• • Les ou I vrr. | ges de ses E | cri | vains et de ses Sa | vants ont 4 • • • • • fait fai | re de grands pro | gres h. la ci | vi | li | sa | tion. < Note. — Dots under Letters mean Silent Letters. r — 46 — SAME BXBROISB. a Harmony and Euphony. Rules III and VII. La Langue Fran^aise dont le principal Element est le Latin, est remarquable par la clarte' de ses expressions, et par la niarche naturelle de toutes ses constructions. Elle est devenue, en Europe, la Langue de la bonne compagnie et des relationr. politiques. La Litt^rature Fran^aise est une des plus belles et des plus riches de I'Europe. Les ouvrages de ses Ecrivains et de ses Savants ont fait faire de grands progres k la civilisation. NoTf.— Rule III, 5 times.— Rule VII, n times. •^. -".'ue do ,a ,.„nnc co,„p J ° Ti f "' '"""'^- -•■" "'"-/-c ^-ope. Us ouvrages dc ,Jkc 1 " " "" '"^ "Ces do brands progrb ii h civilisation ""'' °"^ ^^'^ ^•^^•^-l i I Sounds aItogeth#t 19 Nasal Sound*. ; f::„ 7%? rounds. - ^^®® Graphical Tabled >0 H^.._ 1 "^ *«y- Parisian Pronunciation. c* • icaf Arrangemem of'^li-i^^ ^-^t pleasure R. . u Silent Letters ninl-'^''''^'"^ ^^^^ds into Sv L.f ^^' ^^^^''^"- any longenh^Tu^h""' ^"""^^' etc.^sSt'h* '^"'^'"^ °"^ ciently familiar w 7 L^^'"f ^^osed t'o be'Ly tbs T''"^ ^"^ l>"t the exercise of h.-l ^"J^" ^^ '-^^ to require Lu^'"'''' '^^• PronunciaSoTsho^,M ^^\^^'"d ^^^^ "^ '^''" 8"''des French-like then fh ""^' ^^ ^^^J'-^^ed to be fL ^'°" '"^"'■'•>'' the study of the French?';'^ ^^ ^^ ^^ ^"ter v4h confi^' ^"^"^ ^"^ '^ ^^^"guage, with or witi c^^t rfee? '"^' '^^