jptattj *»f §Qn$xt#$.\ « f ;,"PGll\5' MJf Si A <&oJiyi^6t <=M. UNITED STATES OF AMERICA. J LESSOHS FOIl CHILDREN IN ENGLISH AND FEENOH AFTER MRS. BABBAULD'S METHOD LE^OKS POUR LES E^FAITS EN ANGLAIS ET FBA^gAIS d'apres LA METHODE DE M ME BAKBATTLD ARRANGED BY i. deVeitelle .Reading-books suffice for all the requirements of "tod*^ NEW YOKE D. APPLETOK & COMPANY 90, 93 & 94 GRAOT) STREET 18T0 x .\l*f o5 Entered, according to Act of Congress, in the year 1870, by D. APPLETON & CO., in the office of the Librarian of Congress at Washington. PUBLISHEKS' PEEFACE. The idea of preparing this little book was suggested by a perusal of M. Marcel's excellent ( work on the " Study of Languages," * in which he recommends reading as one of the most effi- cient means of acquiring a practical knowledge of foreign languages. In behalf of such as are not yet acquainted with the work just referred to, we shall here tran- scribe a few of the author's most important hints on the subject of reading, and the kind of texts best adapted for that exercise : " Grammar," says M. Marcel, " affords no as- sistance in reading ; it does not explain the mean- ing of phrases or words, which is the only difficul- * " The Study of Languages brought back to its True Prin- ciples, or the Art of Thinking in a Foreign Language." 1 vol., 12mo. New York : D. Appleton & Co. 1869. ' IV PREFACE. ty encountered in learning to read a foreign lan- guage. The translation which interprets the un- known text, not the grammatical condition of the words, must be the first, the only object for the beginner's consideration. Grammar may teach a person who speaks or writes incorrectly, how to speak or write correctly ; but it certainly is not the art of reading and understanding a language. This twofold acquisition is the first thing to be mastered by students : grammar, therefore, is ob- viously useless at the entrance on the study. The perception of an object always precedes the con- sideration of its parts ; we learn to understand our own language by passing from the phraseology to the words. The latter have no value but that which is assigned to them by the phrase. Re- sorting to the phrase for the explanation of the words is to proceed from the idea to the sign." M. Marcel next calls earnest attention to the evil of committing to memory all classes of words indiscriminately ; he prescribes, as useful and con- venient, the memorization of articles, pronouns, the indeclinables, and the inflections of verbs, etc., because their number is limited, and their significa- tion at all times the same ; but he observes that PEEFACE. V the other parts of speech should not be made the object of special mnemonic exercises, inasmuch as their meaning often depends on their connec- tion with other words, and not infrequently on the place they occupy in the sentence. " Direct reading" continues our linguist, " that by which the written expression, as in the native idiom, directly conveys the thought, is the first end to be attained. But as direct reading can be ar- rived at only through the medium of translation, the student must, as a preliminary step toward it, at- tend seriously to the latter. No parsing, no gram- matical comment on the language : all he requires is to advance rapidly in the comprehension of the text in hand, that he may become acquainted with a large number of words and phrases. Practice is now the object. " The first books to be used should treat of fa- miliar subjects, and be written in an easy style, in order to avoid encountering at the same time the difficulty of the subject and that of the language. Attention is then directed to the form, not to the matter ; it is absorbed in the work of translation. " These books are, as it were, only practical or reading vocabularies, but vocabularies addressed VI PEEFACE. to the understanding as well as to the memory, and the words of which have a definite meaning. They will familiarize the student with the terms and phraseology of ordinary conversation, at the same time that they will lay the foundation for studies of a higher character. The elements of discourse, by the daily practice of reading, like all daily occurrences, remain in the memory without effort, as deposits from the stream of experi- ence. " Correctness of language is nearly all that is required in the text of these initiatory books. Any other merit would be lost, or at least out of place, at a period when it cannot possibly be dis- tinguished, still less appreciated, especially as the meaning is reached only by translation. " The initiatory texts to be translated should be rather below than above the age of the learn- ers, who should never be required to read works which would be above their comprehension if writ- ten in the national idiom. In the study of lan- guages, as in that of the fine arts, master-pieces are not for beginners ; novices always work on materials of an inferior kind. The most emi- nent orators and writers have, in childhood, passed PREFACE. Vll through the ordeal of trivial language and com- monplace ideas. "We insist on this point, because the preva- lent notion, that none but works -written in the most elegant or classical style ought to be put into the handsof beginners, is in opposition to the principle of gradation dictated by Nature: it is one of the chief causes, both of the discourage- ment experienced by learners at their entrance upon the course, and of the unreasonable duration of linguistic studies. ; ' Modern literatures abound in books, which, being intended for young people, may serve as an introduction to reading, and as models for learn- ing to speak and write. " Nor are voluminous works fit for beginners ; they lose all their interest on account of the slow- ness with which they are read. The kind which appears to combine the most favorable conditions, are the first books which treat of subjects familiar to the student, and of general interest, and they become more interesting still if they relate to the nation whose language is studied. A style intel- ligible to children and purely narrative, as being the easiest, is the most suitable for beginners, even Vlll PREFACE. those of mature intellect. Learners, whatever be their age, will apply themselves the more willing- ly to this task as it gratifies instinctive inquisitive- ness, and is the least painful of all that are im- posed by the study of a language. " The reading of the foreign text may be com- menced at the outset, without any preparatory studies or exercises, by means of a translation. With the interpretation of that text before his eyes, the student, having first perused an Eng- lish phrase, will then utter it with his eyes direct- ed to its foreign equivalent ; that is, he will trans- late the latter in mentally attaching, as far as it is practicable, the known to the unknown words. For greater facility in passing from one text to the other, these should be placed opposite to each other in the first books which he uses. These in- terpretations, by removing uncertainty as regards the true meaning of the foreign text, far surpass in efficiency the usual mode of translating with the help of a dictionary, which continually leads to errors that call for assistance. The enormous time consumed in referring to a dictionary, and the perplexity arising from its various interpretations, discourage beginners and delay their progress, PKEFACE. IX when they have to look out nearly all the words of their author. Words, moreover, which are thus translated one by one, present but a vague mean- ing, and frequently none to a child, as yet but lit- tle versed in his own language. Their significa- tion depends on the very text the sense of which he is seeking. To find out the unknown through the unknown, such is the circle in which he is placed by the dictionary. With the aid of a dic- tionary they hardly translate, and translate badly, twenty-five or thirty lines a day, about a volume in the course of a year ; whereas twenty-five or thirty volumes at least should be read, to secure the complete acquisition of the art of reading." * After the foregoing remarks by the accom- plished linguist, the " Lessons for Children " re- quire no further introduction, the need for a book of that kind being quite apparent. It is only necessary to add, that it has been carefully prepared, and is in every particular con- formable to the plan prescribed by M. Marcel for * In addition to M. Marcel's remarks on the evil results of relying on the dictionary for the interpretation of a foreign text, we would presume to hint the utter impracticability of a dictionary in the case of children. X PEEFACE. initiatory reading-texts. The original intention was to give an American edition, with an entirely new and correct French translation, of Mrs. Bar- bauld's excellent and time-honored little book, the title of which we have taken for ours, and the simple style and interesting narratives of which secured for it, from the first, that success which it has so long enjoyed without a rival. But as a cer- tain savor of antiquity in many forms of expres- sion in Mrs. Barbauld's book renders it unsuitable to be placed in the hands of beginners, and espe- cially of foreigners, it was deemed advisable to reproduce only a portion of it (the first 60 pages), and complete the work with an entirely new text. The French part is nearly all originally written in that language, and is strictly idiomatical ; and the English translation is as literal as is compati- ble with an exact rendering and scrupulous purity of expression. In a word, the best endeavors have been made to preserve that simplicity and charm of style characteristic of Mrs. Barbauld's pen ; and the book is so arranged as to be equally efficient in the hands of English-speaking persons learning French, and French learning English, and PREFACE. XI a very complete depository of those ordinary ex- pressions of which daily conversation is chiefly composed. In this, if in no other particular, it will be found superior to any of the readers in the above languages now in use, and which, being for the most part made up of extracts from the classic writers, are of little or no practical utility to be- gmners. LESSONS FOE CHILDEEK PAET I. Come here, Charles, come to mamma. Make haste. Sit in mamma's lap. Now, read your book. Where is the pin to point with % Here is a pin. Do not tear the book. Only bad boys tear books. Charles shall have a pretty new lesson. Spell that word. Good boy. Now, go and play. Where is puss % Puss has got under the table. LEQONS POUK LES ENFANTS. PREMIEEE PAETIE. Venez ici, Charles, venez aupres de ma- man. Depechez-vous. Asseyez-voTis sur le genou de maman. Maintenant, lisez votre livre. Ou est l'epingle pour marquer ? Voici une epingle, Ne dechirez pas le livre. II n'y a que les mauvais gargons qui de- cliirent les livres. Charles aura une jolie legon nouvelle. Epelez ce raot Bon gargon. Maintenant, allez jouer. Ou est minet ? Minet s'est mis sous la table. 4 LESSONS FOE CHILDEEN. You cannot catch puss Do not pull her by the tail, you hurt her. Stroke poor puss. You stroke her the wrong way. This is the right way. But, puss, why did you kill the rabbit % You must catch mice : you must not kill rabbits. Well, what do you say ? did you kill the rabbit? Why do you not speak, puss ? Puss cannot speak. Will Charles feed the chickens ? Here is some corn for the pigeons. Pretty pigeons ! The sun shines. Open your eyes, little boy. Get up. Mary, come and* dress Charles. Go down stairs, and take your breakfast. LEgOXS POUR LES ENFANTS. 5 Yous ne pouvez pas attraper minet. Ne le tirez pas par la queue, vous lui faites mal. Caressez pauvre minet. Vous le caressez a rebroufese-poil. Voici la bonne maniere. Mais, minet, pourquoi avez-vous tue le lapin? II faut que vous attrapiez des souris : il ne faut pas que vous tuiez les lapins. Eli bien, que dites-vous ? Avez-vous tue le lapin ? Pourquoi ne parlez-vous pas, minet ? Minet ne peut pas parler. Charles veut-il donner k manger aux poulets ? Voici du grain pour les pigeons. O les jolis pigeons ! Le soleil luit. Ouvrez vos yeux, petit gar§on. Levez-vous. Marie, venez habiller Charles. Descendez dejeuner. 6 LESSORS FOR CHILDREN. Boil some milk for a poor little hungry boy. Do not spill the milk. Hold the spoon in the other hand. Do not throw your bread upon the ground. Bread is to eat, you must not throw it away. Corn makes bread. Corn grows in the fields. Grass grows in the fields. Cows eat grass, and sheep eat grass, and horses eat grass. Little boys do not eat grass; no, they eat bread and milk. Letters make syllables. Syllables make words. "Words make a sentence. It is a pleasant thing to read well. LEgoisrs pour les enfants. 7 Faites bouillir du lait pour un pauvre petit gargon qui a faim. iSTe renversez pas le lait. Prenez la cuiller de l'autre main. Ne jetez pas votre pain k terre. Le pain est pour etre mange, il ne faut pas le jeter. Le pain est fait avec du ble. Le ble croit dans les cliamps. L'lierbe vient dans les cliamps. Les vaclies mangent de l'herbe, les mou- tons mangent de l'herbe, et les clie- vaux mangent de Plierbe. Les petits gargons ne mangent pas de l'herbe ; non, ils mangent du pain et du lait. Les lettres font des syllabes. Les syllabes font des mots. Les mots font une phrase. C'est une chose agreable que de bien lire. 8 LESSONS FOE CHILDREN. When yon are older yon shall learn to write; bnt yon mnst know how to read first. Once papa conld not read, nor tell his letters. If yon learn a little every day, yon will soon know a great deal. Mamma, shall I ever have learned all that there is to be learned ? No, never, if yon were to live longer than the oldest man; bnt yon may learn something every day. Papa, where is Charles? Ah ! where is the little boy ? Papa cannot find him. Lie still. Do not stir. Ah ! here he is. He is nnder mamma' i apron. Eide npon papa's cane. Here is a whip. Whip away. LEfOKS POUR LES ENFANTS. 9 Quand yous serez plus &ge yous appren- drez k ecrire ; mais il faut que vous sacliiez lire d'abord. Autrefois papa ne savait pas lire, ni dire ses lettres. Si vous apprenez un peu chaque jour, bientot yous saurez bien des clioses. Manian, aurai-je jamais appris tout ca qu'il y a k apprendre ? Non, jamais, quand yous vivriez plus longtemps que Pliomme le plus age ; mais yous poiwez apprendre quelque eliose tous les jours. Papa, ou est Charles ? All ! ou est le petit gargon ? Papa ne peut pas le trouYer. Eestez tranquille. Ne bougez pas. All! le Yoici; il est sous le tablier de maman. Allez a cheYal sur la canne de papa. Voici un fouet. Fouettez bien. 10 LESSORS EOR CHILDKEK. Make haste, horse. I want to ride a live horse. Saddle the horse for the little boy. The horse prances, he tosses his head, he pricks up his ears, he starts. Sit fast; take care he does not throw yon ; he ambles, he trots, he gallops. The horse stumbles. Down comes poor Charles in the dirt. — Hark ! the huntsman's horn sounds. The hounds come past with their long sweeping ears. The horses are all in a foam. See how they break down the farmers' fences. They leap over the ditch. One, two, three. They are all gone over. They are running after the hare. Poor little hare, I believe you must be caught. In Germany they hunt the wild boar. LEgOKS POUR LES ENFANTS. 11 Allez vite, clieval. Je veux monter un clieval veritable. Sellez le clieval pour le petit gargon. Le clieval se cabre, il secoue la tete, il dresse ses oreilles, il part. Tenez-vous ferme, prenez garde qu'il ne vous jette & terre ; il amble, il trotte, il galope. Le clieval bronche. Crac ! voilk que le pauvre Charles torobe dans la boue. Ecoutez ; le cor du pi- queur sonne. Les cliiens passent avec leurs longues oreilles trainantes. Les clievaux sont tout ecumants. Yoyez comme ils abattent les clotures des fermiers. lis franchissent le fosse. ITne, deux, trois. Ils ont tous saute par- dessus. Ils courent apres le lievre. Pauvre petit lievre, je crois que vous se« rez attrape. En Allemagne, on cliasse le sanglier. 12 LESSONS FOR CHILDREN. Come and give mamma three kisses. One, two, three. Little boys must come when mamma calls them. Blow your nose. Here is a handkerchief. Come and let me comb your hair. Stand still. Here is the comb-case for you to hold. Your dress is untied. Pray fasten my shoe. Somebody knocks at the door. Open the door. Come in. Take a chair. Sit down. Come to the fire. How do you do \ Very well. Bring some coals. Make up the fire. Sweep up the hearth. LEgONS POUR LES ENFANTS. 13 Venez donner trois baisers k maman. Un, deux, trois. Les petits gargons doivent venir quand maman les appelle. Mouchez-vous. Voici un mouclioir. Venez que je vous peigne. Tenez-vous tranquille. Voici la boite a peignes Dour que vous la teniez. Votre robe est denouee. Voulez-vous bien nouer le lacet de mon Soulier ? On frappe k la porte. Ouvrez la porte. Entrez. Prenez une chaise. Asseyez-vous. Approchez-vous du feu. Comment vous portez-vous ? Tres-bien. Apportez du cliarbon. Arrangez le feu. Balayez le foyer. 14 LESSORS FOR CHILDEEN". Where is the broom ? Stand upon the carpet. Do not meddle with the ink-stand. See, you have inked your dress. Here is a slate for you, and here is a pen- cil. Now sit down on the carpet and write. What is this red stick ? It is sealing-wax. ■ What is it for? To seal letters with. I want papa's watch. No, you will break the glass. You broke it once. You may look at it. Put it to your ear. What does it say ? Tick, tick, tick. Squirrels crack nuts. LEgOKS POTJR LES ENFANTS. 15 Ou est le balai ? Tenez-vous sur le tapis. Ne touchez pas k l'encrier. Voyez, vous avez mis de l'encre sur votre robe. Voici une ardoise pour vous, et voici un crayon. A present, asseyez-vous sur le tapis, et ecrivez. Qu'est-ce que c'est que ce Mton rouge ? C'est de la cire k cacheter. A quoi sert-elle ? A cacheter les lettres. Je voudrais la montre de papa* Non, vous en casseriez le verre, Vous l'avez casse dej& une fois. Vous pouvez la regarder. Mettez-la a votre oreille. Qu'est-ee qu'elle dit ? Tic, tic, tic. Les ecureuils cassent les noisettes, 3 16 LESSORS FOR CHILDBEN. Monkeys are very comical. You are very comical sometimes. Kittens are playful. Old cats do not play. Mice nibble cheese. An old rat is in tlie trap. He has fine whiskers, and a long tail. He will bite hard, he will bite through wood. Owls eat mice. Owls live in barns and hollow trees. "Then nightly sings the staring owl, To whit, To wJioo? ■ Frogs live in marshes. Do not kill that toad, it will not hurt you. See what a fine eye he has. The snake has a new skin every year The snake lays eggs. The snake will do you no harm. The viper is poisonous. LEgOKS POUR LES EKFAKTS. 17 Les singes sont tres-comiques. Vous, vous etes tres-comique quelquefois. Les petits chats aiment k jouer. Les vieux chats ne jouent pas. Les souris grignottent le fromage. Un vieux rat est dans la ratiere. Dade belles moustaches et une longue queue. II mordra dur, il percera le bois. Les hiboux mangent les souris. Les hi- boux vivent dans les granges et dans les creux d'arbres. Alors le hibou au regard fixe chante chaque nuit, ton ouite, ton Jioue. Les grenouilles vivent dans les marais. Ne tuez pas ce crapaud, il ne vous fera pas de mal. Voyez quel bel ceil il a. La couleuvre a une nouvelle peau tous les ans. La couleuvre pond des oeufs. La couleuvre ne vous fera pas de mal. La vipere est venimeuse. 18 LESSORS FOR CHILDEEltf. An old fox is very cunning. The lamb is gentle. The ass is patient. Tlie deer are feeding in tlie park. There is a pretty butterfly. Come, shall we catch it ? Butterfly, where are you going? It has flown over the hedge. He will not let us catch him. There is a bee sucking the flowers. Will the bee sting Charles ? No, it will not sting you if you let it alone. Bees make wax and honey. Honey is very sweet. Charles shall have some honey and bread for supper. Caterpillars eat cabbages. Here is a poor little snail crawling up the wall. Touch him with your little finger. LEgOltfS POUR LES ENFASTTS. 19 XJn vieux renard est tres-ruse. L'agneau est doux. L'&ne est patient. Les daims sont a paitre dans le pare. Voil& un joli papillon. Allons l'attraper, voulez-vous ? Papillon, ou allez-vous? II s'est envole par dessus la haie. II ne veut pas que nous l'attrapions. Voil& une abeille qui suce les fleurs. L'abeille piquera-t-elle Charles ? Non, elle ne vous piquera pas si vous la laissez tranquille. Les abeilles font de la cire et du miel. Le miel est tres-doux. Charles aura du miel et du pain pour son souper. Les chenilles mangent les choux. Voici un pauvre petit limagon rampant le long du mur. Touchez-le avec votre petit doigt. 20 LESSORS FOE CHILDBED. Ah, the snail has crept into his shell. His shell is his house. Good-night, snail. Let him alone, and he will soon come out again. I want my dinner, I want some soup. It is not ready yet. It will be ready presently, and then Charles shall have his dinner. Lay the cloth. Where are the knives, and forks, and plates ? The clock strikes ; serve the dinner. May I have some meat ? No, meat is not good for little boys. Here are cherries. Do not swallow the stone, I want some wine. "What, wine for little boys ! I never heard of such a thing. No, you must not have wine. Here is water. LEgOKS POUR LES EMTANTS. 21 All ! le limagon s'est retire dans sa eo quille. Sa coquille est sa maison. Bonsoir, li- magon. Si on le laisse tranquille, il ressortira bientot. Je voudrais bien diner. Je voudrais avoir de la soupe. Elle n'est pas encore prete. Elle sera prete tout-a-1'lieure, et Charles aura alors son diner. Mettez la nappe. Ou sont les couteaux, les fourchettes, et les assiettes ? La pendule sonne ; servez le diner. Puis-je avoir de la viande ? Non, la viande n'est pas bonne pour les petits gargons. Voici des cerises. N'avalez pas le noyau. Je voudrais du vin. Quoi ! du vin pour les petits gargons ! je n r ai jamais entendu parler de pareille chose ; non, vous n'aurez pas de vin, voici de l'eau. 22 LESSOKS FOE CHILDBED Do not stand so near the fire. Go on the other side. Do not tread upon mamma's apron. Go away now, I am busy. Mary, what are eyes for ? To see with. What are ears for ? To hear with. What is the tongue for ? To talk with. What are teeth for ? To eat with. What is the nose for ? To smell with. What are legs for ? To walk with. Then do not make mamma carry you. Walk yourself. Here are two good legs. Will you go out ? Fetch your hat. LEgO^S POUR LES E1STFAKTS. 23 Ne vous tenez pas si pres du feu; allez de Pautre cote. Ne marchez pas sur le tablier de maman. Allez- vous-en maintenant, je suis occupee. Marie, a quoi servent les j eux ? A voir. A quoi servent les oreilles ? A entendre, A quoi sert la langue % A parler. A quoi servent les dents \ A manger. A quoi sert le nez % A sentir, A quoi servent les jambes? A marcher. Alors ne vous faites pas porter par ma- man; marcliez. Voici deux "bonnes jambes. Youlez-vous aller promener ? Allez cbercliez votre chapeau. 24 LESSORS FOR CHILDREN Let us go into the fields, and see the sheep, and the lambs, and the cows, and trees, and birds, and water. There is a man on horseback. Where are you going ? He does not mind us, he rides away. Now he is a great way off. Now we cannot see him at all. There is a dog. The dog barks. Well, do not be afraid, he will not hurt you. Come here, dog. Let him lick your hand. Poor Flora ! Charles is tired ; come, let us go home. Ink is black, and papa's shoes are black. Paper is white, and Charles's necktie is white. LE^OKS POUR LES ENFABTTS. 25 Allons dans les champs voir les moutons, les agneaux, les vaches, les arbres, les oiseaux et l'eau. Voil& Tin liomme k cheval. Ou allez-vous ? II ne fait pas attention k nous, il s'en va. Maintenant il est bien loin. A present nous ne pouvons pas le voir du tout. Voilfi, un chien. Le cliien aboie. Eli bien ! n'ayez pas peur, il ne vous fe- ra pas de mal. Venez ici, cliien. Laissez-le lecher votre main. Pauvre Flora! Charles est fatigue ; allons, rentrons a la maison. L'encre est noire, et les souliers de papa sont noirs. Le papier *est blanc et la cravate de Char- les est blanche. 26 LESSONS FOR CHILDREN. Grass is green. The sky is blue. Charles's shoes are red. Pretty red shoes. Cowslips are yellow. The table is brown. White, black, red, green, blue, yellow, brown. Pray give me a raisin. Here is one. I want another. Here is another. One, two. I want a great many ; I want ten. Here are ten. One, two, three, four, five ? six, seven, eight, nine, ten. Now what will you do with all these raisins ? Give Billy some, and sister Eosa. Good boy. There is a pin. LE^OKS POUR LES ENEANTS. 27 L'lierbe est verte. Le ciel est bleu. Les souliers de Charles sont rouges. Les § jolis souliers rouges! Les primeveres sont jaunes. La table est brune. Blanc, noir, rouge, vert, bleu, jaune, brun. Je yous prie de me donner un raisin sec. En voici un. J' en voudrais un autre. En Yoici un autre ; un, deux. J'en Youdrais beaucoup; j'en Youdrais dix. En Yoici dix. Un, deux, trois, quatre, cinq, six, sept, huit, neuf, dix. A present, que ferez-Yous de tous ces rai- sins? Donnez-en k Guillaume et k Yotre soeur Rosa. Bon gargon. Voici une epingle. 28 LESSONS FOR CHILDREN". Pick it up. Give it to mamma. Do not put it in your mouth ; that is a t very, very naughty trick. Stick it in the pin-cushion. Fetch, the work-basket. No ; do not sit upon it, you will break it ; sit upon your own little stool. Mamma, what are you doing ? Reading a pretty story-book. Lay by your book, mamma, and play with me. It is winter now, cold winter. There is ice on the pond. It hails. It snows. Will you run out in the snow ? Go, then. Let us make snow-balls. Pretty snow, how white it is, and how soft it is ! Bring the snow to the fire. See, see how it melts ! It is all gone, there is nothing but water. LEgOKS POUR LES ENFANTS. 29. Raniassez-la, et donnez-la k maman. Ne la mettez pas dans votre bouche, c'est une tres-niauvaise habitude. Piquez-la k la pelote. Allez clierclier le panier k ouvrage. Non, ne vous asseyez pas dessus, vous le casseriez, asseyez-vous sur votre petit tabouret, Maman, que faites-vous ? Je lis un joli livre d'liistoire. Mettez votre livre de cote, niaman, et jouez avec moi. CPest maintenant Pliiver, le froid Liver. H y a de la glace dans l'etang. II grele. II neige. Voulez-vous courir dans la neige ? Allez done, Faisons des boules de neige. La jolie neige ! qu'elle est blanche, et com- me elle est molle ! Apportez la neige aupres du feu. Voyez, voyez comme elle fond, elle est toute fondue, il n'y a plus que de 1'eau. 30 LESSORS FOR CHILDREN. Shall we walk ? No, it is too dirty. When Charles is big, he shall have panta- loons, and a little pair of boots; and then he shall go in the mud; and he shall have a pretty little horse of his own, and a saddle, and bridle, and a whip, and then he shall ride out with papa. When spring comes again, there will be green leaves and flowers, daisies and pinks, and violets and roses ; and there will be young lambs, and warm weath- er. Come again, spring. It rains hard. See how it rains. The ducks love rain. Ducks swim, and geese swim. Chickens do not swim. Can Charles swim ? No. If Charles goes in the water he will be drowned. You shall learn to swim when you are as big as Billy. LEgOKS POUR LES ENFAltfTS. 31 Irons-nous a pied % Non, il fait trop de. bone. Lorsque Charles sera pins grand, il anra des pantalons et nne petite paire de bottes, alors il ira dans la boue, et il anra nn joli petit clieval a lui, et nne selle, nne bride et nn fouet, et alors il sortira k clieval avec papa. Qnand le printemps reviendra, il y anra des feuilles vertes et des fleurs, des margnerites et des ceillets et des vio- lettes et des roses, et il j anra de pe- tits agneanx et nn temps donx ; reve- nez done, printemps. II plent fort. Voyez com me il plent. Les canards aiment la pluie. Les canards nagent et les oies nagent. Les ponlets ne nagent point. Charles sait-il nager ? Non. Si Charles va dans l'eau, il sera noye. Vous apprendrez k nager qnand vons se- rez anssi grand que Guillot. 32 LESSORS FOR CHILDREN. Bring the tea-things. Bring the little "boy's milk. Where is the bread and butter ? Where is the toast ? Here is some bread for yon. Little boys should not eat butter. Sop the bread in your tea. The tea is too hot, you must not drink it yet. You must wait a little. Pour it into your saucer. The sugar is not melted. Who is that lady? Do you not know ? Go and give her a kiss. Pull off your hat. Nobody wears a hat in the house. Hats are to go out with. Take me in your lap. Come then. Do you love mamma ? Poor mamma ! LEgoisrs pour les enfaistts. 33 Apportez le the. Apportez le lait du petit gargon. Ou est le pain et le beurre ? Ou sont les roties ? Voici du pain pour vous. Les petits gargons ne doivent pas manger de beurre. Trempez le pain dans votre the. Le the est trop chaud, il ne faut pas le boire encore. II faut attendre un peu. Versez-le dans votre soucoupe. Le suere n'est pas fondu. Qui est cette dame ? Ne le savez-vous pas ? Allez Tembrasser. Ctez votre chapeau. Personne ne porte son chapeau dans la maison. Les cliapeaux sont pour quand on sort. Prenez-moi sur vos genoux. Venez done. Aimez-vous maman ? Pauvre maman ! 34 LESSORS FOR CHILDREN. Charles has tumbled down. Get up again then. Never mind it. What is the matter with your arm ? Puss has scratched my arm. Poor arm, let me kiss it. There, now it is well. Puss was only at play. I have hit my head against the table, naughty table I No, not naughty table, silly boy ! The table did not run against Charles. Charles ran against the table. The table stood still in its place. I heard somebody cry just now, I wonder who it was. It was some naughty boy, I fancy. Good boys do not cry LEfO^S POUR LES ENFANTS. 35 Charles est tombe. Relevez-vons done. Wj faites pas attention. Qu'est-il arrive h votre bras ? Minet m'a egratigne an bras. Pauvre bras, laissez-rnoi y poser nn bai- ser. L&, il n'y parait pins. Minet ne faisait qne joner. Je me snis cogne la tete contre la table ; mechante table ! Non, la table n'est pas mechante, petit sot! La table ne s'est pas henrtee contre Char- les ; Charles s'est heurte contre la ta- ble. La table n'a pas bouge de sa place. J'ai entendu qnelqn'nn plenrer tout-&- l'heure, je me demande qni e'etait. C'etait qnelque mechant gargon, je pense. Les bons gargons ne pleurent pas. 36 LESSONS FOR CHILDREN. Little babies cry. Little babies cannot talk, nor ran about ; ^they can do nothing but cry. Charles was a little baby once, and lay in a cradle. Then I did cry. Yes, but now you must not cry. Now you are a little boy and ride upon a stick. See, here is Betty come from the fair. What has she brought ? She has brought Charles a gun, and a sword, and a hammer, and some gin- gerbread. She is very good. Thank you, Betty. Do not eat all the gingerbread now. It will make you sick. Give me some to lay by for to-morrow. I will put it in the cupboard. Your face is dirty. LEgosrs pour les ekfants. 37 Les petits fanfans pleurent. Les petits fanfans ne peuvent pas par- ler, ni eourir, ils ne peuvent que pleu- rer. Charles etait un petit fanfan autrefois, et couchait dans un berceau. Je pleurais alors. Oui, mais k present il ne faut pas que vous pleuriez; vous etes maintenant un petit gargon, qui allez k clieval sur une canne. Tenez, void Lise de retour de la foire. Qu'a-t-elle rapporte ? Elle a rapporte a Cliarles un fusil, et une epee, et un marteau, et du pain d'epice. Elle est tres-bonne. Merci, Lise. Ne mangez pas tout le pain d'epice k present. Cela vous rendrait malade. Donnez-m'en k mettre de cote pour de- main. Je le mettrai dans l'armoire. Votre figure est sale. 38 LESSONS FOR CHILDEE1ST. Get your face washed. Get your hands washed. Now he is a clean boy. Ah, here is money. ' "What is this ? This is gold ; this is a gold dollar. This white coin is silver ; it is a fifty-cent piece. We will spin the twenty-five-cent piece on the table. There, it has fallen down. Pick it up. Here is a penny for you. I want some five-dollar pieces. No, mamma must keep the five-dollar pieces to buy beef and mutton with. Here is a poor little boy at the door, he has no money at all, nor any thing to eat. Shall we give him a penny ? LEgOKS POUR LES EOTANTS. 39 Faites-vous layer la figure. Faites-vous laver les mains. Maintenant c'est un petit gargon propre. All ! voici de l'argent ; et ceci, qu'est-ce que c'est ? Ceci c'est de l'or ; c'est une piastre en or. Cette piece blanche est en argent ; c'est line piece de cinquante sous. Nons ferons pirouetter la piece de vingt- cinq sous sur la table. Tiens, elle est tombee. Ramassez-la. Voici un sou pour vous. Je voudrais des pieces de cinq dollars. Non, il faut que maman garde les pieces de cinq dollars, pour acheter du boeuf et du mouton. Yoici un pauvre petit gargon a la porte, il n'a pas d'argent du tout, ni rien k manger. Faut-il lui donner un sou? 5 40 . LESSORS EOK CHILDKEK. Yes. Go then and give it him. It is dark. Bring candles. Snuff the candles. Shut the blinds. Do not shut them yet. Look at the moon. bright moon ! O pretty moon ! The moon shines at night, when the sun is out of our sight. Is the sun out of sight ? Then it is time for little boys to go to bed. The chickens are gone to bed; and the little birds are gone to bed, and the sun is out of sight, and Charles must go to bed. Poor little boy, he is sleepy. 1 think we must carry him up-stairs. LEgoisrs pour les eotaots. 41 Oui. Allez done le lui donner. II fait nnit. Apportez des chandelles. Mouchez les chandelles. . Fermez les volets. Ne les fermez pas encore. Regardez la lune. Quelle brillante lune ! quelle belle lune ! La lune farille la nuit, lorsque le soleil est couche. Le soleil est-il couclie ? Alors il est temps que les petits gargons aillent se couclier. Les poulets sont alles se couclier, et les petits oiseaux sont alles se couclier, et le soleil est couclie, et il faut que Char- les aille se couclier. Pauvre petit gargon, il a envie de dor- mir. Je crois qu'il faudra le porter en haut. 42 LESSONS FOE CHILDBED. Pull off his shoes. Pull off his dress and petticoats. Put on his night-cap. Cover him up. Lay his little head on the pillow. Good-night. Shut your eyes, go to sleep. 4 > »- PAKT II. Good morning, little boy; how do you do ? Bring your little stool and sit down by me, for I have a great deal to tell you. I hope you have been a good boy, and read all the pretty words I wrote for you before. You have, you say ; you have read them till you are tired, and you want some more new lessons. Come then, sit down. Now you and I will tell stories. LEg