m 1 ' l"i I'l i! ,1 (i'l I IV' i) 1 „,'• \< 3),,,.: .,1) , 1,.. I . .,], 1 • 'i^ \'i^7 A NEW AND COMPEBHENSIVE FRENCH INSTRUCTOR BASED ITPON An Original and Philosopliical Method APPLIOttuK TO THE STUDY OF ALL LANGUAGES, M BY STEPHEN PEARL ANDREWS AND GEORGE BATCHELOR WITH AN INTRODUCTION EXPLANATORY OF THE METHOD AND A TREATISE ON FRENCH PRONUNCIATION, BY STEPHEN PEARL ANDREWS. i D. APPLETON AND COMPANY, \ 846 AND 348 BKOADWAT. 1857. \cA" Entered according to Act of Congress, in the year ib&a, By Stephen Pearl Andrews and George Batchelor, In the Clerk's Office of the District Court of the United States for the Souther District of New York. GENEEAL INTEODUC T ION. 1. DEVELOPMENT OE THE STUDY OF LANGTJAGE. Notwithstanding the improvements that have taken place, within the last few years, in the mode of conducting the Study of Foreign Languages, the field of improvement has been by no means exhausted. Approxima- tions have been made to the true method, rather than the true method attained. It may be said that, at the commencement of the present century, this branch of study only existed in its chrysalis state, Not to speak of the immense advances which Philology has made, since then, in the hands of German scholars and others, the diffasion, among the people, of a prac- tical acquaintance with the languages of other nations has been parallel w^ith the modern development of thought and activity in other depart- ments of life. During the last twenty years, this movement has become, as it were, general, and the demand for Instruction Books adapted to the wants of the people in this respect has increased proportionally. The application of steam to interior and oceanic navigation and the introduction of railroads opened a new era for the Study of Languages, as well as for commerce, and so for many other things. The knowledge of several languages has already become a necessity of life for a people wliose habits are, every day, more and more those of travel and an ex- tended interest in the alTixirs of all mankind. 2. PHILOLOGY A>:D THE PRACTICAL STUDY OF LANGUAGES COMPAEED. If there is this })ressing and growing need for the understanding of foreign languages, -w'hat are the conditions under which the best results are to be looked for ? What is it which is to be learned, and how is the knowledge to be att;inied ? We will endeavor to give an answer to these questions, somewhat more thorough than they have previously received. A thorough acquaintance with language involves both a Science and an Art. Those who are versed in the science of language are called Philolo- gists, and those who possess the practical art or ability to speak several languages are called Linguists. These two branches of knowledge are 80 different that the most learned Philologist may not excel as a Linguist, 4 GENERAL INTRODUCTION. and that the Linguist distinguished for the extent of his acquirements in languages may know very little of Philology. The Philologist is a man of Science, the Linguist is an Artist. One acquires his knowledge by the exercise of reason and reflection upon the principles which have governed the growth of language ; the other, chiefly by imitation and a ready genius for seizing the usage or habit of speech, without troubling himself so much with rules or reasons. The difference is similar to that which dis- tinguishes a person who understands the Science or Philosophy af Music from the Practical Singer or Musician who is ignorant of the laws of har- mony, except as he instinctively feels them. The Philological Linguist or Scientific Musician — he who unites in himself both species of knowledge — is, therefore, in either case, the more accomplished man in the mastery of his subject, than the merely Scientific or the merely Artistic Proficient. Both the Science of Language, as a branch of the philosophy of the hu- man mind and its manifestations, and the Art of speaking Languages, as a means of practical communication with our fellow men, are desirable acquisitions ; but it is obvious that they are desirable for very diflfere.nt reasons and applicable to very different purposes. The American or English merchant or traveler, who wishes to under- stand French for business purposes, or even the man of letters, who desires to know that language chiefly as a vehicle to the treasures of literature which are embodied in it, may have very little occasion to plunge into the depths of Mental Philosophy which lie at the base of all human language. One might as well require of him to inform himself of the principles which regulate the construction of the steam engine or the ship by the aid of which he traverses the Ocean, to visit the country where French is spoken. To teach a Language practically is, therefore, a very different labor from teaching Philology, or the Philosophy of Language, or Grammar in its higher and scientific sense. The Man of Science is apt to have a species of contempt for the merely Practical Man, which the Practical Man repays by a similar feeling for the Man of Science. Both prejudices are foolish, since both Science and Art are equally good, provided each is kept within its appropriate sphere ; provided, in other words, that the uses of one are not mistaken for the uses of the other* The devotees of each, when- ever a right understanding of the subject is attained, unite in recognizing the superiority, over either, of the composite man who combines in him- self both species of knowledge. For the want of this proper understanding, the highest resources of Philological Science have not been applied to the purpose of teaching languages practically. The Science and the Art of Language, though distinguishable from each other^ are never entirely separable, and the at- tempt to separate them tends to cripple both. In the same manner as the man who is acquainted with the greatest number of languages must be in the best position to understand the Philosophy of Language, if hia GENERAL INTRODUCTION. 5 tastes lead liim to that investigation, so the most accomplished Philologist is furnished with means which no one else possesses for devising the best method of Practical Instruction in Languages. Practice guided by Science is infinitely more successful, in any department, than mere Practice not so aided, if Science will, for the time, condescend to be the handmaid of Practice, and forego her pretensions to superiority. 3. GOlfBINATION OF PRACTICE AXD THEOP.Y. To apply these observations, that system of learning languages in which Practice itself— the method by which Nature proceeds with the child— is made the prominent and leading instrumentality of acquiring, is indu- bitably the best, for the great majority of minds. A few are so organized that they can only Jearn by beginning with laws and principles, which, once acquired, they have a ready fgculty for applying to details. Such are philosophers and will make their own methods. Ail others must begin in details and work up to principles. At the same time, mere practice, without the aid of rules at all, is not adequate, for reasons partially stated above and which will be more fully stated presently, to the production of the best results. The true method is the comUnation of Practice and Theory in their ju^t propoi'tions to each other. 4:. KOTICE OF FOKilER SYSTEMS. It is from the prominence given to the Practical Method that the Manesca-OUendorff System of Instruction in the Modern Languages has acquired a popularity, of late years, which has nearly displaced the old routine of Grammatical Analysis and mere Verbal Eules. The Oral Exer- cises and Bepetition sans cesse are features the benefits of which could not fail to be appreciated, and to give to that System an acknowledged supe- riority over all that had preceded it. Its defects will be pointed out as we proceed. The principal of those defects arose from the assumption that, because practice and imitation rightly take the lead in the practical acquisition of lan- guages, analysis and theory, or, in other words, all scientific consideration of the phenomena of language, ought, therefore, to be discarded. Adults^ or even youths of eight or ten years of age, are no longer children of the age at which the "cerruvcular is acquired; a different set of faculties has been awakened in them which require to be partially fed, if not thoroughly satisfied, as we proceed ; the intellect demands to know something of the reasons of things, and that System of Instruction which sets aside entirely the philosophy of the subject, and appeals solely to a blind fiiith in whatsoever is written and the parrot-like faculty for imitation, is nearly as false, for such advanced minds, as that which trusts alone to the opera- tions of reason. The first grand fault of the Manesca-Ollendorff System was committed, therefore, in passing from one of these extremes to the Ot]^er. O GENERAL INTRODUCTION. 5. FIRST CLAIM OF OUR METHOD, OR SYSTEM OF INSTRUCTION. The judicious Teaclier will soon discover, it is believed, that we have a\ least endeavored to avoid the error on either hand, and that, while main- taining everywhere the supremacy of the practical order of procedure, we have succeeded in insinuating, at the same time, a competent view of the grammatical basis of the French Language. He will note also how thoroughly we have communicated that indispensable knowledge of Gram- matical Terms, without which both Teacher and Scholars are always terribly embarrassed by the Scholar's ignorance of the names of his ma- terials and tools. 6. DIFFERENT METHODS OF INSTRUCTION IN AN ART. The acquisition of a Language, considered merely in the restricted sense, as an Art to be learned, is subject to a similar diversity of method. The attempt may be made to teach an Art, as such, by Abstract Eules without Practice (and still without the reason of the rules, which would constitute the Science of the subject), or it may be taught by dint of 7nere Practice without Eules ; or, finally, which is the true method, h?/ Practice primarily and chiefly^ accompanied hy Bides and Philoso^Mcal Observations introduced only ivhen the Pupil is prepared to understand them by familiar- ity with the cases to which they are to be applied. He will then receive substantial assistance from knowing that those phenomena, with which he is already acquainted in the given instance, are general, or equally applicable to a vast number of similar cases. It is a part, therefore, of the above Claim, that those mere rules which relate to the art of speaking French correctly, and which do not rise to the dignity of Grammatical Principles, have also been judiciously interspersed among the practical exercises. 7. SECOND CLAIM OF OUR METHOD : THE TRUE ORDER OF PROCEDURE. Apart from the purposes for which Language is to be studied, and apart from the Method of Study, whether Theoretical or Practical, as determined by that consideration ; and, again — the Practical Method being determined upon — apart from the difference between the Practical Method Pure and Simple and the Practical Method accompanied by Kules, there arises the question of the true order in which the various hinds and porticns of the material tvhlch goes to constitute the language to be taught shall be presented to the Learner. "What, in other words, shall be taught first, what in the second place, what in the third place, etc. To know this is to know much of the Philosophy and the Art of Teaching, which are quite distinct things from the Science and Art to be Taught. It is especially upon this point that the attention of Teachers and of the Public is invited to the superiority of the present System of Lingual Instruction over all that have preceded it. Tliey will find in it, GENERAL INTRODCCTION. 7 in this respect, a complete rejection of all the old Methods and the intro- duction of one quite new. From this change, together with numerous other improvements, some of which are specified in this Introduction, the most decisive triumphs of the Art of Teaching are confidently anticipated in this department of Education. 8. rUETHER COilPARISON OF THE SEVERAL SYSTEMS. If it be assumed that, by the old Collegiate Methods of teaching Latin and Greek, applied to French, a given time was found necessary to acquire that Language, and that, by the Manesca-Ollendorff Method, that term of time has been reduced one-half or two-thirds, it is believed that the time still found necessary, under the latter System, will be again reduced in quite an equal proportion by the more perfect Method presented in tliis work. The difi'erence above ahuded to may be stated still more strongly and in a way still less favorable to each of the Old Systems of Instruction. By no system extant lias it teen^ ])ro])erly speaJdng^ possible^ heretcyfore^ to learn French — so far as the great mass of Students is concerned— for any^ in fne^ except for those few who supplied the defects of the Method employed^ ly a special genius for the conquest of all difficulties^ despite the obstacles pre- sented hy the most inadequate means. The fact has only to be stated to be recognized by aU Teachers as true, that, of the hundred Pu- pils who undertake the study, ninety-nine uniformly fail of acquiring anything like a competent working knowledge of the Language. This is still true, notwithstanding the obvious improvements made by the Manesca-OUendorjQf System over that which preceded, and equally true of other Languages as of the French. Before the rise of this latter System, there was, indeed, so little pro- mise of facility in the onerous undertaking of acquiring a foreign tongue, that it was hardly ever undertaken systematically, except by the professed Student, whose ousiness it was to plod through the most intricate and thorny paths of learning ; and, then, some little proficiency was amply rewarded, not by the mere possession of an ordinary accomplishment, but by the reputation of superior genius, as well. With the advent of the Oral or Practical System of acquiring languages was the commencement of a new epoch. The simple and beautiful idea of imitating the progress of the child in his method of learning his mother tongue seemed to offer aU that could be desired to facilitate the Student. It seemed, also, to place the most ordinary intellects nearly upon a par with those best endowed, since all children above the grade of idiocy learn to speak, and that too without a xery striking difference in the length of time requisite for accomplishing it. It was soon found, however, that the addition of some Eules and Explanations, addressed to the judgment, possessed an advan- tage over mere Repetition and Imitation. The System in question boasted of beginning, as the child begins, with the names of the most familiar 8 GENERAL INTRODUCTION. objects, passing to the simplest combinations, and, finally, to tliose ofi*eriug more serious difficulties. Rules and Explanations were added by its reformers, while the same beginning point, the same order of progress, and the same defects of the real Philosophy of Teaching were substantially retained ; and, in that form, the System has remained in vogue until the present day. The promise of success thus tendered and the real progress made at the commencement of the new course of study conduced rapidly to popu- larize attention to the Modern Languages. The desire to know more than one's own tongue already existed to a considerable extent among the people, and the new facilities thus offered have given a remarkable expan- sion, within the last few years, to the effort to acquire the French and, in a less degree, several other of the Languages of Europe. Hardly any study is now so generally pursued. Hardly any species of knowledge is so com- mon as a smattering of French, Spanish, Italian, or German, while, from some causes not heretofore fairly discovered^ nothing iSj still, more rare than a thorough Icnmoledge of any of those tongues. It is beginning also to be suspected, that, by the books now in use, such a knowledge is not, for some reason, attainable. The existence of a System of Instruction, by which the actual mastery of a Language should be put upan the same basis of certainty as that of Arithmetic, Geography, or a Mechanic Art, by the bestowment of a reasonable amount of industry, has remained a desideratum up to the present time, notwithstanding the fair promises and the undeniable improvements embodied in the more recent Methods or modifications of the one Method. It is not surprising, there- fore, that a feeling of disappointment should begin to be manifested, from which symptoms of a reaction from the impetus given to this branch of learning may be anticipated, unless still greater improvements are made. These circumstances will justify a searching criticism and a faithful expo- sure of the inherent defects of the old Methods, together with a careful consideration of the characteristics of the true one. 9. DIFFERENT EDUCATIONAL SYSTEMS. The general Art of Teaching has, itself, also received great attention during the last twenty or thirty years, and may be said to have arisen into being, as an Art, during that time. The methods of communicating knowledge, in nearly every branch of Education, have been greatly ame- liorated within the period mentioned, by adopting Explanatory and Induc- tive, instead of the dry Abstract, and merely Analytical, or Philosophical processes, previously in use. The two Systems of Instruction in Language above alluded to correspond to the Old Academic Mode of Teaching, in general, and the more Modern Inductive one. The defect of the Old Aca- demic System was that the Teacher or the Maker of the Instruction Book thought only of himself, or of his Science as it lay in his own mind, and systematized it with reference entirely to the manner in which ho viewed GENERAL INTRODUCTlOIf. 9 it, after years of study and familiarity with it. He forgot entirely the great distance between himself and the Pupil, a mere beginner at the distant end of the road over which he had himself traveled. Hence, there was a total absence of all genuine induction, of all adaptation to the condition of the mind of the Learner, and of all effort to facilitate his labors by smoothing the difficulties that lay in his way. The Modern or Inductive Method of Teaching went naturally, in the stage of mere protest against the errors of the old, to the opposite extreme. The Teacher and the Maker of Instruction Books thought only of the stat^ of ignorance and mental feebleness of the incipient Learner, and were only anxious to remove all the stumbling blocks of difficulty from his way, and to render his path pleasing and delightful. Simplification ran into thi danger of degenerating into silliness. Work, converted into mere amuse- ment, was liable to lose both its aim and its earnestness ; and the mind, never called upon to exert itself, was hardly developed beyond its primi* tive weakness. The system multiplied smatterers, and seemed almost to reduce rather than augment the number of real proficients. The common- sense Teachers of this, and probably of other countries, were quick to discover their mistake, and, in many branches of instruction, the methods now pursued in our schools are truly admirable. They combine as much of simplification with positive instruction, and only as much, as is com- patible with the intrinsic nature of the study in hand. A thorough and scholarly treatment of the subject is made the first requisite ; facility, in the mode of pursuing it, the second. 10. PREREQUISITES OF THE ART OF TEACHING- LAN&UAQES. This second stage of improvement upon the original unphilosophical Method has not, heretofore, supervened in the method of teaching the Modern Languages. The reason has not been that the defects of both Methods in use are not seriously felt, but that the Science of the Subject has been nowhere sufficiently understood, heretofore, to indicate the true procedure. It required actual discoveries to be made in the department of Philology, which were not made. The Philosophy of Language, itself a new science, had not been sufficiently penetrated to furnish the indispen- sable foundation for the requisite superstructure. There was no clear perception of what constitutes the real difficulties in the acquisition of a language. Without this, it was impossible to conduct the Learner to an actual encounter with the work before him, and, stiU less, rightly to facili- tate its accomplishment. 11. CHANGE OF THE ORDER OF INSTRUCTION. Let us endeavor, then, to give a still clearer understanding of the lead- ing diflerences between the true Method of Instruction in the branch of study now specially under consideration and those which have pre- vailed heretofore. 1* 10 GENERAL mTROBUCTION. In the first place, in accordance with what is intimated above, while no means of facility and adaptation to the uninformed state of the mind of the Learner are to be disdained, on the other hand, the real difficulties of the language to be acquired, whatever they are, should neither be disguised nor avoided. They should, on the contrary, be met in the outset, and fairly conquered. The Learner should not be promised that he shall have no labor to perform, but simply that his h^bor shall be amply rewarded by success. The question remains. What are the real difficulties to be overcome in acquiring the mastery of a Language ? And again. What are the defects of the previous systems of instruction i?i the presentation and solution of those difficulties? The answer to these queries will show that the entire order in which the phenomena of language are to be presented to the mind of the Learner has to be reversed ; that the business of learning a Language has to be begun, so to speak, at the other end from that at which it has heretofore been commenced, and prosecuted by exactly opposite mvAhods. 12. THE TRUE ORDER OF PROCEDTTRE STATED. The real nucleus of Language, and that therefore on which its sub- stantial difficulties are centered, is to be found in what may be denomi- nated THE ARTICULATION OF sENTETs^GEs, by which is meant the Joints or Connections of the different Clauses which have to be united to express a full thought. It is not, as seems to have been supposed, either, first : In the single words ; nor, in the second place : In the inflection or changes of the forms of the single words to adapt them to each other, or to cause them to agree in the single clauses or members of a sentence to which they belong. This Articulation of Sentences is expressed by Conjunctions, by the Eelative Pronouns — ^which always involve the force of a Conjunction in their meaning — and by the Copula Verb, To he. It may seem strange to affirm (as is here done, probably, for the first time) that the Conjunction, a part of speech usually thrown over to the end of a Grammar Book, and dismissed, then, with a few words or pages at most, as an unimportant member of the grammatical family, is of para- mount importance from the commencement to the end of the study of a Language. Such, nevertheless, is the case. What the Pupil requires, in the first place^ is, ** to get the hang," so to speak, of the entire machinerij of the Language, as a whole ; after which he can take his leisure to make himself fiimiliar with the various pieces of material of which it is composed, and the several curves and shapings by which they are adapted to their respective places in the machinery. This understanding of the machinery, as a whole, can only be got by taking into view the connections or joinings of the parts, and the method in which one part acts upon another. These connections, or joinhigs, or articulations^ GENERAL INTRODUCTION. 11 Kre represented by the Conjanctive words mentioned above; not by Nouns, or Adjectives, or Verbs. 13. THREE DrFFEEENT DEPARTilENTS OF LANaUAaE, Tbere are to be recognized three very distinct departments of the structure of Language, which have their relative degrees of importance and rank, and it is of the greatest moment that that which belongs first be put first in practice. It will become obviK^us, on investigation and experi- ment, that a radical misanderstanding upon this point, or rather an entire absence of the true understanding of the subject, is the substantial cause of the partial failure of all the Methods of Lingual Instruction heretofore in use. These three departments of lingual structure are as follows : I. The VocahvJxtry^ or Oopia Verhorurn j that is, the assemblage of dis- connected words and their simple meanings as they stand in the Dictionary ; such as Clou^ Nail ; Savon^ Soap ; J^on^ Goon ; Manger^ To eat. u. The Inflexions or Modifications of form of these loords to express^ in the first place^ pai^ticular m^odijlcations of the ideas, and, secondly, to adapt the words to a Derhal agreement with otJier loords toith which they stand connected in the same clauses. Such is the knowledge that Clou becomes Clous when plural (that is, when more than one nail is meant) ; that Bon, when joined to Clous (plural), becomes Bons, for the sake of a verbal agreement ; that Manger becomes Man^erai when joined with -Je, I, and when also the action of eating is conceived of as future. A Single Clause is that connection of words which is essential to repre- sent any complete idea. It may, at the same time, be a whole sentence, as the single idea may\)Q all that the speaker wishes, at the moment, to utter ; for example, Je mange mon diner, \ kis. eatixg my dinner, is at the same time both a Clause and a Sentence, Tliere is in it only one connection of thoughts, for that happens to be all that the speaker desires at the time to express. Such a Clause is, therefore, also u Simple Sentence; but the greater part of the Sentences that we use in speech are Complex ; that is, they express several different connections of thought comMned into one, and consist, for that reason, of several different Clau?es, The last and highest department of lingual structure is, therefore, ni. The Connection of Clauses in Compound Sentences, in the first instance^ and, in tJie next place, the ModificMions of Form and Collocation which this higher species of cminection exercises over the particular ivords of the several Clauses. For example, Je parlerai si vous ecoutez, I will speak if you (will) listen ; in which two actions or connections of thought are again connected into one, and one of the two mode dependent on the other ; while this mutual governance and dependence again modify the form of the Verb or central word of each Clause— making the first Pcrr^ERAi, and the second Ecout-Y.z. Tlie Conjunction Si, If, which unites these two Clauses into onQ 12 GENERAL INTRODUCTION. Sentence, is, therefore, a word of the highest importance. It is a central or cardinal word of the highest rank, not for its own intrmsic signijicance^ nor for its inflections^ of which it lias none^ tut on account of its office or function^ as the link of connection tetween entire Clauses^ and on account of tke influence which this relation of the Glauses to each otlier exerts upon th^ forms {andy in some caseSj over the arrangement) of individual loords within the Clauses respectively. 14. LEADING IMPORTANCE OF THE COMPLEX SENTENCE FURTHER ILLUSTRATED, The assertion of the importance of the Conjunction is, therefore, in fact, the assertion of tJie importance of a right understa7iding of the combination of different connections of thought into one thought. The Single Noun or Adjective names a Single Aspect or Eleinent of an Idea, and not properly an Idea, which last consists always of the union of two different Aspects of a thought — a Subject and a Predicate — something which is spoken of, and something else which is said of it. The Clause or Simple Sentence name& an Idea (with its double aspect) but still only a Single Idea. The Com- plex Sentence, on the contrary, names or represents several Ideas, each capahU of existing separately in the mind as Single Ideas, but which are, in fact J in the case "before the mind, connected with or mewed as dependent upon each other. Hence they constitute one Idea-, of a larger extension and of a greater niimber of distinct parts. The Single Words may bo viewed as the objects or materials that enter into the constitution of a machine, having no use whatever taken sepa- rately. The Simple Sentence is, then, a joining of several wheels and levers, making a small machine of themselves, which may ehanee to have certain iimited uses in that form ; the grand use of which, bawever, is, ta enter, as a working portion, into a larger machine of more complex organization ; and, to be fitted for this, some of ita own parts may require to be altered a little from what they are, when the Simple Sentence is used as a detached and simple mechanical contrivance. Ify under this illustration, we have certain mechanical uses to accom- plish, which demand the constant interchange and momentary use of loth the larger and the smaller machinery, it is obvious how completely all our operations would be crippled, /(9r iJiatend, if we had never learned to construct or to manage the larger sort — if we did not hiow how, properly, to change and adjust the smaller connections of parts, so as to make of them the larger and more complicated instrument. Now, the demands of human speech are precisely such. While what I BOW wish to say may bo expressetl by a Simple Sentence, the very next thought that occurs to me may demand a Complex one, so that, without the complete mastery of the machinery of both, Conversation, which is the use and purpose of Language, is effectually defeated. The Pupil who has expended much time upon the acquisition, first, of Words, and, secondly^ of their combinations in the Simple Sentence, may find himself totally unable GENERAL INTRODUCTION. 13 to utter three Sentences consecutively, for the want of the TiigTier Tctww^ ledge of the proper structure of the GompUx Sentence. The whole includes the parts. The larger includes the smaller. The Complex Sentence includes the Simple Sentence or Clause and the Single Word, and implies a knowledge of them. The reverse is not true. No amount of the knowledge of mere Words will enable the Learner rightly to construct the Simple Sentence, and no amount of familiarity with the structure of Simple Sentences merely, will enable him to construct Com- pound Sentences correctly. Hence^ it is o'bvious that the structure of the Compound Sentence is the grand achievement in the acquisition of Language^ the Icey to the right use of all the other hinds of IcnowUdge in relation to it, and tJie want of ichich renders all such hnowledge nearly valueless. To change entirely the illustration, the acquisition and use of a Lan- guage may be compared to the organization and maneuvering of an army. The Individual Words are the Individual Soldiers, or rather the c «n who are to be made into soldiers, the Simple Sentences are the separate Compa- nies and Squads, and Compound Sentences the organized Battalions and Eegiments. The Learner is the Commander-in-Chief, who is to muster these men into service, drill and organize them through the aid of proper inter- mediates, and maneuver them in masses with views which are entirely his own, in the business of defence and attack — the only purposes for which an army is of any use. The knowledge which this Commander of men or of words has, of the right mode of combining and maneuvering them, must extend to the order and connection of all the parts in the grand whole, or else it will be useless, and, instead of an army, he will have merely a mob ; and the larger it is, the more desperately he will be encumbered, instead of being strengthened and aided. Even a knowledge of the mode of combining men into companies and squads will not answer. The com- panies and squads have also to be arranged with reference to each other before they can be of the slightest avail, or, at all events, before they can be used so as to contribute to the main purposes of an army. The higher species of knowledge has therefore to be possessed before the lower species can oe of much real value. On the contrary, the Commander of an army may well afford to remain for a long time in personal ignorance of some of his men and even of subordinate officers. What he wants first and chiefiy to know, is, his own staff, and the superior officers, who are themselves heads of regiments and battalions. With this knowledge, and with these parties at hand, he can organize and have in perfect working condition an army calculated to be of a hundred thousand strong, and not as yet have five thousand men in the service. Each company may have, for example, no more than from three to twenty privates, with its corps of officers, its relations to its own and other regiments, to the superior officers, and to the Commander-in- Chief, perfectly adjusted, so that the order and harmony of the whole will not be in the least disturbed by swelling the number subsequently up to 14 GENERAL INTRODUCTION. the full complement. Every man, aa lie arrives, will then have his pre- vious destination ascertained for him, and the whole business of increas- ing the army from five thousand to a hundred thousand, ox to five hundred thousand, will proceed with the regularity of machinery, while, without this organization, emanating from the central and highest point of authority, from the commencement, the arrival of each new recruit would only add to the confusion. The Staff Officers of the Word-Commander, by the aid of which he can, and without the aid of which he can not, organize the use of a Language and maneuver its words to his satisfaction, a?'e the Conjunctions and other Connective Words loJdch form the articulations of Clauses into Sen- tences^ and of Sentences into discourse. The superior officers of the In- dividual Eegiments, so to speak, are the Verbs, one of which must always be found in each Complete Clause, and which govern the relations of the inferior words with which they are connected. It will be perceived again, from this illustration, how important it is that the study of Lan- guage be begun at the center, and proceeded with to the secondary centers, and so outward, instead of reversing the order and accumulating a mass of the mere unrelated atoms, which, in their proper relations, would go to constitute intelligible speech, but which, disconnected and incapable of use, embarrass the Learner all the more in proportion to the extent of his acquirements. Again, as the Complex (or Compound) Sentence is liable to occur, so far as the mental wants of the Learner are concerioed, in order to express the very first idea that he wishes to utter, and is certain to occur very soon, this sjoecies of Icnowledge can not he postponed, for the previous acqui- sition of a vast storehouse of Single Words and Simple Sentences, icithout throwing him into the most hopeless embarrassment. It is precisely at this point that all the previous Systems of Language-teaching have committed their grand error, and at which the Manesca-Ollendorfi^ System has rather 'aggravated than alleviated the difficulty. The superiority of that Method, in substituting Actual Practice for Theoretical Rules and fruitless Analysis, and the Simplicity of Induction with which the whole is begun and seems to proceed, charm the Learner and arouse his enthusiasm. This lasts, perhaps, during a First Course ; when, finding that, from some un- discovered cause, he has, although apparently having learned a great deal, acquired positively no effective use of the language for a few seconds even of sustained conversation upon any subject, his interest flags, and he abandons the study with a mere shadow of the learning which he has every disposition to acquire. The man or the youth, of developed or incipient habits of thought, is charged and disgusted with over-doses of Soap and Sugar and Nails, unrelieved, through weary months o-f study, by the ability to express a single thought of his own in the new lan- guage, or discouraged by the fact that, though he can ask a thousand pimple questions, such as Avez-vous U chit? Have you the natl? he can GENERAL INTRODUCTION. 15 not reply to one of them otherwise than by Yes or jVo^ or by reversing the words of the question itself— zJ^a^ he cannot^ at any rate^ frame any answer wldch would change the Tense or Mode of the Verd, which he is almost certain to wish to do, in order to answer at all accordirig to his thought. The reflective reader will now be able to detect the fault that is com- mitted, here, as in nearly every department of human affairs, by the over- zealous imitators of nature. The man or the youth is, as already said, no longer a child. He has, now, complex thoughts which the child has not, And it is for the purpose of uttering such thoughts as he actually has, that he demands the use of a language. The child has only simple perceptions or single aspects of an idea before his mind ; and, for his purjposes, single words or simple sentences are all that is needed. Hence, nature for the child of three years old^ is not nature for the child of ten, nor for the grown man, and any attempt to make the latter repeat the experience of the former will result in failure. He must use, and must learn, if he learn at all, through such faculties as he now has in activity, and with a view to the satisfaction of such mental wants as are now awakened, and not with reference to what he was at a former period of life. 15. SECOND CLAnr of our method resumed. In accordance with these principles, the present System is the reverse of its predecessors as to the order of presentation of the Constituent Por- tions of Language. "We make a mere commencement, it is true, by exhibit- ing, in the first place, single words, and then proceeding to the construc- tion of single sentences; but, instead of remaining in these primitive departments of Language, with a view, in any degree, to exhausting them, we hasten forward, the very moment we have gathered the indispensable quantity of materials for doing so, to the construction of Compound Seii- tences, involving the iLse of two, three, or more Verbs, connected in all various ways, and inflected into every diffei^ent Mode and Tense. The principles of Oral Practice and of Constant Repetition are then applied with as much rigor as by our predecessors, but they are made to tear upon an entirely differenj, point — upon that which constitutes the real difficulty, and, when conquered^ the real mastery of Language — and not upon its mx)st facile ard insignificant portions. The acquisition of an extensive list of single words, of iS'ouns and Adjectives — the mere unwrought material of Language — and of their modifications of form and combinations in simple phrases, is left over to a later period. It is a work which the Student will accomplish at the end of the book, by subsequent study, by travel, by conversation, by reading, and by every means by which the new language is brought, even in the most incidental way, before his attention. It is another feature of this Method, that the Repetition is rather of the same Principle in different applications than of the same word, which last is apt to repel the Student ; or if, at any time, it is of the same word, that word is one of cardinal im.portance and not a mere undistinguished 16 GENERAL INTRODUCTION. member of the great family of words — neither Jiorse^ nor sugar ^ nor soap nor nails, 16. THIRD CLAIM OF OUR METHOD. Other features of the Method remain to be noticed in terms applicable to it as a whole, after which a particular Introduction will be made to this work. The most marked peculiarity of the Method, subsequent to what has been specified, is, in fact, only another application of the general principle of attacking and conquering the real difficulties of the Language, from the first, instead of wasting our strength upon that which is so easy as to require no exertion. The feature referred to is this. TTcose forms of expi-ession in icJiich the idioni of the French cont?'adiccs, or differs from^ that of the English are put prominently forward^ and in the first place in point of time ; ichile forms of expression parallel with the English idiom^ although they are far more common in French^ are left^ as it were^ to take care of themselves. In other words, the Unlooked for and Strange is made to he constantly present and PALPABLE, while that which is, naturally or from habit, anticipated^ is introduced as matter of course and hut slightly insisted upon. An illustration of the above principle of procedure will be found in the very first lesson of this work, in which Conjuguez-vous ? is translated Are you conjugating ? and Je conjugue, I am conjugating, instead of. Do you conjugate and I conjugate ; Je demande, I am asking, instead of, I ASK. The Learner would naturally expect to find I ask, rendered by two corresponding words as Je demande ; the other more definite form of the English verb, I am asking, he would be constantly tempted to translate by the three corresponding words in French, as Je suis demandant^ if he knew them, and it is entirely Unlooked for with him that Je d-emande should mean I am asking. The temptation to the false rendering is first neutral- ized, by us, by requiring him to make the translation hefo7'e he Tcnows ths words by which he could make a literal but less French rendering, and the strangeness to him of the correct French form corresponding to I am ask- ing is, in the next place, overcome, by continued repetition of similar cases, for a long time, before he is introduced to Je demande in its more familiar signification as I ask. I have known Pupils, after months of study, hesitate to render I am dancing, for example, by Je danse. The difficulty arising out of this marked difference of the French from the English Idiom is, by our system, met in the beginning^ and at once entirely overcome. In the same manner, Je suis is first introduced, not in its ordinary signification as I am, but in its exceptional use, where it is translated into English by I have; the Preterit Indefinite Tense Form J'ai parte, is intro- duced not as corresponding to the English Perfect, I ilvve spoken, as it frequently docs, but in its (for us) very exceptional and unlooked for mean- ing of, I spoke. So important has it been dccmc«l to drill the Learner GEN.ERAL INTRODUCTION. 17 tlioroughly into this use of this form of the verb, that we have continued to use it in its sense of an Indefinite or Simple Past Tense, quite through- out the first two Courses, presenting it in its loolced for and, so to speak, natural meaning, as a Perfect Tense, (I have spoken), in the last Lessons of the Second Course only. The same order of presentation is pursued generally, upon all occasions. There are, however, soTne exceptions as mentioned in the next paragraph. Great judiciousness is demanded not to push a principle beyond its legitimate applications. The rule above indicated, of presenting the un- locked for and the exceptional before the anticipated and the ordinary, is sometimes limited by the nature of the subject. In the first place, the mind of the Student must not be over-burdened by the presence of too great a number of novelties at once ; and, in the next place, that which is somewhat unexpected in the new language, may be so much the rule there, that the exception to it becomes very soon the least expected of the two. An illustration of this last remark is found in the location of the French Adjectives. As English Adjectives are placed before the Noun, the Pupil would, in the first instance, expect the same thing in French ; but the rule there is so generally the contrary, the Adjective coming nearly always after the Noun, that the few French Adjectives which follow the English idiom are entitled to be considered as the exceptions not for Frenchmen only, but for the learner of French also. Hence, we have introduced the handful of French Adjectives w*hich precede the Noun, first, as well for this reason as for the other mentioned above, namely, not to crowd too many novel- ties upon the attention of the Learner at once. 17. FOUBTH CLAIM OF OUE METHOD. The next feature of this Method (of which the present work is the first application) is the individualization and system which pervade every part, causing the presence of classification and distinctness at a thousand points which it would be tedious here to mention, and the full force and value of which the Teacher and Student will only appreciate after the most thorough familiarity. 18. riFIH CLAIM OF OTTS. METHOD. The next peculiarity is the variety of system which this Method per- mits and encourages on the part of Teachers and unassisted Learners. The individuality of the human race has seldom been sufficiently recog- nized in the business of teaching and in that of the preparation of In- struction Books. If it were so, the so-called precise Methods would be less in vogue. No system is, or can be, sufiiciently complete to answer exactly and absolutely for all varieties of mental organization and all grades of intelligence. Some learn best by patiently plodding through a multitude ' of examples, others by abstract general rules, some by the rapid evolutions 18 GENERAL INTRODUCTION. of class exercises, others by solitary study, and so through an infinite variety of other modilications of method. Every Student, wlio is a Student^ has, in some sense, a Method of his own, which will always modify the Methods ten- dered to him by the Teacher and the Book-maker ; and the Teacher and the Book-maker, who best understand their appropriate spheres of labor, will, so far as practicable^ leave untrammeled, and even encourage, this species of difference. The necessity of adopting some system, in the structure of the book, and in the conduct of classes progressing together, necessarily compels the Student to a degree of conformity. Nature has an infinite variety of metliods, while we are restricted, practically, to a few ; let us then make those few as elastic and adaptable to different circumstances and natures as possible. One of the defects of tlie System of Manesca, which has greatly contributed to prevent his work from being popular with Teachers, is the rigid despotism with which he prescribed the manner in which they were to make use of his book, without sufficient consideration for the individualities of circumstances and persons. We have no other recommendations to make, in this respect, either to Teachers or unaided Learners, than that they nj^KC such use of our labors as they find prac- tically will best aid them to teach or to learn. 19. BESPECTIVE QUALIFICATIONS AND LABORS OF THE ASSOCIATE AUTHORS. It is next to impossible that a single individual should have an equal command of all the minutiae and intricacies of two Languages. An Inter- national Grammar requires, therefore, for its highest perfection, the colla- boration of two parties speaking the two Languages as their respective vernaculars. Most books treating of English and French bear the marks of the native language of the Author. They are apt to be un-English if he is a Frenchman, un-French if he is an American or an Englishman, and bad French and bad English if he is a stranger to both Languages. Even when . two Authors of the proper nationalities and qualifications, in other particulars, have given their respective touches to the same work, their labors have generally been separated in time or place, or both, and have «o been deprived of the advantage of continuous mutual consultation and •comparison of the two Languages. In our case, we submit to the Public whether a happy conjunction of qnalifications and opportunities may not have overcome, in an unusual 'degree, this class of obstacles. My own mother-tongue is English, a language to which I have given an unusual degree of attention, both from taste and the nature of my pursuits, especially in the propagation of Phonography, in which I took, some years ago, a very active interest, and from devotion to Philology as a p.tudy. The maternal language of Mr. George Batciielor, notwithstanding his English name, is French, which language ho has also cultivated with Rssiduity. GENERAL INTKODUCTION. 19 The original plan of this work was my own, and resulted out of my more extended course of philological pui'suits and investigations, the spe- cific results of which will be given to the world in a distinct series of publications. The interest and value of the present work, it is hoped, will, for that reason, increase with the appearance of other works in course of preparation. In those works, the facts and principles of General Philology will be exhibited in a manner equally as new as the arrangement of the present work, and with a view to popularize a study now confined to the narrow circle of professed scholars. The design of the present work having been conceived* and sketched as to its general outhne, the necessity for vernacular French talent to aid in its thorough execution being fully appreciated, and my own time being prospectively filled for several years, at least, by other related pursuits, I associated with me, in its authorship, Mr. Geoege Batcheloe, whom I selected with a view to his special qualifications, and entrusted the detailed execution to him. In this labor, he has exhibited Sii untiring perseverance and a high order of originality, and has therely greatly augmented the value of the work over what it could otherwise have been. His patience in details has added another important element of perfection. Our respective relations to the work are as follows : The Philological System is my own, and is, in aU its leading features, equally applicable to the teaching of other languages, to which it is part of my plan at an early day jo apply it. By this, I mean the view taken of the constituent portions of a Language, and the appropriate order of procedure in introducing the Learner to a knowledge of the materials of which a Language is composed, as explained in this Introduction. This System of Lingual Study is illustrated in this work by exhausting the Modes and Tenses of the Verb in the First Course, using only the First and Second Persons, in doing so; in making the Conjunction the most prominent functionary in the evolutions of speech, and s(^ in passing directly, in the beginning of the study of a Language, to the use of the Com- plex Sentence, Its minor attributes are too numerous to be specified here, but will readily appear upon a slight attention to the subject. In respect to execution, this Introductory matter, the Treatise on Pro- nunciation, and the longer Philological Notes, amounting to Treatises on the Parts of Speech, the Modes, the Tenses, etc., are from my hand. The remainder of the Work ; aU that relates to the special structure of the French Language, including the valuable and exhaustive view of the Eefiective Verbs in Eleven Categories, the particular handling of the materials, the Construction of the Lessons and Exercises, and of the minor Critical Notes, are the work of Mr. Batcheloe. At the same time, we have freely interchanged our views with each oth^er upon every part of the work, and have finally gone over the whole together, comparing, correcting, and perfecting it, as far as possible, in every department. 20 GENERAL INTRODUCTION. 20. RE-STATEilENT OF THE SEVERAL SYSTEMS OF LINGUAL STUDY. There are, including that now offered to the public, three principal Systems of Lingual Study. The first and oldest, consisting of a merely grammatical analysis of a Language, with a body of verbal rules, may be called the Grammatical System. The second, which proceeds upon the simple imitation of nature in the experience of the child — without rules — is called the " Oral System," or, as I have denominated it, the Manesca- Ollendorff System. For his time, and in a field so untrod, the work of Manesca is a monument of industry and genius. In his hands the French language underwent an original and laborious, though, necessarily, still a partial investigation, in the point of view which relates to International Grammar. His successors, upon the same System, have been editors, more or less able, of facts and ideas not essentially new, displayed in a form more or less novel and well devised for the end in view. The Third System is that here presented, and which I have denominated the Philo- logical or Integral System, embracing Grammatical Analysis and Eules, on the one hand, and the Imitation of Nature in Practice, on the other, in an appropriate order and induction of the materials of a language adapted to the combination of the habit of reasoning and of imitation in the adult mind. I may venture to associate my own name with this System for the - resent, and until, at least, it shall have established its claim to be regarded ts the System truly adapted to this branch of Study. Stephen Pearl Andrews. SPECIAL INTEODUCTION. 1. DIVISION INTO FIVE COURSES. — CONTENTS OF THE FIRST COURSE. In carrying out tlie views, explained in the preceding General Intro- duction, of the true method of the study of a Language, we have selected the First Person Singular and the Second Person Plural of the Verb, parts which enter with greater frequency than any other into direct conversa- tion, and, neglecting all the other Persons and their corresponding forms, have led the Student rapidly forward to a complete acquaintance with the Verb in all its Modes and Tenses, and the interrelations of the Modes and Tenses in the Complex Sentence — using, for illustration, those two Persons only. The Book is divided into Five Courses, the first two of fifty-one Lessons each, the others somewhat less extensive. At the end of the first Course, the Scholar will have met and conquered the main difficulties of the Language, and will be able to frame sentences and con-^ duct conversation to a certain limited extent, confining himself to such objects and events as relate to himself and the person with whom he con- verses. Of course, his vocabulary will be much restricted even here. No Verbs but those of the First Conjugation will have been introduced, but he will have obtained a freedom in the use of the different Modes and Tenses and a confidence in his knowledge, -^vhich will greatly encourage him to proceed. In the running commentary upon the Lessons of this Course, con- tained in the Observations, the Learner will have obtained a general under- standing of all the Parts of Speech, Modes, Tenses, etc. ; in fine, almost a complete body of Grammatical Instruction. There are more than Six Thousand verbs belonging to the First Conjugation, and varied like those contained in this Course, while all the remaining verbs of the Language amount to only about Six Hundred. This fact, together with the mass of grammatical knowledge acquired and the facility of practice upon all the three departments of the materials of Language, up to, and including, the Complex Sentence, will indicate the great stride which the Pupil must have made in learning the French Language, when he has gone thoroughly Marough this First Course. 22 SPECIAL INTRODUCTION. The Course contains a special Treatise on Modes, which, will be found to put that difficult subject within the comprehension of the most ordi- nary intellects. 2. CONTENTS OF THE SECOND COURSE. This Course repeats all the Modes and Tenses of the First Conjugation, introducing the Third Persons Singular and Plural, the First Person Plural, and the Second Person Siiigular, of Verbs and Pronouns, which had been previously omitted. It also finishes the exhibit, begun in the First Course, of the Eeflectivc Verbs in their several categories, and of the Neuter and Passive Verbs, and presents a number of idiomatic phrases. It introduces and exhausts the Conjugation of the Auxiliary Verbs, Avoir and Utre, and ends with the Concordances, and a thorough Treatise on the nature, of the Tenses. 3. CONTENTS OF THE THIRD COURSE. This Course includes the Verbs of the Second Conjugation, the forma- tion of the Feminines of Adjectives, and that of Adverbs in ^jnenU Axl the Irregular Verbs of this Conjugation are presented in this Course. They are introduced in the alphabetical order of the letter which precedes the termination .,.ir. The regular Conjugation is then presented last. 4. CONTENTS OF THE FOURTH COURSE. 4. This Course contains all the Verbs of the Third Conjugation, in the same order as the Irregular Verbs of the preceding Course. They are characterized by the termination ...oir, and it is hardly possible to say that one is more regular than another. We give, here, also, the Gender of Nouns, and the Number of Nouns and Adjectives. The method of their treatment will be found quite satisfactory. 5. CONTENTS OF THE FIFTH COURSE. This Course contains all the Verbs of the Fourth Conjugation, charac- terized by the termination ...re, also in the same order, the Ecgime of the Adjectives, and a completion of the view of the Adverbs, Prepositions, Conjunctions, etc., and of the government of the Subjunctive Mode. 6. OUR TREATMENT OF THE PRONUNCIATION OF THE LANGUAGE. The Treatise on Pronunciation following this Introduction will bo found to be quite new, and, in one sense, thorough and complete, although still not exhausting the minutiaj of the subject. A treatise on Sounds is attended by the same difficulties as a treatise on Colors ; the broader dis- tinctions are obvious to nil, while the smaller ones shade into each other, and are only detected, as distinct, according to the natural or cultivated acutcncss of the sense which appreciates them, and which varies greatly in different individuals. In relation to the pronunciation of different Ian- SPECIAL INTRODUCTION. 23 guages, there is an additional source of embarrassment, in tlie fact, that t]ie letters and combination of letters, which denote the sounds, have different values— that is, they represent different sounds in the two languages ; and finally, in relation to both the French and the EngHsh, the orthogra- phy of which is very irregular, the same letters or combinations are liable to represent different sounds in the same Language, and the same sound to be represented by different letters and combinations. In the midst of these difficulties, it requires great judiciousness, in treating of French Pronunciation especially, to present to the Learner just so much as it is indispensable for him to know, in order to a genera, and comprehensive understanding of the subject, and yet not to over- burden him with details, many of which are too minute to be acquired otherwise than by long practice and careful observation in the actual use of the Language — and often unimportant, except to the purist or pre- cisian in matters of orthoepy. The only absolutely thorough and scien- tific method of treating the subject of Pronunciation is the Phonetic Method, but inasmuch as languages are not now phonetically written and printed, the Orthographic Method assumes a prior importance, and the writer is compelled to a judicious compromise between the two. 7. POPULAB SUPERSTITIONS RESPECTING THE LEARNING OF FRENCH. There is a popular prejudice against the partial study of Languages, and especially, perhaps, of the French, which is embodied in the poetical adage that " a little learning is a dangerous thing;" or, otherwise, it is a prejudice against a smattering of this kind of knowledge. A smattering of any knowledge is not so good as a thorough familiarity with it, but it is far better than no knowledge, and must always precede and form the basis of the full acquirement. The only folly is, to mistake partial for complete knowledge, or to play it off* for more than it is. It is this habit which marks the pedant and creates the prejudice in question. So far from fearing to possess a slight knowledge of French, we would recom- mend to svery one, of whatever age, into whose hands this volume falls for an hour, to study so much of it as they may, though it should b<3 no more than a single Lesson. This may create a taste and open the way for the future acquisition of the whole Language, and, at this day, when French sentences are interlarded in almost every species of writing, the least extended knowledge of the language can not be whoUy useless. There is another prevalent opinion, that one must not study French unless he has the advantage of a Native French Teacher to give the Pro- nunciation ; and, with some, this goes so far that the Teacher must always be from Paris ; as if educated people everywhere did not speak suflaciently good French. It is thought that there is great danger of falling into a bad habit of Pronunciation, etc., which must be guarded against by not learn- ing at all ! This is all very absurd. Begin fearlessly to learn all that you can, with such means as you have, and learn more of every person yoa 24 SPECIAL INTRODUCTION. meet, who has some knowledge that you have not. The habit, on your part, of observing different Pronunciations, and varying your own to con- form to that which you find, as you proceed, to be most cuiTent among refined and educated people, is worth far more, both for French and English, than access to the most exalted authorities. It is an unsettled question, even in France, whether Parisian Pronunciation is the best, and it is certain that it is more fluctuating than that of tLe body of the nation. So, again, Teachers, who have but a partial acquaintance with French, hesitate to give instruction in that branch. This, too, is foolish and unnecessary. Let them simply not pretend to more knowledge of the Language than they have, so as never to be put in an unpleasant position before their Pupils, and then unhesitatingly teach so much as they know, to all who desire to learn. With the new facilities which we now offer for the acquisition of this useful and almost indispensable Language, we may almost anticipate that Americans will become a nation of French Scholars, knowing at least so much of the Language, that those who know less will have the preliminary knowledge necessary to enable them to profit by association with those who know more. FEENOH PEONUNCIATION. DISTINCTION BETWEEN SOUNDS AND LETTERS. 1. Both the French and the English Languages are very irregular with respect to their Orthography. Both Languages bave more Sounds than they have Letters in their Alphabets to represent them, so that the same Letter sometimes stands for several different Sounds, and sometimes different Letters or Combinations of Letters are used for the same Sound. Again, the Learner must not expect, in learning another language, that all the Letters will be pronounced uniformly in any such way as he has been accustomed to hear them in his own. 2. For these reasons it is very necessary to distinguish a Sounds which is that which we hear with the ear, from a Letter^ which is the sign of a Sound, and which is addressed to the eye. THE FRENCH ALPHABET, 3. "The French Language has an Alphabet of twenty-five Letters, which, with their names, are as follows : A B CDE F G HI ah bay say day a eff zhay* ash ee J zhee* K kah L el M em N en F pay ku air S ess T tay U u V vay X eeks Y ee-greck Z zed * Zh pronounced like z in Gla z ier. Words properly French have no w ; when that Letter occurs in English and other foreign words, it is pronounced like v. It is not important for the Learner to give the French names to the Letters. They do not, any more than the English names, represent the actual Sounds. DEEINITION OF VOWEL AND CONSONANT SOUNDS. 4. A Vowel-Sound may be defined, to be the smooth or harmonious emission of sounding hreath'j as^ e, a, ah, modulated, hut not obstructed ly thfy organs of speech. 2 26 FRENCH PRONU^-ciATION. 5. A Consonant-Sound is a sowid made either hy a complete or partial contact of the organs of speech^ ohstructi/ng the sounding hreath, in soms degj'ee^ varying from an entire break or stoppage of ity as p in Kap, b in EoB, etc.y to a simple roughness or aspiration impressed upon a VowpZ- Sound^ as h in Heat, Hate. The Consonant-Sound differs, therefore, from a Vowel-Sonnd, much in the same manner as a crack, a crash, a hiss, or other rough sound, differs from a musical one. The Consonants, being thus the harsher elements of Language, form, like the bones of the human body, the sub- stantial frame-work of speech. The Vowels, then, fill up the outlines, and make the perfect and harmonious development of Language. vowel-letters and signs. 6. Five of these Letters are called Vowel-Letters. They are, a, e, ^, o, u; y is also often a Vowel-Letter, and is then pronounced the same as i. In other situations, it is pronounced like the English y, when we regard it as a Consonant-Letter, (See 29.) The rest are called Consonant-Letters. The Yo^^Ql-Sounds are much more numerous than the Yo^qI- Letters. This defect is partially supplied, in French, by certain diacritical marks placed over the Vowel-Letters. DIACRITICAL (ACOENT) MARKS. 7. The French Accent-Marks are : / called Accent Aigu^ Acute Accent. \ called Accent Grave^ Grave Accent. A the combination of two lines (Acute and Grave), called the Accent Circonfiexe^ Circumflex Accent. These marks (called diacritical, meaning merely marks to distinguish one thing from another) have been improperly called Accents^ because they have the same shapes as accent marks. By means of them, we have really nine marked Vowel-Letters in addition to those Simple Vowel-Letters that appear in the Alphabet. They are as follows : d, a, e, e, e, i, 6, -w, u. These signs have nothing whatever to do with Accent, in the English sense, which is a stress of voice on a particular Syllable. They serve only to make nine additional Vowel-Letters, the pronunciation and uses of which are to be learned just as those of any other Letters are. The so-called Accent-Mark may therefore be regarded as part of the Letter to which it is attached, like the dot over i or y, and as having no other meaning. COMBINATIONS OF VOWEL-LETTERS (CALLED DIPnTIIONGS). 8. There are still other Vowel-Sounds which are not provided with any Blngle Vowel-Letters, for which reason Combinations of Vowel-Letters FRENCH PRONUNCIATION. 27 are used, as we, in English, use au in au tumn and aw in aw ful, for a Sound for which we have no proper single Letter, (although we, at other times, represent the same Sound by an a, as in «^ll, h^ll.) In French, eu and ou^ for example, stand for Sounds for which there are no single Letters. These Sounds will be described presently. In both Languages, however, such Combinations of Letters are often used for Sounds for which there are, at the same time, appropriate single Letters. This belongs to the irregularity of Orthography, mentioned above. For ex- ample, au and eau have the same Sound, in French, as o, as they have also in certain English words taken from the French : H au tboy, pro- nounced liohoy j Beau and BuBeaw, pronounced bo and duro, etc. 9. In addition to the so-called Accent-Marks over the Vowel-Letters, there is the Dieresis, called, in French, Trema or Dierese^ consisting of two dots placed over 6, i, and u, thus : 6, -i, u^ to indicate that these Let- ters do not form part of a Combination, but are to be pronounced as single Vowels, in a distinct Syllable ; as in BapJiaM^ Eaphael, pronounced in three Syllables as in English ; Nawete^ Sdiplicity, pronounced na-iv-U ; Saul^ Saul, pronounced Sa-uZ, The Trema has also another use which is mentioned below. (65-v.) NUMBER AND GENERAL DIVISIONS OF THE FRENCH SOUNDS. 10. There are, in the French Language, about Thirty-Five Sounds. A very close analysis might discover several more, br;t it is not well for the Beginner to concern himself with niceties before learning what is obvious and necessary. 11. Of these Sounds there are Sixteen which are Consonant-Sounds, all of which are heard in English; Thirteen ordinary or oral (or moiitli) Vowels, most of which belong also to the English ; Four nasal (or nose) Vowels, which form a peculiar class not heard in English ; and Two am- biguous Sounds, represented in English by w and y. VALUE OF THE CONSONANT-LETTERS. 12. The Consonant-Sounds heard in French are those usually repre- sented, by us, by the Letters 5, ^, /, g^ (hard as in ^tve), sh^ zh^ (z in Gra- zier, s in Pleasure), X', I, my n, ^, r, s, ty -y, and 0. 13. The sA-Sound is usually represented, in French, by c7i as it is in the English word c7i aise (72) ; the ^A-Sound by j uniformly, and by g before i (y), and e (^', e, e), (62). The other Consonant- Sounds are gene- rally represented as in English. general value of the five alphabetical vowel-letters. 14. The value of the Vowel-Letters of the Alphabet is different, in the European Languages generally, from what it is in English, and may be 28 FRENCH PRONUNCIATION. stated as follows : a is equal to ah in English ; e, to the name we give to the Letter a in the Alphabet, or to the first a in P ali^ or the second a in Alo^s. 2. e = «, or first a in P (Eternal. (Fr. L) 3. i = ^j ee^ or i in Fat i gue, Mach ^ ne. 4. = ^ Or, having the same pronunciation. 39. This Vowel does not differ in value from u. PR0NUN0LA.TI0N OF THE COMBINATIONS OF VOWEL-LETTERS. Ai. 40. These two Vowels, coming together in this order, make a Combina- tion which is pronounced like e, 6, or 6, that is, like some shade of tho second Sound of the European scale, as the same combination is in the English words Maid, Sail, etc. J''aiinai, I loved, is pronounced, for example, precisely as it would be if written J^eme^ and the two Syllables of Ai-me^ A'l-mee^ Ai-mes^ or Ai-mees, Loved, are pronounced in tho same way, the final e, 5, and es not being heard at all. (111.) FKENCH PRONUNCIATION. 88 41. Ai is pronounced like a simple a (ah) before double Uy or, at the end of a word, before a single ?, when the Ws are liquid. For examples, see remarks on liquid I. (70.) Of course the Trenia (Dieresis) prevents the two Vowels from coalescing into a Combination, as in Sinal^ Si-na-i. Aie. 42. Is pronounced the same as e, 6, or I, as, Plaie^ "Wound, pronounced as if written _p^, etc. (46.) Ao. 43. Is sometimes a Combination, pronounced like and toes. So if, from any addition to the word, a Vowel follows in the same word, the last of the previously silent Consonants is restored, thus: Vingtleme, Twentieth, pronounced Vi;i-ti-em\ Exceptions. — There are a few cases in which Final Consonants follow- ing a Nasal Combination are sounded, as in Cin% Five, pronounced S'mk; Hasti7ia; Lynx (Vinkn), Lynx; Sena (sa?^B), Sense; and a few others. FRENCH PRONUNCIATION. 61 EXCEPTIONS IN THE PRONUNCIATION OF THOSE COitBINATIONS WHICH USUALLY EEPKESENT THE NASAL VOWELS. Un AND Urn, 147. Vn is pronounced like os in Func\ Punch, pronounced Po;ash and a few other foreign words. 148. TJm has the same value in Hmriboldty pronounced O/i-bold, BesumptioTiy Kesumption, pronounced Ee-zo;i-psi-072', and a few other un- usual words. 149. Um is om\ that is, the u like o and the m with its natural value, in a few words from the ancient languages, as Duumvir, pronounced Du-om'-vir, Duumvir; Triumvi?', etc. AtIj am; En, em, 150. An preserves the natural value of the two Letters in aldei^man, Landerman, pronounced Al-der-man', etc. So, when the n is doubled, Hoffmann, Keller-mann, 151. Am preserves the natural value of the two Letters at the end of a word, as in Amste?'dam; except in Adam, and Quidam, Some ont: ; which are pronounced as if they ended in ax Nasal. In the beginning or middle of a word, am before a Consonant (not m oin) is also Nasal ; as Awibre (aTZ'br'), Amber. 152. En preserves its character as a Nasal Vowel, equal to ax, even before a Vowel, an li, or another n followed by a Vowel (142), when it is a distinct part of a compound word ; as enhardir (a72.-ar-dir), To make HARDY. If a Vowel immediately follows, the n has its double effect, as ErwrgueiUir (a?i-nor-g'eu-yir), To makie proud ; Enivrer (aTi-ni-vre), To MAKE DRUNK. If there are two Ti's between the Vowels, the second one retains its natural value, as Ennui (an-nui), Fatigue from the too lono CONTINUANCE OF ANY STATE, a word now adopted in English. Ennius is pronounced similarly. 153. Em has also the character of a Preposition in some words, when it is equivalent to en and remains a Nasal Vowel before another Vowel, contrary to the rule (142), Emm^gasiner (an-ma-ga-zi-ne), To store, put IN A STORE, etc. 154. En is pronounced iN in a few proper names and foreign words, where it does not follow i or e (142), as in B-E^jamin (Bi?2r-ja-mi?i). Em has the same irregular pronunciation in a few similar words : >S'em- piternel, Perpetual ; MVirtB^derg, etc. ; and in a few foreign words, both Letters retain their natural value, as in MB^pTiis (Mem'-fis), J^B-^rod, dec EM vir ; in Agam em non, L em nos, etc. ; and, uniformly, at the end of words, as EethU'E-M., JerusalE^, etc. 52 FRENCH PRONUNCIATION. /?^, vm ; Am, aim ; Mn, eim, 155. Im retains the natural value of the Letters in the end of a word, as SelxM. (Se-lim'), Gi^Imu (Grim'). 156. Aim^ ein and eim^ followed by a final e, are pronounced en\ em\ ac- cording to analogy, as Saine (sen'), Sound ; Seine^ (sen') ; Seivie (sem'), A SLIT IN THE SHOE OF A HORSE ; but whcH thcsc and other Kasal Vowel Com- binations are followed by another Consonant, and then by a final e, they first have their efi'ect as Nasal Vowels, after which the following Conso- nant is distinctly pronounced, thus : S^mte {s>\n-t\) Holt; FEi^te^ (fi/2--t'), Feint; Blonde, (blo/i-d'), Blond ; Longue (lo?i-g'), Long ; Momdre (moi;i-dr*), Less, etc. Oiif om, 157. The on, in Oonnees, Connoiif, is nasalized contrary to the rule (142), and the two Syllables pronounced distinctly to intimate the deri-. vation. 158. Om is fully pronounced in a few foreign words : Tom Jones, E^ som, Oncle Tom, etc. COMBINATION OF THE SIMPLE VOWELS WITH THE NASAL VOWELS. 159. The Combinations ium and uum are pronounced i-om' and u-om', as in Deliqumm, Duumvir. 160. Eun is simply wn, as in Jeun (ju;i). Fasting ; but when the n is fol- lowed by a Vowel, the eu has its natural value, as in Jeune (jeu-n'). Fasting. 161. Aan is a-a^i, and aam is a-am', as in Canaan (Ka-na-a7i) ; Balaam (Ba-la-am'). 162. Aen is ^n, as in Caen, St. Saen, Becaen, or simple a when fol- lowed by another n with a Vowel : Caennais (pronounced Ca-ne). 163. Ban is a^, as in Jean, John ; Birigeant (di-ri-ja?i). Directing ; but, of course, simple a before nn and a Vowel, as in Jeanne (Jan'), Jane. 164. The i is a distinct Syllable before the Nasal Vowels, except when the greater ease of pronunciation converts it into y. It remains distinct when the ^ or m is followed by a Vowel or another n or m and a Vowel, and is therefore pronounced in full, as, Vienne (Vi-cn'), Vienna ; Etienne (E-ti-en'), Stephen; ^5^i(?7in<7p'6 (es-pi-o-naj'), Espionage ; etc. But i?/7?» Final is always i-om\ as Actium, pronounced Ac-ti-om'. Oen is pronounced in two Syllables, as Groeyiland, Greenland, iinced Gro-i/Z'-la/i ; so oem in Coemption, pronounced Co-a?i-psi-07i. "Juan is pronounced distinctly as two Syllables, as in Jouant, Playing, pronounced Jou-a/i; ouen, usually tho same, as in Ecouen (6-cou-a7i). FRENCH PRONUNCIATION. 63 167. The u in uan and loen is orthographic, as in Qx!K^d^ Where, pronounced KaTt; Moq-u'Ent, Eloquent, pronounced e-lo-ka?^; but in Faraquante^ Guanches^ Quanquam^ and Quantum^ it is pronounced like ou in French, or w in English (17) ; and when not preceded by g or ^, it makes a distinct Syllable, as in Affluence (a-fl.u-a?2s'), Affluei^ce. 168. Om without a Trema is pronounced ou-i^i, or like the English w with the Nasal Vowel, as in Loin (lou-i7^, or, Iwi/i), Eae; Temoin (te- mou-i/i, or te-mwi/i), Witness. 169. Vin has nearly the same Sound, as in Juin (Ju-It^), June; except when the w is orthographic (after g and q) and is silent, as in Charles- Quint^ Charles the Fifth, pronounced Shar-le-Ki?2<, and Coquvn (Co-ki7i) A RASCAL. It is not possible to tell when the u is to be sounded, except by learning the individual words, of which there are only a few. In Quintuple, Quintuple, for example, it is heard ; and in Grinder, To hoist, not heard. 170. When a Vowel follows, and the n preserves its natural value, the u may be orthographical, as in Coquine, A female rascal, pronounced Ko- kin', or not, as in Euine, Euin, pronounced Eu-in'. 171. Uim has the same differences ; as, Guiwibarde, A sort or dance, pronounced G'iTi-bard' ; Nous fuhnes^'W-B fled, pronounced Kou fu-im' ; Kous languimes, We languished, pronounced Noula/i-g'im'. 172. Aon is usually pronounced in two Syllables, and regularly ; as, Fhaon, pronounced Ea-o/i ; but, in a few words, it is simply aN, as Faon, Fawn ; Toon, Ox-Fly ; Paon, Peacock ; Saint-Laon, Loon, Graon, Saint- Eaon ; and, then, when a Vowel foUows, simple a ; as Faonner, To fawn, pronounced Fa-ne ; Faonne, Pea Hen, pronounced Pan'. 173. Eon ; the e of this Combination i^ always silent ; as, Nous man- geons, We eat, pronounced Nou maTZ-joTi ; Pigeon, Pigeon, pronounced Pi-jofz-. 174. Con is pronounced o-o?^ in DermypJioon, and on in Laocoon, 175. Otum is pronounced o^x-on, as in Nous jouons, We play. 176. TTion is pronounced u\-on in Nous arguions, We argued ; Nous con- tribuions, We contributed, etc. ; but the u is orthographic in Nous mar- quions, We marked, and others having g or q, except in the Verbs Arguer and Eedarguer, in which u is distinctly pronounced. specialties of FRENCH PRONUNCIATION. 177. There remain to be noticed some particulars which have not fallen naturally under any of the preceding heads. 54: FRENCH PRONUNCIATION. SYLLABITIOATION, 178. The tendency of the English Language is to divide into Syllables upon the Consonant, when there is one that can close the Syllable ; thus : Im-ag-me, That of the French is the contrary of this, to divide on the Vowel, leaving an open Vowel, thus : I-ma-gi-ner, Nothing aids more to give a correct French tone than a knowledge of this difference. You must not say : Av-ez-vous ? but A-vez-vous f 179. A close Syllable is one which ends in one or more Consonant- Sounds, as the last in Caleb (Ca-leb'), Axec (a-vek), With, and the first and last in Espoir (es-pouar), Hope ; an open Syllable is one that ends in a Vowel-Sound, as the first in the first two of these words. MUTATIONS OF 6, C^ 6, €. 180. The e (without a Diacritical Mark) is pronounced in ceitain situa- tions, as already noticed, like ^, ^, or e, (26.) The rules for its pronunciation are as follows : 181. After another Vowel at the end of a word — not one of the short words, Ze, Je^ Me, Te, Se, De, Que, Ne, (24)— -6 is entirely silent ; hence, Arniees is pronounced e-me, the same as Aime. If a final 5, also silent, is added, both remain silent ; so that Aimees is still e-me. Boue, Wheel, and Roues, Wheels, are both pronounced Kou, etc. (21.) 182. After a Consonant at the end of a word, it is also silent, except in the small words just mentioned (181), although regarded by the French, in this case, as Semi-Mute only, and as a distinct Syllable. (19.) Ebmme^ Man, is, therefore, pronounced Cm', and Geste, Gesture, Jest* (or, in Eng- lish Letters, zhest). The final s again produces no change : Homrms, Men, and GesteSy Gestures, having still the same pronunciation. 183. The nt added to the already mute e in the Third Person Singu- lar of Verbs is also entirely silent, so that Aiment is pronounced simply em'. The Learner should give particular attention to this case. 184. The e preserves its own peculiar Semi-Mute Sound (18) in an open Syllable, that is, before a single Consonant, in the beginning or middle of a word, as in De-main, To-morrow ; Oe-la, That, and in the second Syllable of Gorh-tre-faire, To couNTERFErr, etc. Exception. — ^In a few Latin and Italian words it is pronounced e, as in Cred/), Te Deum, Forte-2>%ano. 185. In a close Syllable the e is pronounced e, that is, when followed hy one or more Consonant-Sounds in the same Sellable, This happens at the end of the word as p'onounced (that is, disregarding final silent Let- ters), and in the middle of a word, if there are two or more Consonants dividing Syllables, so that one has to go, in the division, to the preceding FRENCH PRONUNCIATION. 55 Syllable ; thus, Caleb, pronounced Ca-leb' ; JEst, Is, pronounced e ; J^acquiers, I acquire, pronounced J'a-ki-er ; Josejoh, pronounced Jo-sef ; Us jjerdent, They lose, pronounced II perd ; so Resjpeder, To respect, pronounced res-pek-te ; but before 5, res is pronounced re, as in Eessort (re-sor'), A spring ; and the prefix re... retains its demi-mute e-Sound be- fore h, as, Behamser (re-6-se). To raise. 186. In a Syllable "wMch lias heen a close Syllable, as shown by the orthography, but which is now cyperc in the pronunciation, from the silence of the Consonant or Consonants which follow, the e is pronounced e. This happens chiefly at the end of words ; thus : Fied, Foot, pronounced Pi-e ; AsseZy Enough, pronounced A-se ; Parler, To speak, pronounced Par-le ; and so all the Infinitives in ...er. (26.) Exception. — If the final silent Consonant is t, 5, or ts, the e is pro- nounced 6, thus : Buffet, Cupboard, pronounced Bu-fe ; Je mets, I put, pronounced Je me ; ces, des, les, etc., pronounced se, de, le, etc. But if a word ends in e the addition of s does not affect the pronunciation ; thus : Beaute, Beauty, and Beanies, Beauties, are both pronounced Bo-te ; AimA and Aifnes, both erne, etc. 187. Whether the printed Letter is e, or e, or e, or e, its pronunciation is, in many cases, affected by the character of the Vowel-Sound of the next Syllable ; when this last is an open Mouth-Vowel, a, a^ (e^), on (w?n), or en, the tendency is to the broader or more open-moutii e-Sound. The r-Sound has a similar effect on the preceding Vowel; Preferer is pro- nounced Pre-fe-re ; but De, in the beginning of the word, always re- mains De. 188. The tendency is, on the contrary, to pronounce e when the fol- lowing Syllable has one of the close Mouth-Vowel-Sounds, e, i, o, u ; hence VoiLS pretez. You lend, is pronounced Vous pre-te, notwithstanding the Accent-Mark: so Injecter is In-jek-te, although there is no Accent-Mark. The Learner must not, however, suppose that these minutiae are mat- ters of great importance, which he must understand in order to speak French. They are niceties for those to attend to who are interested in the delicacies of speech. 189. The e is pronounced like a (ah, short), or like the English a in M^n, in Femme, WoiiAN; Indemniser, To inde^inify; and Solennel, Solemn, and words formed from them ; and before ...rtunent, as in Arderrir- ment, Ardently. Tills is the same tendency that has made eN equiva- lent to aN. (135.) LONG AND short VOWELS, (QUANTITY.) 190. The French Vowel-Sounds, as well as the English, differ in quan- tity as Long and Short ; but, on the one hand, they are never so long a3 56 FRENCH PEONUNCIATION. the longest in English, as, for example, a in Fa ther, which is apt to be dwelt upon or drawn out, as if it were several a's repeated, thus: 'Fa-a-a-THER ; and, on the other, they never have that peculiar jerked or abrupt Sound which belongs to ^, e, a, o, w, in the English words Pin, Met, Man, Not, But. The difference of quantity, therefore, when it is only that, is such as will generally take care of itself, without particular and minute rules, the greater or less ease of pronunciation being a sufficiently competent guide. QUALITY OF THE VOWEL SOUNDS. • 191. The French Vowels, generally, are sounded more purely than the English long Vowels, which tend to degenerate into Diphthongs, by being prolonged until they terminate in a different Sound from that in which they begun ; thus, DaT/j Fate^ etc., are pronounced nearly Da-ee, Fa-eet, etc. (32) ; M, JBoatj nearly No-oo, Bo-oot, etc. ; Father ^ Fa-a-ther, (190) etc. This never happens in French, and the Learner must guard himself from carrying the English habit into that Language. LONO AND short 0, 192. In the case of the two Sounds of o, called Long and Short in French, the difference is something more than one of mere quantity. It affects the quality of the Sound, as well. The Long o (with or without the Circumflex Accent-Mark), as in Drole, Funny ; Le notrey Oues ; Nvr- mero, Number, is the same as the English Long o, in No, Boat, etc., guarding against the tendency, mentioned above, to prolong the Sound and change it intoo-0(?. (191.) The other Sound of present. (Adv.) HERE. icL (Adv.) THERE. la. (Adv.) XTH LESSON. 73 a Boston, (Prep.) cher. (Adj.) vieux. (Adj.) jeune. (Adj.) dans. (Prep.) dans le couloir. lavez-Yous ? je lave. passez-vous je passe. f de tenips en temps. (Adv.) €« passez-vous temps en dans le temps? couloir de pardon ! AT, IS. in Boston. dear. old. young. IN. in the passage. are you washing f I am washing, are you passing f I am passing, ONCE IN A WHILE, are you passing in the passage once in a while! I beg your pardon. SIXTH EXERCISE OF THE FIRST COURSE, 1. Are you supping with the employer once in a while ? — I am supping with the employer. 2. Where are you lodging at present ? — I am lodging here. 3. Why are you living there now ? — I am not living therQ now. 4. Are you not living in Boston ? — No, Sir, I am living in Philadelphia. 5, How are you treating my dear friend Peter ? — I am treating your dear friend Peter well. 6. You are spitting on the floor, young man. — I beg your pardon, Sir, I am not spitting on the floor. OBSERVATIONS. 1. A new Part of Speech is introduced into this Lesson, called the Pre- position, a word of Latin origin, which means position hefore. Its functions are to determine the relations of time, place, etc., existing be- tween two objects or persons, or circumstances, the second of which must be expressed by a Noun accompanied or not by its customary attendants, the Article, Adjective, or Adjective Pronoun. Sur^ Upon, and Sous^ Under, are therefore Prepositions, signifying a relation of place. There are only a few Prepositions in each Language, and they will be indicated, when introduced, by the Letters (Prep.) until the Pupil is supposed to be "familiar with this important Class of Words. 2. Ne,». point is the same as Tie... pas, but sometimes gives more force to the Negative. They are often used, in the familiar style, indifferently for one another. 4 74 FIRST COURSE. 8. Never must be translated by ne^ ti'.,. jamais, and not hy jamais alone, except in an answer to a question, of such a kind that Nevee is the only word used. For example : Question, Ake you going there ? Answer, Never — Jamais, SEVENTH LESSON OF THE FIRST COURSE. relative pronouns. QUE . . . ^{Relative Pronoun.) depensez-vous ? THAT, TVHICH. . . are you spending ? I am spending. the money which . . . you are earning. . . .which I am earning. THAT WHICH, THE ONE WHICH. , , are you climbing ? am I climbing ? on the tree which . . . on the one which . . . I am pulling out, up. are you pulling out^ up ? the pine. under which . . . the one under which . . . I am resting. WHICH. .. THIS, THIS one. THAT, THAT ONE. are you resting ? under this one. under that one. WHAT. to what;, at what, about what, what are you thinking of, at? I am thinking of something. SOMETHING. NOTHING, NOT ANYTHING. I am not ^linking of anything. are you emptying ? am I emptying something into the bucket ? I am not emptying anything ? bucket. (Obs. 1.) (Obs. 2.) ^ U- je depense. I'argent que . * . vous gagnez. - ...que jegagne. CELUI QUE. . . ^^ grimpez-vous ? est-ce que je grimpe? sur I'arbre que . . . H sur celui ^«e ... j'arrache.^^^,^^ V^ arraehez-VdSi^? ' •' sous lequel ... -^ • celui sous lequel, je repos©." LEQUEL. . . CELUI-CI. Mg. CELUI-LA. • reposez-vous ? sous celui-ci. - sous celui-la. QUOL f'^ a quoi. i--- , a quoi songez-vpdis'? je songe a queJquejchose. QUELQUE CHOSEN-' ~V (Obs. 6.) we, or, w' (before) •nV;i (aftei^^y^ Verb). ^ ' r^ je ne songe d.^*ien. videz-vous ? . est-ce que je vide quelque clio^' dans le seau? ."^^ je ne vido^'rien. C0^^) (Obs. ^ (Obs.^ ('^:* <-'!■<»' T>er?»on wh-,* )o»/e?, and r^>'/5 ttiii person who is loved. In the phrase, Vous m'aimez, the case is diffdront. Vous de- notes the person who does the act of loving, and me (m') the person to whom it is done. Je, Vous, are therefore nsed in one way, and Me^ Voics^ in another. It is absolutely necessary that we have names to distinguish these two instances or Cases of the use of the Pronoun, from each other, to enable us to talk about them. Accordingly, the Pronouns, in the first of these Cases or forms {Je^ Vous)^ are said to be in the Nominative (or naming) Case, or form, and in the second {Me, Vous), they are said to be in the Objec- tive Case, being the object of the action of the Verb. It is then also said that the Nominative Case governs the Verb or that the Verb agrees with it, and that the Objective Case is governed by, or depends upon, the Verb. The Nominative Case is also sometimes called the Subject, because it names the Subject principally spoken of in the sentence, and the Objective Case is also called the Regimen, or, in French, the Beginie of the Verb — a word which signifies something governed. If these and a few similar differences, in the nature of words and the names by which they are denoted, are well understood and fixed in the mind, they will help the Student immensely in learning the French and all other lang*iages, as he will then know the names of his tools. Eemember, then, that when we speak of the Nominative Case or of the Subject of the Verb, we mean Je and Vous (and such other words as hold the same relation to the Verb, which will be pointed out by and by) ; and that when we speak of the Objective Case or Object of the Verb, or of the Eegimen or Regvme of the Verb, we mean Me and Vous (or other words to be pointed out hereafter, holding the same relation to the Verb). The Student will perceive immediately the advantage of knowing these names by attending to the following Rules, which otherwise he would not understand. Rule 1. — ^The Subject Pronoitns, or Pronouns in the Nominative Case, are placed before the Verb, in French, in affirmative sentences, the same as in English, as Je jyarle, Vous parlez, and generally after the Verb in in- terrogative sentences or questions : thus, Pai'Uz-vous f as in the English form Speak you ? for Do you speak ? Rule 2. — The Objective Pronouns — Pronouns In the Objective Case, or Jiegime of the Verb — (by whichsoever name they may be called) — are placed, in both kinds of sentences, before the Verb, as Je vous ai7ne, I am LoviNO YOU ; Waim£z-vous ? Are you loving me ? or, literally. Me lovinq AJiE YOU ? — differently from the English idiom, according to which they come at the end of the sentence, or after the Verb, TENTH LESSON. 83 4. The French say : Songez a^ Pensez », Think to, and Rhez a, Dream to a person or thing, instead of Think of and Dream of, as in English ; with. these three Verbs the Preposition a is used instead of de. When the per- son is represented by a Pronoun, the Pronoun is, therefore, preceded by the Preposition a. In such cases, Me, Vbus, is again changed to Mbi, Vous, as Me is never governed by a Preposition, but only attends a Verb. This Prepositional Form of the Pronoun (jnoi, vous) always comes after th^^e Verb: thus, Pensez-xous a moif Are you thinking of me ? 5. Fersonne ne.,.. Nobody; Ne..^ personne. Nobody, Not... anybody; Personn^, Nobody, Not anybody. Fersonne is employed here in three different ways ; the first as a Nomi- native or Subject, in which case the Negative Ne follows Fersonne and pre- cedes the Verb. In the next place, it is used in the Objective Case, when Ne precedes the Verb and Fersonne comes after. Thirdly, when Fersonne stunds alone, as in answering a question, in which case the other sign of negation disappears. There is still another use of this word Fersonne, namely, as an ordi- nary Substantive : La fersonne, The person. 6. Somebody, some one, is rendered in French by the two words Quel- que. Some and Un, One, combined into one word by the apostrophe : thus, Qudqu'un. ^ TENTH- LESSON OF THE FIRST COURSE. inter jections. ah] what, what a, what a fogi ohI what a spell of weatlierl what fine weather ! what bad weather ! PROPER, or properly, a proper man. are you speaking properly! are you ever gaping ? I am often gaping. in the evening, in the morning. during the day. AHi (Obs. 1.) QUEL. (Obs. 2.) quel brouillard 1 oh! (Inteij.) quel temps 1 quel beau temps ! quel mauvais temps 1 ^omme il faiU. tAdv.) un homme comme il faut parlez-YOus comme il faut? jamais. (Obs. 3.) souvent^^ baillez-vous jamais? je bailie souvent. (AdY.) le matin. le soir. le jour. __ 84 FIRST COUESE, If EVER, NOT. . . E:VEK. I am never gaping during the day. PERHjWPS., KOTHING, NOT. . .ANYTHING, NOTHING. something is incommoding you. nothing is incommoding me. I am not asMng for anything, thank you, the first, the last. OF THE. OF THE, €>f the knife. the handle of the knife. of the edifice. the roof of the edifice. THAT. . . are you not thinking that . , . I am playing, you are playing, FRANKLY, IN EARNEST, WHY I WHAtF jamais. . . ne\ , , (Obs 4.) ijcmais je ne bailie le jour.v ( jen^ bailie jamais le jour. / 'P^t4ire. V (Adv.) rien ne, ne, . .rten, rienj ^ quelque chose vous gene, rien ne me gene, je ne demande rien. merci. le premier, le dernier. DU, DE 'J du couteaUr le manche du cotrteatr. de Tedifice. le toit de Tedifice. ,h (Obs. 5.) QUE. . . (Obs. 6.) ne pensez-vous point que, . . je joue. vous jouez. franchexnent (Adv.) tout de bon. (Adv.) Quoi r (Interj.) TENTH EXERCISE OF THE FIRST COURSIT. 1. For whom are you sightngyiny dear little one ? — I am sighing for my papa. 2. Are yoii speaking property to your uncle? — I am speaking properly to my uncle. 8^, You are asking for something^ Edward. — Thank you, Sir, I am= not asking for anything. 4. Are you thinking that I am playing in earnest ? — ^Why I are you not playing in earnest % 1 OBSERVATIONS, 1. As its name implies, the Interjection is a PafT of Speech whose functions are to express something unexpected, thrown suddenly among other things said. It is made use of to express admiration, astonishment, grief, etc., every fcelmg,. indeed, that strikes us in a sudden, unexpected manner. It may consist of a single word or of a whole phrase. It wil^ be marked by Uhe abfereviaticvn (Interj,) ELEVEKTH LESSOH. S5 i^r Quel^ ttsed in an exclamative sense, is rendered by What a before a Substantive, and by What before an Adjective. 3. Jamais^ connected with a Verb, and without ne^ is translated by Ever or Sometimes* 4* Jamais.., ne-..., He... jamais..,^ Keyeh (not ever). Jamais is some- times put before the Verb, and sometimes after, as in the first and second example. The latter position, after the Verb, is, however, most frequently used. 5. Bu is a contraction or drawing together of the Preposition Be^ Of, and of the Article Ze, The. This contraction al\^3ys takes place, if the Noun begins With a Consonant ; if it begins with a Vowel or Inefficient \ De V is used instead ; as, De Vor, Of the gold ; Be Vhrnime^ Of the man. Contraction, in Grammar, implies the shortening of a word, or the combining of several words into one, by dropping some of the elements which originally composed them. 6. Que, That, a Conjunction, must never be omitted in French ; it is always expressed. We may say in English : Are you not thinking I am vlaying f In French it must always be ; QVEjeJouej Teat I am flaying. ELWENTH LESSON OF THE FIRST COURSE. 1NDETE1?MINATE PRONOUNS, ETG, TO the. AtT* (Obs. I.) TO THE* i l' (Obs. 1.) are yon giving somethin to the banker, to the stranger. s? donnez-Tous quelqne chose ? au banquier. a Fetranger., a whip. to the unfortimate * * . driver. tm fouet. au malheureux. . , cocher. a ticket. to the happy. . . merchant. un billet. a llieureux ... marchand. are yon giving a ticket to the happy banker ? I am giving a whip to the unfor- tunate driver. donnez-vous un billet a llieuretix banquier ? je donne un fouet au malbeureus cocher. TO TOURS* AU v6tk]&. TO MINE. AU MIEN. a wooden pencil, to my pupil. I am giving a wooden my pupil. pencil to un crayon de bois. a mon eleve. je donne un crayon de bois a mon eleve. 86 FIRST COURSE. what are you giving to yours ? I am giving a golden pencil to mine. OF YOUFwS, OF MINE. pupil. of what pupil are you speaking ? I am speaking of yours. professor. of what professor ? of yours or mine ? holy. the Saint Lawrence. are you crossing ? I am crossing. are you going ? I am going, Missouri. from the Saint Lawrence to the Missouri. are you wetting ? I am wetting, the leather. are you wetting your leather very much ? I am hardly wetting my leather. NOT AT ALL. I am not wetting this leather at all. EVERY ONE, EACH. EVERYBODY. are you rewarding each, every person ? I am rewarding everybody. EQUALLY. JUSTLY. * lEACH, EVERY. ALL THE. are you hanging? [said of paper on the wall.] I am paper hanging, every apartment, all tiie apartment I que donnez-vous au votre 5 je donne im crayon d'or au mien. BU VOTRE. i)U MIEN. eleve. de quel eleve parlez-vous ? je parle du votre. professeur. de quel professeur? du votre ou du mien ? saint. (^dJO le Saint-Laurent. traversez-vous ? je traverse. allez-vous ? je vais, (Obs. 2.) Missouri. du Saint-Laurent au Missouri. 7ie (before) guere (after the Verb), mouillez-vous ? je mouille. le cuir. mouillez-vous beaucoup votre cuir S je ne mouille guere mon cuir. du tout. je ne mouille pas ce cuir du tout, CHACUN. (Obs. 3.) TOUT LE MONDE. (Obs. 3.) recompensez-vous chacun ? je recompense tout le monde. egalement. (Adv.) justement. (Adv.) CHAQUE. (Obs. 3.) TOUT LE, TOUT l' (Obs. 3.) tapissez-vous ? je tapisse. chaque appartement. tout Tappartement TWELFTH LESSON. 87 ELEVENTH EXERCISE OF THE FIRST COURSE, 1. Are you wetting the leather very much? — I am not wet- ting the leather very much ? 2. Are you going at present from the Saint Lawrence to the Missouri? — I am going at present from the Saint Lawrence to the Missouri. 3. "What professor are you talking about? — I am talking about mine. 4. Are you rewarding every one justly here? — I am rewarding every one justly. OBSEEVATIONS. 1. Au, To THE, is a contraction of a le^ as du is of de le. The same ob- servation is applicable to it. (L. 10, Ob. 5.) Hence a V before a Vowel or a silent Ti. 2. Je vais, I am qoino. This Verb belongs t(f the Irregular Verbs, that is to say, to Verbs differing, in some particulars, from the general method of varying similar Verbs. Were this Verb regular, it would make J'alle, I am GOING, instead of Je 'vais ; since AlUz-vavs ? means Aee you going ? 3. These Pronouns are called Indefinite, or Indeterminate, because they express only very vaguely the particular persons or things meant. TWELFTH LESSON OF THE FIRST COURSE. PEONOUN Le. LE, l' (Obs. 1.) I'espagnol. I'allemand. parlez-vous bien I'espagnol ? oui, ]Qle parle bien. mais, (Oonj.) mieux. (Adv.) mais je parle mieux Tallemand. mais je le parle mieux. QUELQUE. (Indet. Pron.) AucuN. (Indet. Pron.) commandez-vous ? je commande. the Spanish, the German. are you speaking the Spanish well? yes, I am speaking rr well. BUT. BETTER. but I am speaking German better, but I am speaking it better. SOME. SOME. are you commanding ? I am commanding. vessel, port vaisseau. port 88 PIEST COURSE. Kew York. are you commanding some vessel in the port of New York ? are you commanding a vessel ? NOT. . . ANY, NONE, NOT ONE, NO. I am commanding no vessel. I am not commanding any ves- sel. NOT , . . ANY, NONE, NOT ONE. are you founding some hope ? are you not founding any hope ? upon this project. I am founding no hope upon this project. hope. ^ project. I NOT A SINGLE ONE. • a handkerchief, a glove. are you finding a handkerchief? I am not finding a single handker- chief KOT A SINGLE ONE. I am not finding a single glove, are you not finding a single glove ? NEITEIER, NOT. . . EITHER. WHATEVER. a [silk] handkerchief. any handkerchief whatever. high. low. Upper Canada. Lower Canada. are you traveling also ? I am not traveling either. by railroad. a-foot. on horseback. in a carriage. on a bridge. are you swallowing ? I am swallowing. this glass of water. all at once, at one draught. New York. commandez-vous quel que Vaisstati dans le port de New York ? commandez-vous un vaisseau ? NE. . . AUCUN. (Obs. 2.) je ne commande aucun vaisseau. NE. . . NUL. . . (Obs. 2.) fondez-vous quelque espoir ? ne fondez-vous nul espoir ? sur ce projet. je ne fonde nul espoir sur ce pro- jet. espoir. projet. NE. . . PAS UN. (Obs. 2.) un mouchoir. un gant trouvez'Un un mouchoir ? je ne trouve pas un mouchoir. NE. . . PAS jm SEUL, (Obs. 2.) je ne trouve pas un seul gant. ne trouvez-vous pas un seul gant ? non plus. (Adv.) QUELCONQUE. (ludet. Pron.) un foulard. un foulard quelconque. haut. (Adj.) (Adj.) le Haut^Canada. le Bas-Canada. vo3^agez-vous aussi ? je ne voyage pas non plus. en chemin de fer. a pied, a tjheval. en voiture. sur un pont. avalez-vous ? j'avale. ce verre d'eau, d'un traits THIRTEENTH LESSON. 89 TWELFTH EXERCISE OF THE FIRST COURSE. 1. xire you looking for my handkerchief in your hat? — What handkerchief, Sir ? — I am finding neither the large handkerchief nor the small one. — Are you not finding it ? 2. Are you travel- ing in Lower Canada by railroad? — No, Sir, I am traveling by steamboat. 3. How are you traveling in Upper Canada ? — I am traveling on horseback. 4. Are you studying Spanish ? — No, Sir, I am not studying it. OBSERVATIONS. 1. We have seen, in former Lessons, Le^ V used for the Article The. The same word now appears in a new capacity, that of a Pronoun, in which it answers to It in English. It is then placed immediately before the Verb and not after it, as in English. No other word, not even the negative ne^ is suffered to come between it and the Verb. 2. The same rule is applicable to these Pronouns as to Ne^ n\..;pas^ as to the respective place of Tie and pas, (L. 4, Obs. 2.) THIRTEENTH LESSON OF THE FIRST COURSE. PKONOTJNS, ETC. THERE IS. plaster. my plaster punchinello. here it is. there it is. EVERYTHING, ALL. you are breaking everj^thing. I am breaking everything. ALL THAT, EVERYTHING THAT. you are placing. I am placing, before me. behind you. very far. heavy. Durden, load. voiU. (Obs. 1.) platre. mon polichinelle de platre. le voici. le voila. TOUT. vous brisez tout, je brise tout. TOUT CE QUE. vous plaeez. je place, devant moi. derriere vous. loin. i tres loin. •< bien loin. ( fort loin, lourd. fardeau. (Obs. 2.) (Obs. 2.) (Obs. 3.) 90 FIRST COURSE. you are carrying a heavy load. I am bearing it. are you carrying it very far ? VraAT IS THAT FOR? HOW IS THAT? AS A GENERAL THING, IN GENERAL, GENERALLY. you are smoking. I am smoking. IS IT NOT? AM I NOT? ARE YOU NOT? etc, who is going ? at the gentleman's house. ISTapoleon. SUCH, SUCH A ONE, SO-AND-SO. who is going to So-and-so's place ? at or to Mr. So-and-so's place. who is limping ? like Mr. So-and-so. Master, Mr. the second. BEFORE. AFTER. figure. what figure are you placing? after the second figure, before the second figure. ONLY, NOTHING BUT. are you snuffing nothing but. . . ? I am snuffing nothing but . . . are you jumping only. . . I I am jumping only. . . are you joking only. . . ? I am joking only. . . vous portez un lourd fardeau. je le porte. le portez-vous bien loin I pourquol cela ? comment cela ? en general. vous fumez. je fume. n'est-ce pas! qui va ? (Obs. 4) chez monsieur. Napoleon. , TEL, UN TEL. qui va chez un tel ? chez monsieur un tel. qui boitei comme monsieur un teL monsieur. le second, le d^.uxi^m«. avant. (Prep.; apres. (Prep.) chiffre. quel chiffre placez-vous? apres le deuxieme chiffre. avant le second chiffre. ne (before) que (after the Verb). ne prisez-vous que . . . ? je ne prise que. . . ne sautez-vous que . . . ? je ne saute que. . . ne plaisantez-vous que . . . ? je ne plaisante que. . . THIRTEENTH EXERCISE OP THE FIRST COURSE. 1. What are you placing the plaster punchinello behind me for? ^I am not placing it behind you. 2. Are you carrying that heavy load very far ? — I am carrying it very far. 3. Here is my plaster punchinello.— Where ?--Here it is. 4. Where are you FOURTEENTH LESSON. 91 placing yours ? — I am placing it here. 5. You are smoking too much ? — I am smoking too much. 6. How is that ? 7. What is that for ? OBSEEVATIONS. 1. These two words are frequently used in French, both in the famihar and in the elevated style. They are formed from Foi{s), See, and the Ad- verbs, with which we are already familiar, La, There, and CI, Here. The Pronouns which usually go before the Verb precede Void, Voila, like- wise ; as, Ze void, See it here ; meaning Here it is ; Ze ^voila, There it is. 2. Tout, not followed by a Substantive with which it is connected, means EvERTTHiNa, All (that we possess, that we have). 3. All the different Parts of Speech have now been introduced, except the Participle, which is reckoned a Part of Speech by itself by some Gram- marians, and, by others, a part of the Verb. It will be introduced and ex- plained at the proper time. Those with which the Pupil is now familiar are the Article, the Noun or Substantive, the Adjective, the Verb, the Pro- noun, the Adverb, the Preposition, the Conjunction, and the Interjec- tion. The Pupil is supposed now to be able to distinguish all these Parts of Speech by the help of their meaning alone. The abbreviations designating, and attached to, the Prepositions, Adverbs, Conjunctions, Interjections, and Adjectives, when first introduced, will therefore be dropped after this Lesson. 4. Va is the Third Person Singular of Aller, To go, from which Irregular Verb we have already had the two parts Vais and Allez. " The Third Per- son" will be fully explained in the Second Course, where it is generally in- troduced. > • • FOURTEENTH LESSON OF THE FIRST COURSE. IXriNITIVE MODE. SAUTER. (Obs. 1.) plaisanter. priser. pour. . . (Obs. 2.) ne plaisantez-voTis que. . . pour plaisanter. pour priser. pour sauter. qfi7i de. (Iii^-) afin de laver. afin d'enseigner. JU3IPING, TO BE JU:MPING. joking, to be joking, snuffing, to be snuffing. IX ORDER TO, FOR. . . are you joking only. . . in order to be joking, in order to be snuffing, in order to be jumping. FOR THE PURPOSE OF. for the purpose of washing, for the purpose of teaching. 92 FIRST COURSE. in order to be washing it. in order to be teaching it. for the purpose of washing it. for the purpose of teaching it. for looking at me. for looking at you. for the purpose of looking at me. for the purpose of looking at you. AVITHOUT. . , without dancing, without jumping, without limping, without crying. VERY SOON. DIRECTLY. BIMEDIATELY, FORTHWITH. pour le laver. pour I'enseigner. afin de le laver. afin de I'enseigner. pour me regarder. pour vous regarder. afin de me regarder. afin de vous regarder. sans. . . sans danser. sans sauter. sans boiter. « sans pleurer. hienfot. de suite. tout de suite. (Inf.) FOURTEENTH EXERCISE OF THE FIRST COURSE. 1. You are studying German in order to be teaching it, are you not ? — I am studying Spanish also in order to be teaching it. 2. Are you jumping only in order to be jumping ? — I am jumping only for the purpose of jumping. 8. Are you walking without limping? — I am walking without limping at all. 4. You are always crying when you are playing, are you not? — I am not crying because I am playing so. 5. Are you going there only for the purpose of looking at me? — I am going there only for the purpose of looking at you. 6. Are you gilding the frame without washing it at all ? — I am gilding it without washing it. OBSERVATIONS. 1. "We have heretofore exhibited only two Forms of the Verbs : the First Person Singular, and the Second Person Plural of the Indicative Mode. These are not, however, the only Forms the French Verbs assume. The Learner is now introduced to quite another modification of them. We have hitherto seen the terminations e and ez added to the root of the Verb, thus, plaisant-i:, plaisant-BZ. We now have the termination er, making plaisant-EiR (generally pronounced the same as plaisantez). The first two belong to the Indicative Mode, this last is the Infinitive Mode. The Indicative Mode has been explained. (L. 5, Obs. 3.) The Infinitive is merely the name of an action, and does not affirm that the action takes place or docs not take place. It has, therefore, almost as much the character of a Noun as of a Verb. In English, the Verb in the riFTEENTH LESSON. 93 Infinitive Mode is generally accompanied by the Preposition to^ as To love^ To read, etc. In French, this is not necessary, although the Prepositions a, de, and others, go before it in certain situations. It is frequently ren- dered by the English form in ing, which is not called an Infinitive. See the following Observation. 2. Some Prepositions and Conjunctions govern the Verb in the Infini- nitive. Such are Four, afin de, and others. These words, in such instances, will be followed by this abbreviation : (Inf.) FIFTEENTH LESSON OF THE FIRST COURSE. rr TO Tou. IT TO ME. are you giving me, to me ? I am giving you, to you. this inkstand, are you giving rr to me ? I am giving it to you. for nothing. are you addressing this bundle to me? are you addressing rr to me ? I am addressing it to you. drying, to be drying, are you drying ? I am drying. repeating, to be repeating. are you repeating ? I am repeating. ^ are you repeating this' piece ? 4 the long. . . I y speech. * I am repeating it. « TO-DAY. ^ TO-MORPwOW. \ instead of. are you crying instead of hoping ? hoping, to be hoping. FOR fear of . . , for fear of pronouncing, for fear of pronouncing it. VERBS IN e,„ er, vous LE, vous l' ME LE, ME l' me donnez-vous ? je vous doime. cet encrier. m^k donnez-vous? "f^vous le donne. (Obs. 1.) pblir rien. m'adressez-vous ce paquet ? ' Tstie Z'a?ressez-vous ? ^Me^ows ^'adresse. (Obs. 1.) secher. ""^SCbez-vous ? je seche. (Obs. 2.) repeter. repetez-vous ? ge repete. (Obs. 2.) repetez-vous ce morceau ? le long. . . discours. je le repete. aujourdliui, demain. au lieu de, d * (Ii^f-) pleurez-vous au lieu d'esperer ? esperer. de peur de, d^ (I^^O de peur de prononcer. de peur de le prononcer. 94 FIRST COURSE. for the purpose of amusing me. for the purpose of helping me. are you quitting this apartment ? to let it to me. instead of letting it to me. I am quitting it. for fear of letting it to you. for the purpose of letting it to you. without bowing to me. without bowing to you. without mending it for without mending it for coat. opera. bundle. TRULY INDEED. f£i me. you. pour m amuser. pour m'aider. quittez-YOus cet appartement? pour me le louer. au lieu de me le louer. je le quitte. de peur de vous le louer. afin de vous le louer. sans me saluer. sans vous saluer. sans me le raccommoder. sans vous le raccommoder. habit, opera, paquet. vraiment. FIFTEENTH EXERCISE OP THE FIRST COURSE. 1. Are you working only foMhe purpose of helping me ? — I am working only for the purpose of helping you. 2. Are you work- ing for me also? — I am working- for you also. 3. Nobody is pass- ing without bowing to me, truly. 4. Who Is tearing my coat without mending it for me ? 5. Are you studying very often this fine piece of opera ? — I am studying it often. OBSERVATIONS. 1. The hteral translation of tlie phrase Me le donnez-vom ? is Me it givinq ABE YOU ; meaning Are you giving it to me ? 2. Verbs the Infinitive of which ends in e.,, er^ that is to say, in i separated from the termination by a Consonant, as, for example, Saw7' ceci; the Imperfect coming first and the Conditional last. Although the Conditional is almost always accompanied by the Imper- fect, the Imperfect Tense may stand, and does often stand, alone ; because its meaoing does not depend, like that of the Conditional, upon some con- tingent action, event or circumstance, having to be contemporaneously expressed. The Imperfect is formed from the Present Participle, which will be given here in anticipation of its formal introduction in the Lessons. It is one of the primitive forms of the Verb from which several Persons and Tenses of the French Verb are derived. It is always known by its ter- mination in a?it, just as the Present Participle, in English, is by the ter- mination i?igf : thus, Donn-A^T, Giving ; Mudi-A2\T, Studying. Ant is changed into ais^ for the Pirst Person Singular, and ieZj for the Second Person Plural, of the Imperfect (Indicative) : thus, JJonn-A^T^ Giving ; Je donn-MB^ I was <}i\'ing ; Vous donn-iJS^L^ You were giving^. TWENTY-THIRD LESSON IMPEKFECT you were sweeping. 1 was sweeping. in my turn, ir. your turn. were you wiping offf I was wiping off. the blood, the nose. were you employing ? I was employing, this means. were you sending ? ^ I was sending. that of which, the one of which, the one of whom . . . the one of which, of whom you were speaking, that of which I was speaking, were you employing the one of which, of whom you wxre speaking ? I was employing the one of which, of whom I was speak- OF THE rmST COURSE. (continued.) vous balayiez. je balayais. a mon tour, a votre tour, essuyiez-Yous ? j'essuyais. le sang, le nez. employ iez- vous % j 'employ ais. ce moyen. envoyiez-vous % j 'envoy ais. CELUI DONT celui dont vous parliez. (Obs. L) (Obs. 1.) (Obs. L) (Obs. 2.) celui dont je parlais. emplo34ez-vous celui dont vous parliez? j'emplo^-ais celui dont je parlais. 108 FIRST COURSE. THAT OF WHICH. .. that of which you were speaking, that of which I was speaking. were you repeating ? I was repeating. were you repeating that which you were speaking of? BY HEABT. were you buying ? I was buying. BY DINT OF. oy dint of labor. by dint of working, by dint of repeating. by dint of working at that, by dint of working at it. by dint of repeating that by heart, by dint of repeating it hj heart. were you calling ? I was calling. name, surname, first name. were you throwing ^ I was throwing. were you eating ? I was eating. were you placing I I was placing. CE DONT. , . (Obs. 3.) ce dont vous parliez. ce dont je parlais. repetiez-vous ? je repetais. repetiez-vous cg dont vous parliez ? alors, d'abord, par cceur, achetiez-vous? j'achetais. d force de. (I^^-) a force de travail. a force de travailler. a force de repeter. a force de travailler a cela. a force d'y travailler. a force de repeter cela par coeur, a force de le repeter par coeur, appeliez-vous2 j'appelais. nom. prenom. , jetiez-vous t je jetais. mangiez-vous ? je mangeais. placiez-vous ? je plagais. (Ob&. 4.) (Obs. 5.) TWENTY-THIRD EXERCISE OF THE FIRST COURSE. 1. Would yo» be repeating this exercise if I were not repeating it ? — I should not be repeating it if you were not repeating it 2. Would you be repeating it by heart? — I should be repeat- ing it by heart, if I were repeating it at all. 8. Were you calling this gentleman by his first name ? — I beg yo«r pardon, I was call- ing that young gentleman by his surname. 4. Are you using the means of which you were speaking at first ? — I am not using the means I was speaking of at first. 5. Were you wiping ofi" your coat I — Noy Sir, I was not wiping it offl TWENTY-FOURTH LESSON, 109 OBSERVATIONS. 1. Verbs in ...3/^ take an i in the Imperfect, in the Second Person Plu- ral, although preceded by a y. 2. Celui and JDont may relate to an Antecedent either of persons or things. 8. This expression. That of which, Ce dont, relates to things only. 4. Verbs having their Infinitive in ,..ger take an e after the g, to pre- serve its soft Sound, like that ofj (zh), in such Tenses and Persons as have their termination beginning in a or ; thus, Je mang{e)ais would make without the insertion of the «, Je mang-Aia, which would change the pri- mitive Sound of the gr in the Infinitive into that of g in the English word Gait. 5. Verbs in ...cer, under the same circumstances as those mentioned above for Verbs in ...ger (Obs. 4), take a cedilla (a c with a little mark un- der it, thus, p), to preserve its sound of s throughout. TWENTY-FOURTH LESSON OF THE FIRST COURSE. THE GERUND. ON, UPON, IN, BY, WHEN, WTrrr«ST EN ECOUTANT. (Obs. 1.] LISTENING TO. whilst repeating, whilst working, whilst buying, whilst thinking, whilst going, whilst passing. en repetant. en travaillant. en achetant. en pensant. en allant. en passant. whilst listening to that, whilst listening to it. en ecoutant cela. en I'ecoutant. whilst working at that, whilst working at it en travaillant a cela. en y travaillant. whilst going to your place. en allant chez vons. LOUD. toict hard. LOW. tout has. whilst repeating that loud, whilst repeating it low. en repetant cela tout haut. en le repetant tout bas. CERTAINLY. certainement. WITHOUT MISTAKE, WITHOUT FAIL sans faute. were you going there ? whilst going to your father's, certainly I was going thither, were you going thither ? alliez-vous la ? en allant chez votre p^re. certainement j'y allais. y alliez-vous ? THERE, THITHER. Y. (Obs. 2.) 110 when arriving, were you arriving ? [ was arriving. wonld you be arriving ? I should be arriving. will you be arriving ? I shall be arriving. to be arriving. ' you are arriving, am I arriving ? from Vienna. from Constantinople. from Mexico. are you arriving thence, there ? I am arriving thence, from there. THENCE, FROM THERE. EN. (Obs. 3.) TWENTY-FOURTH EXERCISE OF THE FIRST COURSE. 1. You are still crying while looking at me, my dear boy. — I beg your pardon, Sir, I am not crying any more. 2. Are you repeating this without mistake ? — I am repeating it with- out mistake. 3. How much shall I be earning whilst working for you ? — You will be earning so much. 4. Paul, you are speaking low. — Am I speaking low ? 5. How much Indian corn will you be buying on arriving in New York? — I shall not be buying anything on arriving at New York. 6. Why are you limping while walking ? — Am I, indeed, limping while walking ? 7. You are tearing my cloth in ironing it. — No, no, I beg your pardon. FIRST COURSE. en arrivant. ' arriviez-vous ? j 'arrivals. arriveriez-vous ? j'arriverais. arriverez-vous I j'arriverai. arriver. vous arrivez. est-ce que j 'arrive ? de Vieijie. de Constantinople. de Mexico. from en arrivez- vous ? there. j'en arrive. EN. OBSEEVATIONS. 1 . ^i^ is the only Preposition which never governs the Infinitive, and the only one which governs the Participle Present, called, when so governed, a Gerund. It answers, under different circumstances, when joined to tho Participle, to In, On, Upon, By, When, Whilst, etc. 2. The Pronoun F, as we have before seen, stands for To it, To this, or To THAT, referring to some thing already mentioned. The Adverb F stands for the name oivi place already mentioned, and is a substitute for To that PLACE or In that place, 3. The Adverb En means from this place or that place, already mentioned. TWENTY-FIFTH LESSON. Ill TWENTY-FIFTH LESSON OF THE FIRST COURSE. THE HABITUAL FORII OF THE VERB. do you go, are you going, to my house directly? do you go, are you going, thither directly ? I go, I do go, I am going, thither without waiting. do you send somebody to my house ? certainly, I send somebody to your house. I do not send anybody to your house. an ink-horn. did you ask for, were you asking for, the ink-horn ? ye?. Sir, I asked, I did ask, I was asking for it did you not ask for it ? I did not ask for it. you asked for it YES. to speak. I shall speak, you will speak. I should speak, you would speak. I spoke, you spoke. I speak, you speak. ALTOGETHER. did you place this upon the table ? I placed that upon the table. to prefer. do you not prefer my gun to yours ? I do not prefer it, certainly. yes, you do prefer it. to love. don't you love me any more, then, Francis ? Francis. allez-vous chez moi de suite ? y allez-vous de suite ? j'y vais sans tarder. (Obs. 1-) envoyez-vous quelqu'un chez moi ? j'envoie quelqu'un chez vous, en efFet. je n'envoie personne chez vous. un ecritoire. demandiez-vous I'ecritoire ? oui, monsieur, je le demandais. ne le demandiez-vous pas ? je ne le demandais pas. vous le demandiez. si fait (Obs. 2.) parler. je parlerai. vous parlerez. je parlerais. vous parleriez. je parlais. vous parliez. je parle. vous parlez. (Obs. 1.) tout d fait. placiez-vous ceci sur la table ? je pla^ais cela sur la table. preferer. ne prefer ez- vous pas mon fusil au votre ? je ne le prefere pas, certainement. si fait, vous le preferez. aimer. ne m'aime^-vous done plus, Fran- gois? Francois. 112 FIRST COURSE. TWENTY-FIFTH EXERCISE OF THE FIRST COURSE. 1. Do you repeat your exercise by heart ? — I repeat it by heart 2. Do you go to your father's house to-night? — Yes, Sir, I am going thither to-night 8. Will you wipe off the ink-horn ? — I shall wipe off the ink-horn. 4. Did you earn your money by dint of working ? — I earned it only by dint of working. OBSERVATIONS. 1. Nothing could be more unlooked for than the way in which the French Verb has been rendered, in English, previous to the preceding Lesson. To translate J^etudie by I am studying, has an air of strangeness which nothing, but the degree of repetition we have given to this usage, could entirely remove. Now, however, that the Student is presumed to bo entirely familiar with this difference of idiom between the two Languages, we can, with safety, introduce him to the more usual sense of the French Verb, rendered by the common form of the English Verb, which both seemingly and really corresponds to it : thus, J''efudiej I study, or I do * STUDY, instead of I am studying. I AM STUDYING, and this form of the Verb, in English, generally, means that the action is, was, or will be, actually progressing at the point of time referred to; in other words, instead of indicating an action as falling withm the gvven poetxon of Time (Past, Present, or Future), it indicates an action within the continuity of tvhich the point of time in question fails. It may be called the Present or Past or Future Tense Actual^ or the Actu- alizing Form of the Verb. I study states a fact, generally, but not neces- sarily implying the Actual Present progression of the action. It may, and often does, denote merely a habit or usage of studying^ and so of other actions. This may be called, therefore, the Habitual Form of the Verb. I DO STUDY is Intensive^ or affirms with more energy than I study, although in negative and interrogative positions it has no such force ; as, I do not STUDY, Do you not STUDY ? ctc, whcTC it is merely euphonic. The French Language is destitute of these nice distinctions. It seldom marks the actual progression of an action by a distinct form of expression, although, when deemed requisite, it can do so by Je suis a etudier, I am STUDYING (literally, I am at studying), which will be introduced in the Les- sons later. Generally, however, the simple form J''etudiey is used indiffer- ently, whether the meaning is I am studying, I study, or I do study. The exclusive use of the Actualizing Form of the English Verb will now be discarded, and the other Forms freely used in the remaining portion of the Book. 2. When the Verb is used negatively, this Adverb is sometimes used instead of Oidj Yes. It implies not merely an affirmative, but a sort of contradiction as well. TWENTY-SIXTH LESSON. 113 TWENTY-SIXTH LESSON OP THE FIRST COURSE. THE PKESENT OF THE SUBJUNCTIVE MODE. . . . QUE VOUS PARLIEZ. . . . THAT YOU SPEAK, THAT YOU SHOULD SPEAK, THAT YOJT MAY-f SPEAK (or be speaking). "^ ' . . . THAT I SPEAK, ETC. I desire that you speak (should \ speak). ^' ( I desire thai^ou should speak. C I desire that you may^P-e^. ) do you desire that I speak (sET speak, may speak) ? . . .that you shoul^iove. ^ . . . that I shou^^oveT^ / . . .that you^ould love . . . that I should love you. do you desire that I love you, should love, may love yoxi> "^^eiliiat you should love me *^ . . 9UE je parle. (Obs. 1.) (Obs. 1.) je d^ir^ gu^vous parliez, ^esirez-vous qtie je parle i . . .que voWaimiez, . . .que j'aiig.e. . . . que VOUS m'aimiez. . . .que je vous aime. desirez-vous que je vous aime? est-ce que je desire que vous m'aimiez ? prefer ez- vous que je parle fran- §ais ? prefer ez-vous que je vous parle franchement ? do you prefer that I should §peak French? •. ' do you prefer that I should' speak to you frankly ? ,\ ^ y' '' ^y do you wish that I should repeat | aimez-vous que je vous repete le the wo^ to you ? are you asking ? do you ask ? that I should copy. I am asking, I ask, I do ask. that you should copy, that you should copy the fourth exercise. that you should copy it. that you should copy it for me. that I should copy it. that I should copy it for you. mot^ demandez-vous ? que je copie. je demande. que vous copiiez. que vous copiiez le quatri^me exer- cice. que vous le copii^ que vous me le copiiez. ^ que je le copie. que je vous le co^^ TWENTY-SIXTH EXERCISE OP THE FIRST COURSE. 1. Do you desire that I should "work here ? — I do desire that you work here. 2. Do you like that I should [wish me to] dance now ? — I do not like that you should dance now. 3. Do you prefer that I should speak to you seriously ? — I do prefer it. 114 FIRST COURSE. OBSERVATIONS. 1. The Subjunctive Mode names an action, without affirming or deny- ing it, and is, so far, like the Infinitive. It does not, however, merely name the action in a general or unlimited way, like the Infinitive ; but is con- nected with a Subject which is represented by a Noun or Pronoun in the Nominative Case, agreeing with the Verb in the Subjunctive, in the -.same manner as if it were in the Indicative Mode ; thus, in the example. Que je farU^ That I should speak or That I should be speaking, the Je^ I, is Nominative to Farle^ Should speak. The Subjunctive Mode may also take the Negative Form, as Que je Tie jparU jpas^ That I should not speak or Be SPEAKING. [See Treatise on the Modes at the end of this Course.] The Present of the Subjunctive is formed by the Participle Present by changing ant into e for the First Person, and i nto, iez for the Second ; thus, Farl-K^T^ Que je ^arlr-E^ Que wus ^arl-mz. ^^ (Subj.) DWENTY-SEYENTH LESSON OF THE FIRST COURSE '^V THE FEMININE GENDER. .• ** the woman, wife, the girl, daughter, the image, picture, the cane. do you desire that I should bow to ? I desire you to bow to. do you apprehend ? I apprehend. that you should strike the girl. that I may strike the girl. that I break, that you break. OF the. that I may speak of the woman, that you may speak of the image. TO THE. that I give the cane to the girl, that you may give the image to the woman. yes, madam, no, miss. that I may go. that you may go. LA, l' (Obs. 1.) la femme. la fille. rimage, la canne. (Obs. 1.) desirez-vous que je salue ? je desire que vous saluiez. apprehendez-vous ? j'apprehende. que vous frappiez la fille. que je frappe la fille. que je brise. que vous brisiez. DE LA, DE L* (Obs. 2.) que je parle de la femme. que vous parliez de Timage. A LA, A L* (Obs. 2.) que je donne la canne a la fille. que vous donniez I'image a la femme. oui, madame. non, mademoiselle. que j'aille. que vous alliez. TWENTY-SEVENTH LESSON. 115 do you desire me to go some- where ? I desire you to go nowhere, not to go anywhere. that I may buy. that you may buy. the card. desirez-vous que j'aille quelque part? je desire que vous n'alliez nulla part. que j'achete. que Yous achetiez. la carte. that you may buy it. that I may buy it. that you may tear it. that I may tear it. IT TO YOU. IT TO ME. that you may give it to me. that I may gi^e it to you. that I may buy it for you. that you may buy it for me. the sum of money. that you may pay. that I may pay. the stain of blood. that you wipe off. that I wipe off. the ink. that you employ, that I employ. (Pronoun.) que vous I'achetiez. que je I'achete. que vous la dechiriez. i que je la dechire. vous LA, vous L* ME LA, ME l' que vous me la donniez. que je vous la donne. que je vous I'achete. que vous me I'achetiez. la somme d'argent. que vous payiez. que je paie. la tache de sang. que vous essuyiez. que j'essuie. I'encre. que vous employiez. que j'emploie. (Obs. 3.) (Obs. 4.) ^ TWENTY-SEVENTH EXERCISE OF THE FIRST COURSE. 1. Do you desire that I should pay the sum of money now ? — I desire that you pay it directly. 2. Do you apprehend that I may wipe off the stain of blood with my handkerchief? — I do appre- hend that you may wipe it off with your handkerchief. 3. Do you prefer that I should send the picture ? — I prefer that you should send it. 4. Where? to my house? — Oh! to your house, indeed! OBSERVATIONS. 1. The Article must agree in gender with the Noun it precedes ; La is the reminine of Z^. V is put before the Noun or Adjective beginning with a Vowel or inefficient ^, in either case, that is, whether the Noun is Masculine or Feminine. 116 FIRST COURSE. By Gonder is meant, in English Grammar, the distinction between the two Sexes, or, else, the want of Sex. Male animals are called Masculine, or said to belong to the MascuUne Gender, and Female animals to tne Femi- nine Gender, while all objects without Sex are of the Neuter Gender, which means " of neither Gender.'* All Nouns, in French, are, on the contrary, either Masculine or Femi- nine. AVhen the objects have no sex, so that, in English, we should call them Neuter, this assigning of them to one of the other Genders must seem strange to the Pupil. It really means nothing more than that some such Nouns take the Article Ze, like Masculine names, and others the Article Za, like Feminine Nouns, The Pupil must, therefore, learn each Noun with Its pi*oper Article accompanying it, Canne^ A cane, for example, is called Feminine, and must be learned as La canne^ etc. 2. There is no contraction for the Feminine of these Articles as there IS for the Masculine : du^ au make dela^hla, in the Feminine. 3. The Pronoun Le follows the same variation of Form and rules of Agreement as its prototype, the Article Le, It becomes La when it re- fers to a Feminine Noun, 4. The literal translation of Vous la, Me la, etc., is You it, Me it, etc. TWENTY-EIGHTH LESSON OF THE FEMININE (CONTINUED.) IN ORDER THAT. afiu qUC, do you pass me this linen ? in order that I may wash, in order that I wash it. in order that I wash it for you. in order that you wash. ^ in order that you wash it. in order that you wash it for me. linen. FIRST COURSE. (Obs. 1.) me passez-vous ce linge I afin que je lave, afin que je le lave, afin que je vous le lave. afin que vous laviez. afin que vous le laviez. afin que vous me le laviez. linge. my ink. ray cousm. my pen. (Obs. 2.) (Obs! 2.) WHAT. what ink do you use ? for marking, your shirt mon encre. MA. ma cousine. ma plume. QUELLE. (Obs. 8.) quelle encre employez-vous f pour marquer. votre chemise. TWENTy-EIGnTH LESSON. 117 fine. I use the fine ink wMch you use. how do you like my new compo- sition? I like it very much, composition. MINE. do you like mine as much as yours? do you require ? I do require. that you should take care of. that I should take care of. this old. invalid. THIS. old. this old woman. old, ancient, former. female companion. neighbor. my old companion. the key. iron. big. the big iron ke^ are you looking after ? I am looking after. false. I am looking after the false key. California. are you going to California ? the broomstick of the old woman, the pen of my old companion. the watch of the tailor's wife. belle. (Obs. 3.) j'emploie la Delle encre que vous employez. VOUS-MEME. MOI-MEME. nouvelle. (Obs. 3.) comment trouvez-vous ma nouvelle composition ? je I'aime beaucoup. composition. LA voTRE. (Obs. 3.) LA MIENNE. (Obs. 3.) aimez-vous la mienne autant que la votre ? exigez-vous ? (Subj.) j'exige. que vous soigniez. que je soigne. ce vieiL (Obs. 3.) invalide. CETTE. (Obs. 3.) vieille. (Obs. 3.) cette vieille femme. ancienne. (Obs. 3.) compagne. voisine. mon ancienne compagne. (Obs. 3.) la cle. fer. grosse. la grosse cle de fer. cherchez-vous ? je cherche. fausse. (Obs. 3.) je cherche la fausse cle. la Californie. allez-vous en Californie ? le manche a balai de la vieille femme. la plume de mon ancienne com- pagne. la montre de la femme du tailleur. 118 FIRST COURSE. THAT OF, THE ONE OF. that of the joiner's wife, joiner. seamstress. washerwoman. New Orleans. good. the good mother, mother. CELLE DE. (Obs. 3 ) celle de la femme du menuisier. menuisier. couturiere. blanchisseuse. la Nouvelle-Orleans. bonne. (Obs. 3.) la bonne mere, mere. TWENTY-EIGHTH EXERCISE OF THE FIRST COURSE. 1. Do you require that I should take care of this old invalid ? — I do not require that you should take care of this old invalid. 2. Do you give me the old woman's broomstick ? — Yes, miss. 3. Do you give it to me in order that I should break it ? — I do not give it to you in order that you should break it. 4. How do you like this new composition ? — How do you like it ? 5. Are you looking after the pen of your former companion ? — Yes, madam, I am look- ing after it. 6. Do you love your good mother ? — I love my good mother. OBSERVATIONS. 1. Conjunctions and other words governing the Subjunctive will be henceforth followed by the abbreviated word : (Subj.) 2. Mon is placed before a Feminine Noun beginning witli-« Vowel, to avoid the hiatus ; Ma^ before Feminine Nouns beginning with a Consonant. 8. In French, the Adjective and Adjective Pronoun, as well as the Article, change their Form when the Noun is Feminine, and are said, for that reason, to agree with the Noun in Gender. Attend especially to this. The facts relating to the formation of the Feminine of Adjectives and Adjective Pronouns, as shown in this Lesson, may be divided into three Classes : I. Those whose Masculine Form ends in en^ el^ eil^ oriy etj form the Fe- minine by doubling the Consonant, adding e ; thus, Quel^ Quelle, etc. II. Those ending in e do not change at all in the Feminine : thus, Voire, La wire, etc., remain the same. These two rules apply to Adjectives generally. III. In the third place. Faux and Gros make Fausse and Grosse, and Celui makes Celle, These are individual exceptions not coming under the general rules. TWENTY-NINTH LESSON, 119 LES (plural of le). (Obs. 1.) beaux. (Obs. 2.) chale, cbales. (Obs. 1.) regrettez-vous ? je regrette. que V0U3 portiez de cacheniire. Les beaux cbales tons les jours, tous les soirs. MES. les jeunes gens, les braves gens. les honnetes gens. messieurs. (Obs. 3.) TJNE. (Obs. 4.) dame. TWENTY-NINTH LESSON OF THE FIRST COURSE. THE PLURAL MASCULINE. THE. fine. shawl, shawls. do you regret ? I do regret. that you should wear the fine cashmere shawls. every day. every evening, every night. the young men. the honest folks. the well-behaved, the honorable folks. gentlemen. A, AX. lady. miss. are you going to church with a lady? new. books. are you keeping the new books ? I am keeping all the new books. ALL THE, EVESY. were you breaking ? the big. pieces of wood. I was breaking. I'HESE, THOSE. these big pieces of wood. of what big pieces of wood are you speaking ? WHAT. the third time. time. the fourth time, the fifth time. how many times ? demoiselle. allez-vous a I'eglise avec une dame ? nouveaux. (Obs. 2.) livres. gardez-vous les nouveaux livres ? je garde tous les nouveaux livres. TOUs LES. ' (Obs. 6.) cassiez-vous ? les gros. (Obs. 6.) morceaux de bois. je cassais. CE9. (Phiral of ce.) ces gros morceaux de bois. de quels gros morceaux de bois parlez-vous ? QUELS. (Plural of quel.) la troisieme fois. fois. la quatrieme fois. la cinquieme fois. combien de fois ? 120 FIRST COURSE. will you go to your uncle's ? for the fourth time. A GREAT DEAL OF. . . A LITTLE OF. . . patience, charity. to show. will you show a great deal of patience ? in this affair. afifair. irez-vous chez votre oncle f pour la quatrieme fois. heaucowp c?e. . . feu de, . . patience, charite. montrer. montrerez-vous beaucoup de pa- tience ? dans cette affaire. affaire. TWENTY-NINTH EXERCISE OF THE FIRST COURSE. 1. You show little patience in this affair. — I show, I think, a great deal of charity in this affair. 2. How many times do you clean the table ?— I clean it to-day for the third time. 8. Do you go somewhere every night? — I go somewhere every night. 4. I do regret that you should wear these fine cashmere shawls every day. — I beg your pardon, Ido not wear these fine cashmere shawls every day. 5. Do you like these honest folks ? — I do like these honest folks very much. 6. Good night, gentlemen. — Good night. Sir. — Thank you. OBSERVATIONS. 1. The Article is again changed to Zes, when the Noun is Plural, still meaning the same thing, The. Adjectives and Adjective Pronouns also change when the Noun to which they belong is Plural. Hence, all these Parts of Speech are said to agree with the Noun in Number, as we have seen they do in Gender. Such changes do not occur for the sake of Agree- ment in English, but in both Languages the Noun itself undergoes a change, or receives an ^addition, when it is Plural, that Ts, when it means more than one object, (generally the addition of 5, as Chale^ Shawl; C/idleSj Shawls.) This kind of difference between One and Many^ in the signification of words, is called, in Grammar, Number, and the Article or Adjective is said, therefore, to agree with the Noun in Gender and Number. The general rule for forming the Plural in all this kind of words, in French, is to add an s to the Singular, and, if the Adjective or Adjective Pronoun has already undergone a change on account of Gender, then an s is added to the Feminine Form, to make the Plural of that Form; thuy, Quel^ THIRTIETH LESSON. 121 quelle; qu-els, quelle^. There are some exceptions to this rule which occur in this Lessoa and afterwards. 2. Nouns and Adjectives ending in eau form their Phiral by adding an X to the Singular : thus, Beau^ heaux^ etc. 3. The word Monsieui^^ is composed of two words, Mon-sieu7\ My sir. In the Plural, hoth words are changed, making Messieurs^ that is. Messieurs, My sirs, 4. The word ZT'^, meaning either A, an or One, makes TT'ne for the Fenai- nine. 5. Tout makes Tons in the Plural. 6. Nouns and Adjectives ending in 5 do not undergo any change in the Plural, THIRTIETH LESSON OF THE FIRST COURSE. THE FEMININE PLURAL. LES. THEJf. are you wishing ? that I may bring. I wish, that you may bring big. WHAT. the fine, flower, flowers. what flowers do you bring me ? what flowers ? I bring you mine. YOLTIS. MINE. department. in what department do you live ? in the department OF THE, of the Lower Pyrenees, thank you, ladies, thank you, misses. 1 beg your pardon. I thank you. 6 (Obs, 1.) souhaitez-vous ? ♦ (Subj.) que j'apporte. • je souhaite. que vous apportiez. grosses. . (Femin. PI. oi grosse,) QUELLE, QUELLES, . les belles. . -- fleur, fleurs. ' quelles fleurs m'apportez-vous ? quelles fleurs ? je vous apporte les miennes. LES VOTRES. ^ LES MIENNES. , (Fcm. PI. of MIENNE.) departement. . dans quel departement demeurez- vous? dans le departement. DE3. ^ (PI. of DU, DE LA.) des Basses-Pyrenees. > (Obs. 2. ) merci, mesdames. - merci, mesdemoiselles. je vous demande pardon, je vous remercie.^ 122 FIRST COUKSEr TO THE END THAT, THAT, IN ORDER THAT . . . I may inform, you may inform. dear. my dear cousin, the first time, the last time. holiday, vacation. will 3^ou inform the newspaper editor of these facts? I shall inform the editor of them. do you think sometimes of 3^0 ur first vacations ? yes, I think of them sometimes. TO IT, TO THEM. OF IT, OF THEM, the stockings. the tables. the stockings of your cousins. those of my cousins. THOSE. the tables of your seamstresses, those of your seamstresses. THOSE. what . . . for. pour que,.,] (Subj.) j'informe,^ vous informiez, chere. ^ (Obs. 3.) ma chere cousine. . la premiere fois. , la deruiere fois. , vacance. ^ informerez-vous le redacteur^ dti journal de ces faits ? J 'en informerai le redacteur. songez-vous quelquefois a vos pre- mieres vacances ? oui, jy souge quelquefois. Y. < les ba&. A les tables, f les bas de vos cousines. t ceux de vos cousines. , CEux.^ (Masc. PI. of celul) les tables de vos couturieres. / celles de vos couturieres. , CELLES. (Femin. PI. of celle,) pourquoi. THIRTIETH EXERCISE OP THE FIRST COURSE. 1. Where do you buy your seamstresses' tables ? — What do you ask me that for? — I buy them in Syracuse. ^ t?^v-— > ^ ^ those of the washerwoman ? — I buy those 0. New York. 3. Where will you sup to-nigl sin's house. — Indeed ! 4. I beg your pardoi gentlemen. 5. Do you bring me the big OBSERVATIONS. 1. Les before tlio Verb is a Pronoun, meaning Them, Phiral of Ze, It. 2. The Adjective Bas^ Low, makes Basse, in the Feminine. 8. Adjectives in er change er into ere, for the formation of their Fe- minine. THIRTY-FIRST LESSON. 123 THmTY-FIRST LESSON OF THE FIRST COURSE. THE rilPERATIVE. otez-vous ? do you take away, off? I take away. to take away. I shall take away. you will take away. you would take away if . . . I should take away if. . . I was taking away, you were taking away. by taking away. that I may take away, that you may take away. TAKE AWAY. second. second time. sing this piece for the second time. eat cut. do not teach, do not study. go. do not go. jote. oter. j'oterai. vous oterez. vous oteriez si . . j'oterais si. . . j'otais. Yous otiez. en otant. que j'ote. que YOus otiez. ( second, seconds. ( seconde, secondes. seconde fois. chantez ce morceau pour la se- conde fois. mangez. coupez. n'enseignez pas. n'etudiez pas. allez. n'allez pas. (Obs. 1.) (Obs. 2.) THIRTY-FIRST EXERCISE OF THE FIRST COURSE. 1. Buy those good tables. — Will you not buy them? 2. Sing this fine piece a second time, if you please. — Certainly, if you desire it. 3. Why do you regret those ugly playthings ? — I do not re- gret them at all. 4. Listen. — Why do you desire me to listen ? [that I should listen ?] 5. Break that piece of wood, if you please. — Will you not break it for me ? 6. Do not look at that picture. 7. Do not travel a-foot. OBSERVATIONS. 1. The Imperative is the least perfect of the Modes of the Verb. It is made up of fragments of the Indicative and Subjunctive, as to its Form ; and, in meaning, it is a distinct Mode, only by reason of ellipsis, or the omission of something which might have been said to render the same 124 FIRST COURSE. meaning more complete. It expresses Command, Earnest Exhortation, or Desire, in an abrupt, direct way, from which it takes its name Imperative. Chantez cela^ Sma that, is the Imperative way of saying, Je desire que vous ^hantiez ceta, I desire that you should sing that. In which last case the ellipsis is filled and the Verb To sing put in the Subjunctive Mode. The Imperative Mode has no variation of Tense-Form, seeming always to be in the Present Tense, although the action which it commands must take place in the Future. It has no relation whatever to the Past. It has no First Person Singular, as one does not command himself. In the First Person Plural, as others are joined with the speaker, there maybe a species of exhortation addressed to them, so that this Form occurs, as will be shown when we come to introduce that Person and Number. Each part of the Imperative Mode is regularly the same in Form, as the corresponding part of either the Indicative or Subjunctive of the Pre- sent Tense, so that the Pupil has no new Forms, but only a new use of Forms to learn. The Vous of the Second Person Plural is dropped. This Mode is more frequent in French than in English. 2. The general rule for the formation of the Feminine Adjective is the addition of e to the Masculine. THIRTY-SECOND LESSON OF THE FIRST COURSE. THE PERFECT TENSE (wiTH Uve,) FALLEN. fell you ? did you fall ? [have you fallen?] I fell, I did fall. [I hare fallen.] the snare, the ditch. I fell into a ditch. arrived. I arrived. HOW LONG SINCE? did you arrive ? SINCE. two. two days since, two days ago. DID you ARRIVE ? I arrrTed. TOMBE. etes-vous tombe ? (Obs. 1. Sjpeakmg to a man^ and a man replying : je suis tombe. (Obs. 1.) le piege. le fosse, je suis tomb^ dans un fosse. arrive. je suis arrive. depuis quand? etes-vous arrive ? (Obs. 2.) depuis. deux. depuis deux jours. Speaking to a woman, and a wo- inan replying : feTES-VOUS ARRIVEE? je suis arriv^e. . . .ago; there is. . three. minutes. three minutes ago. DID TOU FALL? did you arrive ? DID YOU ARRIVE? did you fall ? THIRTY-SECOND LESSON. 125 il y «. . . trois. minutes. il y a trois minutes. Speahmg to more men than one : ETES-VOrS TOMBES ? etes-Yous arrives ? (Obs. 3.) Sjpeaking to more women tlian one : ETES-VOUS ARRIVEESf^ etes-vous tombees ? THIRTY-SECOND EXERCISE OF THE FIRST COURSE. 1. Where did you fall ?— I fell in the ditch. 2. How long since did you arrive ? — I arrived two days since. 3. Use this fine ink, if you please, miss. 4. Did you fall into this snare ? — I fell into that snare. 5. How long since did you arrive from Boston, ladies ? — I arrived two minutes ago. — And you, madam, how long since did you arrive ? OBSEKVATIONS. 1. This 13 a very important Lesson to be attended to by the Student of French, as it exhibits some striking features of the Language. It will be seen that, in the formation of the Compound or Perfect Tense-Forms of the Verbs contained in this Lesson, there are two great peculiarities. In the first place a different Auxiliary Verb is used to signify Tiave, from the word generally used with that meaning ; thus, Je suis, I have, and Vous etes, You HAVE, — instead of J'ai and Vous avez, which will be regularly introduced hereatler. In the second place, the Perfect Participle changes according to the Sex or Gender, and, again, according to the Number of the Subject spoken of. Thus, Je suis torribe^ I fell, if a man is speaking, and Je suis tonibee^ I fell, if a woman speaks. So, Etes-vous tonibe? Did you fall ? if you speak to one man or boy (or male person), and Etes-mus tomles f Dro TOU FALL ? if you spcak to more than one such person ; and again, Etes-xous tombee ? Did you fall ? if you address one female, and Etes-vous tombees f Dro YOU FALL ? if you address more than one. That is, an e is added to the Participle which enters into the composition of the Tense-Form for the Feminine Gender, and an s for the Plural Number of the Subject spoken of, or, as it is called, the Subject of the Verb, or the Subject of the Sen- tence. This fact is expressed by saying that the Participle of the Com- pound Tense-Fonns agrees with the Subject in Gender and Number. 126 FIRST COURSE. 2. Etes and suis^ before tlie Participle, in a Compound Tense-Form, indicate that the action was performed at a past time. 8. The answers to these questions, in which the Participle terminates in the same manner, cannot be given here, because the French Pronoun for We and the corresponding Form of the Veri have not been introduced. THIRTY-THIRD LESSON OF THE FIRST COURSE. PERFECT TENSE, WITH kre (CONTINUED.) ( entre. entered. J entree, j entres. ( entrees. did you enter ? etes-vous entre ? did I enter ? suis-je entre? did I [have I?] suis-je? at my aunt's. chez ma tante. aunt. tante. niece. niece. at your niece's. chez votre niece. SUCH, MRS. SO-AND-SO. TELLE, UNE TELLE. (Fcmin. of TEL.) at Mrs. So-and-so's. chez une telle. gone. alle, allee; alles, allees. did you go ? I went. etes-vous alle ? je suis alle. what o'clock ? quelle heure ? at what o'clock 1 a quelle heure ? four. quatre. cinq. at four o'clock. a quatre heures. at &ve o'clock. a cinq heures. to have entered. etre entre [ee, es, ees.] for having entered. pour etre entre. Sophia. Mary. Mistress Mary. Sophie. Marie, madame Marie. Miss Sophia. mademoiselle Sophie. shall I have entered ? serai-je entr6 ? you will have entered. vous serez entr^. YESTERDAY. hier. yesterday night, yesterday morning. hier soir. hier matin. THIRTY-THIRD LESSON. I should have entered if. . . you would have entered if. . AXOTHEE TIME, ONCE MORE. you had entered. I had entered. "VTHAT A . . • mass, what a gathering [mass] of men, women, and children I to expose. why do you expose me to danger? why do you expose me to it I you expose me to it yourself. ME TO IT. YOU TO IT. I do not expose you to it, I think. ME OF IT. YOU OF IT. I speak to you of tha'; affair. without ceremony. I speak to you of it. you speak to me of it 127 (Obs. 3.) (Obs. 1.) je serais entre si. . . Yous seriez entre si . . . encore tine fois. YOUS etiez entre. j'etais entre. QUELLE . , . masse. quelle masse dTiommes, de fem- mes, et d'enfants! exposer. pourquoi m^exposez-YOUs au dan- ger? pourquoi m'y exposez-YOus ? YOUS m'y exposez Yous-meme. m'y. V0U3 T. je ne yous y expose pas, je pense, h'en. . . YOUS EX. .. je YOUS parle d^ eette affaire. sans ceremonie. je YOUS en parle. YOUS m'en parlez. THIRTY-THIRD EXERCISE OF THE FIRST COURSE. 1. Did you go to my niece^s house yesterday, Mary ? — Xo, So- phia, I did not go yesterday. 2. You expose me to the bad weather for nothing, — I do not expose you to it for nothing. 3. Would you have entered there if I had entered myself? — Xo, cer- tainly, Mary. 4. At what o'clock did you go to Miss Sophia's house ? — I went to Miss Sophia's house at four o'clock. 5. What a mass of children, women, and men! Look, look! 6. You speak of those arrangements without ceremony, — I speak of them with- out ceremony, OBSERVATIOXS. 1. Je 8UIS means, or must be translated, as it is used here, by I haye and Vou^ etes by You ha ye. They are not the common word for Haye, but tliis will cause no difficulty, as that word has not yet been introduced. So, Je serai, I shall haye ; Vous serez, You will haye ; Je serais, I should QAYE ; Vqus seriez, Tou would have \ J'^etais, I had ; Vous etiez, You had. 128 FJRST COURSE. In the next place, it is to be most particularly observed that the French people say what meana literally / have fallen^ I Jiave entered^ etc, when they mean preciseiy what we express by I fell^ I entered^ etc. A French- man partially familiar with the English Language says, for example, ITiave hoiigJht a Tiat yesterday^ translating the idiom of his own Language into Eng- lish. Strange as this seems, the Student must learn to use that method of expression, or to imitate him in this particular, when he speaks his Lan- guage, in order not to seem equally uncouth to him. Hence, for I fell, we must &ay, Je suis tombe ; for I entered, Je suis entre^ etc. A Tense-Form made up of two or more words, in this way, is called a Compound Tense-Form, and those made of one word, are called Simple. The first of these parts {suis) is called the Auxiliary, or Auxiliary Verb. The latter part {tombe) is what is called the Past, or sometimes the Perfect, Participle. This Participle is also used separately, that is, out of this combination in the Compound Tense-Forms of the Verb. It will be introduced in that sense elsewhere. THIRTY-FOURTH LESSON OF THE FIRST COURSE. FIRST CATEGORY OF REFLECTIVE VERBS. JE ME COUPE LE DOIGT. (Obs. L) le doigt. VOUS VOUS COUPEZ LE PETIT DOIGT. I CUT, AM CUTTING, MY FINGER. the finger. YOU CUT YOUR LITTLE FINGER. the little finger. I wash, am washing, my hand. the hand. you wash your hands. the hands. are you washing your hands ? are you cutting your hands ? am I cutting my hand ? am I washing my hands ? for cutting my hand, for paring your nails. the nail, the nails. I will pare my nails, shall I pare my nails ? you will pare your nails, will you pare your nails ? the head. I wet, am wetting, my head, do you wet it ? [yours.] you wet it, [yours.] le petit doigt. je me lave la main. (Obs. 1.) la main. VOUS VOUS lavez les mains. les mains. VOUS lavez- VOUS les mains ? (Obs. 1.) VOUS coupez-vous les mains ? est-ce que je me coupe la main? est-ce que je me lave les mains? pour me couper la main. (Obs. 1.) pour VOUS rogner les ongles. i'ongle, les ongles. je me rognerai les ongles. me rognerai-je les ongles ? (Obs. 1.) VOUS VOUS rognerez les ongles. VOUS rognerez-vous les ongles ? la tete. (Obs. 2.) je me mouille la t^te. VOUS la mouillez-vous ? vous VOUS la mouillez, . I'fliRTY-FOURTH LESSON. 129 I wet it [mine]. (Obs. 3.) do you wet your head ? for cutting it [mine]* for paring them [yours]* shall I pare them ? I shall pare them. will you pare them ? you will pare them. the beard, the chin. 1 do not cut my hand. I do not cut it. I do not cut my finger. I do not cut it. an apple. a IS^ormandy apple. Normandy. I do not cut my hands nor my fingers. I do not cut them. you do not cut them, you do not cut it. you do not cut it. will you not cut them ? will you not cut it ? will you not cut it? isTormandy, an ancient province of France. the province. before dining. a peach, a pear. a pine-apple. not to wet my finger, not to wet my fingers. not to cut your hand, not to cut your hands. not to wet it. not to wet it. not to wet them. John. John the Baptist 6* je me la mouille. vous mouillez-vous la tete ? pour me la couper. pour vous les rogner. me les rognerai-je ? je me les rognerai. vous les rognerez-vous ? vous vous les rognerez. la barbe. le menton. je ne me coupe pas la main» je ne me la coupe pas. je ne me coupe pas le doigt* je ne me le coupe pas. une pomme. une pomme de Normandie* Normandie. je ne me coupe ni les mains ni les doigts. je ne me les coupe pas. vous ne vous les coupez pas. vous ne vous la coupez pas. vous ne vous le coupez pas. ne vous les coup erez- vous pas ? ne vous la couperez-vous pas ? ne vous le couperez-vous pas ? la Normandie, ancienne province de France. la province. avant de. Q^) avant de diner. une peche. une poire. un ananas. pour ne pas me mouiller le doigt. pour ne pas me mouiller les doigts* pour ne pas vous couper la main, pour ne pas vous couper les mains. pour ne pas vous le mouiller. pour ne pas vous la mouiller. pour ne pas vous les mouiller* Jean. Jean-Baptiste. 130 FIRST COURSE. THIRTY-FOURTH EXERCISE OP THE FIRST COURSE. 1. Why are you cutting your finger ? — I do not cut it, Mary. 2. Will you wet your head to wash it? 3. Why do you strike your head on the floor ? — I do not strike it on the floor, John. 4. Are you not counting my fingers ? — I am counting them. 5. Will you not clean your hands very soon ? — ^Will you not clean them before dining? — Certainly, Sir, I will clean them before dining. Why not? OBSEEVATIONS. 1. Where the action performed by the Subject of the Verb returns upon the Subject, as when one acts in some way upon himself, the Verb is said to be a Eeflective Verb (Verie Eeflechi). This is also sometimes called the Pronominal Construction of the Verb. In English, the Possessive Pronoun accompanying the Verb in such a case, generally, has the addition of the word Self, as I cut myself. You cut youeself, etc. The French have the word Meme^ meaning the same as Self, in English, but do not use it in such cases. The Eeflective Pronouns are, therefore, simply Me, Vous. The Eeflective Form of the sentence is far more frequently used in French than in English, as will appear in this and the following Lessons. The literal translation of the first phrase in this Lesson is, I me cut teib FINGER, or I (to) me CUT THE FINGER, meaning I CUT MY FINGER, ctc. The examples given here of the Eeflective Verbs show the Subject acting upon some part of his own body, the name of which is then preceded by the Ar- ticle instead of the Possessive Pronoun, which would ^ occur in English, where the Eeflective Form is not used in such a case. To present a complete view of the Subject, we divide the uses of the Eeflective Verb into a succession of distinct Categories. The First Category, and the one illustrated in this Lesson, is that where- in the French use the Eeflective Pronominal, when we employ the Posses- sive Pronominal, locution. 2. All Nouns introduced hereafter, the G-ender of which is not deter- mined by the Sex, will be followed by the Letters (Fern.) unless they are accompanied by the Article La, or an Adjective which indicates the Gender. All Nouns, not so signalized, may be safely understood to bo Masculine. The Plural Feminine will have the Letters (PI. Fem.) unless the Gender has been previously given in the Singular. 3. The matter, in the Lessons and Exercises, placed between Brackets, thus, [ ], is merely explanatory either of what the preceding phrase means, or of the way in which it should be made to read in the translation into the other Language. It is not to be, itself, translated. THIRTT-FIFTH LESSON. 131 THIRTY-FIFTH LESSON OF THE FIRST COURSE, REFLECTIVE VERB (CONTINUED.) are you going there I are you going [there, thither] ? I am going [thither]. did you go there ? I went there. a hair ; the hair. to pull out. would you pull out y' our hair if I should pull out mine 1 I was pulling them out. were you not pulling o-nt my hair? would you not pull out my hair if. . .? would you not pull it out if. . . f allez-vous la f y allez-vous I j'y ^ais. etes-vous alle la f j'y suis alle. un cheveu J les ch evens. arracher. vous arracheriez-vous les cheveux si je me les arrachais? je me les arrachais. n« m'arrachiez-Yous pas les che- veux? ne m'arracheriez-vous pas les che- veux si . . . ? ne me les arracheriez-vous pas si...? would you pull out mine if . . . ? I would pull out yours if. . . m^arracheriez-Tous les i je vous arracherais si. . . Baienssi. . .? les votres (Obs. 1.) six. the sixth. six. le sixieme. sou. shilling, chocolate. sou. schelling, chocolat piaster, dollar. piastre. (Fern.) what a question] what questions 1 quelle question 1 quelles questions'! do you doubt f I doubt. doutez-vous? je doute. f/, De, and Fn are used under different circumstances, as illustrated by the oxampleo in the liCsson ; Du before a Noun expressed ; De whore there is an Adjective, or an Adjective and Adverb, thus, De trcs bonnes pcches^ FORTY-FIRST LESSON. 145 Very g-ood peaches, between it and tlie Noun ; and En, when the Noun is not expressed at all. En is placed before the Verb, like the Objective Pronouns Que and Vous, These words are used in French with much greater frequency than SoiiE or Ant, in English. The following explana- tion will render it clear when they are to be used, and when not. SoiTE or Any are only used when you do not mean the whole of the substances (or number of things) of which you speak, as you then really mean a part. Nouns used in such a sense are called Partitives, or are said to be used partitively. But, in Enghsh, the word Smne or Any is often omitted, even there. For example, it is the same thing, in English, whether I say : "I drink [some] wine, every day," or I drine: wine EVERY DAY (meaning some wine, not all the wine there is in the world, nor any particular wine, but a portion of wine, partitively ^nd indefinitely). So, Do YOU DRINK [any] wine? or, merely, Do you drink wine? (meaning any ivine). In French, on the contrary, the words for Soaie or Any must never be xcft out, wJien it is not the whole of the siibstance spoTcen of that is meant, nor any particular substance, hut an indefinite portion, or some of it ; that is, when SoiiE or An^ is implied. For example, wine is not a single whole thing, all of which I consume when I drink of it or some of it, Du, Be and Eti, signifying in this sense a part or portion, are called JPartitive Par- ticles, that is, signs of a part or portion. Observe here again that Du is a contraction of De le, and literally means Of tlie, that De means Of and that En means Of it. So that what the French say really means, " Do you eat of the bread V *' Do you eat of good bread?" and "Do you eat of it."'"' This is the reason that Du changes to De V before a Vowel-Sound. The same in this case, as when it is translated by of the, 2. When the Adjective is used alone with the Partitive Particles, the Noun being understood, the rules relative to the Noun prevail then, and Du, De V, De la, Des, are used before such Adjectives. FORTY-FIRST LESSON OF THE FIRST COURSE. THE VERB Avoir. TO HAVE. to have it to have me. to have you. do you expect to have that money ? do you expect to have it? have you? 1 have. 7 avoir. I'avoir. m'avoir. vous avoir. comptez-vous avoir cet argent ? comptez-vous I'avoir ? avez-vous ? j'ai. 146 FIRST COURSE. this; these. that; those. the one wliicli I love, those which I prefer. THE ONE, that WHICH...; THE ONES, THOSE WHICH . . . the ones of which I am speaking, the ones you are speaking of. THOSE OF WHICH . . , CELLE-CI ; CELLES-CI J CErX-CI. celle-la; celles-la; ceux-la. celle que j'aime. celles que je pref^re. CELLE QUE . . . ; CELLES QXTB, • • CEUX QUE. . . eelles dont je parle. ceux dont vous parlez, CELLES DONT. . THOSE OF WHICH,,. €EUX DONT. , will you have ? I shall have. aurez-vous ? j'aurai. would you have if . , . ? I should have if. . . auriez-vous si. . j'aurais si. .. I had. j 'avals. you had. vous aviez. the watch which . , . the gloves which . . . la montre que. les gants que . , WHICH. QUE. by having. en ayant. that I may have, that you may have. que j'aie. que vous ayez. go thither. allez-y. go away. allez-vous-en. have. ayez. have some. ayez-en. have it. have them. ayez-le, ayez-Ia. ayez-les. (Obs. 2.) FORTY-FIRST EXERCISE OF THE FIRST COURSE. 1. Have you the key that I had? — I have not the key that you had. I have it not. 2. Have you the watches which you had five days ago ? — I have them not. 3. I will have cakes and peaches for your supper. — Will you have some, indeed ? — I thank you very much for it [of it]. 4. Would you keep coarse linen in your store if I had some in mine ? — I would not keep any if you had some in yours. 5. Before I kill my sheep, will you not buy [some] meat of the butcher? 6. How many cows do you buy to-day? — I buy three lean ones and five fat ones. — Buy them directly. 7. Do you like warm or cold tea? 8. Farewell, Mary. — Adieu, John. FORTY-SECOND LESSON. 14? OBSERVATIONS. 1. The Student will perceive that we have a Verb, in this Lesson, which makes its several Forms very differently from all the others that have oc- curred. Avez-vous f in the Second Person of the Present Tense, does not make J''ave, in the First Person, nor aver^ in the Infinitive Mode, nor Avrez-vousf and J''avrai^ in the Future Tense, nor Ave for its Participle, On the contrary, the First Person of the Present Tense is t/'ai, I have ; the Future is Aurez-vous f Will you have ? and J''a.urai^ I shall have ; the Infinitive Mode is Avoir, To have ; the Present Participle is Ayant, HATTNa ; and the Past Participle Eu, Had. These deviations from the general rule make this Verb what is called an Irregular Verb. All Languages have Irregular Verbs, and they are almost always those that are most frequently used, and which seem, for that reason, to get, as it were, worn out of shape. But, for this same rea- son that they are so commonly used, they need to be specially well learned. This Verb Avoir, To have, particularly, is apt in all Languages to be very irregular, while it is, at the same time, one of the most impor- tant words in every Language. This is the ordinary word of the French Language meaning To Tutve, and instead of which Je suis has been used for I have ; Vous etes, for You have, etc., a use which is an exception to the general meaning of those words, as stated in the Lessons where they were introduced. 2. Que, in these cases, is the Eelative Pronoun answering to Which : Les gants que..., The gloves which,,. It must always be expressed in French. FORTY-SECOND LESSON OF THE FIRST COURSE. the compakatives and superlatives. BETTER, BEST. good. have you better wine ? have you not better water than this? water. have you the best beef? will you not have the best cutlet ? beef, cutlet. meilleur, meilleure. le meilleur, la meilleure. bon. avez-vous de meilleur vin ? n'avez-vous pas do meilleure eau que celle-ci ? (Obs. 1.) eau. (Fern.) avez-vous le meilleur boeuf ? n'aurez-vous pas la meilleure cote- lette? (Obs. 1.) boeuf. cotelette. (Fern.) 148 FIRST COURSE. WORSE. PTRE. THE WORST. le pire, la pire. I have a cold of the worst kind. j'ai un rhume de la pire esp^ce. bad. small, little. mauvais. petit. LESS. MOINDRE. THE LEAST. LE MOINDRE, LA MOINDRE. (Obs. 1.) you cry for the least thing. vous pleurez pour la moindre chose. . ..ER ; MORE. .. PLUS. . . . . .est; the most... LE PLUS, LA PLUS. .. finer. ( plus beau. < plus bel. ( plus belle. the finest. ( le plus beau. < le plus bel. ( la plus belle. fine. beau, bel, belle. a finer horse, a finer ass. a finer mare. ass. mare. have you the finest ? very warm. have you very warm tea ? have you not very warm water ? VERY . . . not so cold, less cold. the less cold. give me some coffee not so cold, not so cold meat. the beef the least cold, the water the least cold. BETTER, THE BEST. do you like that better ? well. un plus beau cheval. un plus bel ane. une plus belle jument. ane. jument avez-vous la plus belle ? (Obs. 1.) ( tres chaud. -< bien chaud. ( fort chaud. avez-vous du the tres chaud ? de Feau tres (Obs. 2.) n avez-vous pas chaude ? tres, bieiiy fort, . ( moins froid. \ moins froide. ^ le moins froid. { la moins froide donnez-moi du cafe moins froid. de la viande moins froide. le bceuf le moins froid. I'eau la moins froide. MIEUX, LE MIEUX. (Obs. 3.) aimez-vous micux cela ? bien. FORTY-SECOND LESSON. 149 so MUCH THK WORSE. taut pis. SO MUCH THE BETTER. tant mieux. badly. mal. worse; the worst. pis; le pis. (Obs. 3.) less; the least. MOINS; LE MOINS. (Obs. 3.) THE least in the WORLD, IN THE le moins du monde. LEAST. little. more; the most. so much. a great deal ; very much. water not so cold as this, beef warmer than this. THAN. do you like this one better than that? would you not like it better if . . . ? more frankly ; the most frankly, oftener; oftenest. kind. (Obs. 3.) cold. my dear friend. my dear [female] friend. rhume. mon cher ami. ma chere amie. friend. ami. [female] friend. amie. my dear. my dear [woman]. mon cher. ma chere. peu. plus; le plus. tant. beaucoup. de I'eau moins froide que celle-ci. du boeuf plus chaud que celui-ci. que. (Conj.) aimez-vous mieux celui-ci que celui-la? ^ (Obs. 4.) ne I'aimeriez-Yous pas mieux si ... ? franchement ; le plus franchement. plus souvent ; le plus souvent. espece. (Fem.) ^Fem.) FORTY-SECOND EXERCISE OF THE FIRST COURSE. 1. Where do you go oftenest to church ? — I go to this church. 2. Do you like this hat well ? — I do not like it in the least. 3. So much the better. — So much the worse. 4. Do you like your store better than mirie? — I do not like mine better than yours. 5. Give me some meat not so cold as this, if you please, — Yes, Sir, directly. — I thank you very much. 6. Will you ever have a finer mare than that, do you believe [think] ? — I do not believe it. 7. Give me better beef than that which you have now. 8. My dear James, you cry for the least thing : what is that for ? — I beg your pardon, I will not cry any more for nothing. 150 FIRST COURSE. OBSERVATIONS. 1. As Adjectives denote the qualities of things, and as qualities exist in different degrees, Adjectives have a variation of their Form to signify this difference. The several Forms of this kind are called Degrees of Com- parison. Of these there are three, called the Positive, the Comparative,- and the Superlative. The Positive Degree is the simple Adjective such as we have had it in the preceding Lessons. The Comparative Degree indi- cates a higher grade of the quality as compared with the Simple or Positive Degree, and the Superlative the highest grade as compared with all others. The Comparative Degree is usually formed, in English, by adding the termination er^ and the Superlative by adding the termination est to tlie Simple Adjective, as Pos, Sweet ; Com]^. Sweet-ek ; Su;p. Sweet-est ; or by prefixing More and Most instead ; thus, Pos. Sweet ; Com]), More sweet ; Su]p, Most sweet. The French have no such Syllables, as er and est^ to add for this purpose, and no such word as MosL They have to make both the Comparative and Superlative Degree by the single Adverb Phis^ More. This they do, then, by using Plus^ More, alone for the Com- parative Degree, as Plus doux^ Sweeter, and with the Article Le^ La^ Les^ for the Superlative, as Leplus doux^ Sweetest (or The more -sweet), mean- mg the most so of all. There are also Descending Degrees of Comparison, or Comparison of Inferiority, as that above is ascending, or a Comparison of Superiority; thus. Sweet, Less sweet. Least sweet. The Comparative and Superla- tive of this sort are expressed in French by Moins and Le rnoins ; thus, Doux^ Sweet ; Moins doux^ Less sweet ; Le iTw'ms doux. Least sweet. There are a few Adjectives in French which have a Comparative Degree indicated by a distinct word, and then make the Superlative by putting the Article before it, thus: Meilleur^ Better, Le meiUeu?', The BEST, are the Comparative and Superlative of Pon^ Good ; Pire, Worse, Le joire^ The worst, those of MauvaiSj Bad ; and Moindre^ Less or Smaller, Le moindrej The least op-Smallest, those of Petit, Small ; but Plus petit and Le plus petit, are used with reference to the size of actual things, Moindre and Le moindre referring rather to mental estimate. 2. The Adverbs Tres, Pien, Fort, used before Adjectives and Adverbs, are synonymous terms for Very — Pien, alone, meaning Well. 3. The Adverbial Forms, Mieux, Le mieux, are the Comparative and Superlative of Pien, Well ; Pis, Le pis, of Mai, III, Badly ; Moins, Le moins, ofPeu, Little, not much (a small quantity); Plies, Le plus, perhaps we might say of Timt, So much (a certain quantity). They do not, like Meilleur, etc. (Obs. 1, last paragraph), qualify a Noun either expressed or understood, by which test their Adverbial character can be distinguished. 4. After a Comparison of inferiority or superiority. Than is rendered by Que, in French. FORTY-THIRD LESSON. 151 FORTY-THmD LESSON OF THE FIRST OOUESE. THE VEEB etre^ soTEz. (Obs. 1.) que vous soyez. que je sois. pour peu que vous soyez malade. 3E. that you may be. that I may be. how little soever you may be sick, provided that I am. ever so little sick. PROVIDED that; EVER SO LITTLE; HOW LITTLE SOEVER . , , will you be ? I shall be. you will be; shall I be! you would ba if . . , I should be if . . . you would be in !N"ew York at present if you had not maimed your foot j-esterday, I was. you were. TO BE. well [in health], try to be well. to try. all the week ; the whole week all this month, all the year. I went away, you went away, did I go away ? -did you go away? EARLY. VERY EARLY, EARLIER. I had gone away, you had gone away. I should have gone away if. . , you would have gone away if. . . I shall have gone away, you will have gone away, censure. pour peu que je sois malade. pour peu que, « . (Subj.) serez-vousf j^ serai, vous serez; serai-jel vous seriez si. .. je serais si. . . vous seriez a New York a present si vous ne vous etiez pas mutile le pied, hier. j'etais. vous etiez. ]^RE. bien portant. tachez d'etre bien portant. tacher. toute la semaine, tout ce m©is-ci. toute I'annee. je m'en suis alle. (Obs. 1.) vous vous en etes alle. m'en suis-je alle? vous en etes- vous alle ? de bonne heure, de tres bonne heure. de nieilleure heure, je m'en etais alle. vous vous en etiez alle, je m'en serais alle si. . vous vous en seriez alle si. . . je m'en serai alle. vous vous en serez alle. reprimande. (Fem.) 152 FIRST COURSE. for my having gone away, for your having gone away. joxL would deserve a censure for having gone away wifhout my permission. provided you have not gone away alone. PROVIDED. permission. EVERY TIME THAT. . . do you go [away] to Boston every time that you leave New York? JUST NOW, BY AND BY, PRESENTLY. AI*L RIGHT. VERY WELL. pour m'en etre alle. pour vous en etre all^. vous meriteriez une reprimande pour vous en etre allee sans ma permission. pourvu que vous ne vous en soyez pas allee seule. pourvu que. (Subj.) permission. (Fem.) j chaque fois que . . . \ toiUes les fois que. . . vous en allez-vous a Boston toutes les fois que vous quittez New York? tout d Vheure. tres Men. FORTY-THIRD EXERCISE OF THE FIRST COURSE. 1. Why are you going away now? Remain with me the whole day. 2. You will be sick every time that ... Do you, in fact, be- lieve that I shall be sick every time that . . . ? 3. You went away alone just now, I believe. — I beg your pardon, I did not go away alone. — 4. With whom did you go away? — With my brother James, Madam. 5. Would you have gone away without my per- mission ? — I would not have gone away without your permission. OBSEEVATIONS. 1. We come, in this Lesson, to the introduction of the Verb Mre, To be, (Je suisj I AM ; Vous etes^ You ake, etc.) in its natural or ordinary sense. In all the preceding Lessons where these words have occurrcd, the Learner has been allowed to consider Mre as meaning To have ; Je suis, as I have; Vous eteSj as You have, etc., because they are used by the French when these latter words should be used in English. He may now be told, however, that Mre never really means To have, and that it always really means To be, but that the French say, in certain cases, To be, when he says. To have. For example : Mre tomhcj To be fallen, in- stead of Amir tomhe, which would be the literal translation of the form of expression, To have fallen. So, Je serai tomhe really means, I shall be FALLEN, which is used when, in English, it would be said, / shall have fallen. So, again, Je suis tonibe^ I fell, is, literally, I am fallen ; so that the Frenchman says, / am fallen into the ditch yesterday^ which you musi FORTY-FOURTH LESSON. 158 translate, I fell into the ditch yesterday. You must, then, just as scru- pulously change your method of speech into his, if you would speak French correctly. The Learner will now perceive that, in the phrase Je me suis coupe le doigt^ I cut my fingee, there are four ways in which the French idiom differs from the English : I. Suis^ Am, is used for At, Have. n. Am cut or Save cut is used for Cut. ni. Me, meaning Me, Myself, or To me, To myself, is inserted, while it is omitted in English. IV. The expression The finger is used instead of My finger or Your finger, and so of any other -oart of the body. Literally translated, it is, therefore, as follows : lam \t6] me cut the finger ; Tou are {ixi] you cut the finger, meaning I cut [did cut] my finger ; You cut [did cut] your finger. The Pupil has really nothing to do with these literal translations, which he may again dismiss from his mind entirely,, and merely learn what the French people actually say, and what idea, otherwise expressed in English, they attach to their expi^essions. The literal meaning tends rather to throw him out than to help him. Hence, in this case, which is the most diflBcult one presented by the French Language, this explanation has been kept back until the Learner has already been extensively prac- ticed upon the phrases in the senses in which they are actually used. Je w^en suis alle comes, in accordance with what has been said, to mean simply I went away. En always meaning Away when connected with this Verb ; so with the other Forms, Vous vous en etes alle, You WENT AWAY, ctc. Obscrve that, with the Compound Tenses, the Adverb JSn goes before the Verb Etre^ and not immediately before Alle, FORTY-FOURTH LESSON OF THE FIRST COURSE, SECOND CATEGORY OF REFLECTIVE VERBS. comment vous portez-vous ? je me porte bien. (Refl. Verb.) je me porte tres bien. vous vous portiez assez bien, je ne me portals pas mal. vous BIEN PORTER. ME BIEN PORTER. (Obs. L) comment vous portez-vous depuis que vous pagne ? depuis que, . . how do you do ? I am well. I am very well. you were well enough. I was well enough. TO BE WELL, IN GOOD HEALTH. rO BE WELL, IN GOOD HEALTH. how do you do since you live in the country ? dem6urez a la cam- 7* 154 FIRST COURSE. to go to bed, to lie down. do you go to bed? I go to bed. at what o'clock do you go to bed ? USUALLY, ORDINARILT. T usually go to bed at seven o'clock in the evening. at what o'clock will you get up this winter ? I shall get up at seven o'clock in the morning. .. .in the evening. ... in the morning. to get up. go to bed, my dear friend. you are sick. I am going to lie down. to go to lie down, going to go to bed. SOUND. . .' garden. to walk. go and take a walk round the garden, across the fields. ACROSS, THROUGH. . , whilst taking a walk. ON THE WAY, ALONG THE ROAD. to stop. if you stop on the way, will you arrive in time for dinner ? IN TIME, 80 EARLY. in, during summer, in, during winter, in, during the fall. in, during the spring. i(Refl.) ( vous coucher. ( me coucher. vous couch ez-vous ? *" je me couch e. a quelle heure vous couchez-vous ? ordinairement je me couche ordinairement a sept h cures du soir. a quelle heure vous leverez-vous cet hiver ? je me leverai a sept heures du ma- tin. . . . du soir. . . . du matin. ^ vous lever. l/T>^fl\ ^ me lever. fC^^^*) allez vous coucher, mon cher ami. vous etes malade. je vais aller me coucher. ( aller vous coucher. ( aller me coucher. autour de.,, jar din. ( vous promener. ) CRefl 1 ( me promener. ) '^ allez vous promener autour du jardin. a travers les champs, ct, travers . . . ( en vous promenant. I en me promenant. en chemin. vous arreter. arreter. si vous vous arretez en chemin, arriverez-vous a temps pour di- ner? d temps, de si bonne heure. en ete, I'ete. en hiver, I'hiver. en automne, I'automne. au printemps, le printemps. ( von ( m'a I (Refl.) FORTY-FIFTH LESSON. 155 FORTY-FOURTH EXERCISE OF TEE FIRST COURSE. 1. At what hour do you go to bed in summer ? — At six o'clock. 2. Do you go to bed so early in summer ? — I do go to bed early in summer and in winter. 8. Will you not stop along the road ? — I will not stop at all. 4. Will you arrive in time if you stop along the road ? 5. Walk round the garden with the children, if you please. 6. How do you do, my friend ? Are you well ? Are you very well ? — I am well enough, I thank you. 7. How do you do since you live in the country ? — I am much better. 8. At what hour do you ordinarily get up in the morning during summer ? — I ordinarily get up at five o'clock in summer and a4; six in winter. OBSERVATIONS. 1. We liave not yet done with the Eeflective Verbs, which are great favorites in the French Language. The Second Category of Eeflectives introduced into this Lesson differs considerably from the preceding, as the Learner will readily perceive ; but the Pronominal arrangement is the same- in this and all the other Categories. The Eeflective Verbs of this Category are translated by the simple English Verb, deprived of all signs of Eeflective meaning and construction. These signs always seem to the Learner very iiinnecessary-. FORTY-FIFTH LESSON OF THE FIRST COURSE. COMPOUND T'SNSES OF THE SECOND CATEGORY OF REFLECTIVE VERBS. vous vous etes leve, (leves.) vons etes-vous leve ? je me snis leve, (levee.) ^ leve, leves; levee, levees. you got lip, did you get upt I got up. got up. liATE. TOO EARLY, I got up too early. at what o'clock did you g-et upf «,t noon. I went to bed. at midnight. why did you go to bed so late ? tard. trop tot je me suis levee trop tot. a quelle heure vous etes-vous le- vee? a midi. moi, je me suis couchee. a minuit. pourquoi vous etes-vous couchee si tard ? 31. lusmal aujourd'hui qu'hier. plus mal. (Obs. 1.) avez-v^us toujours une bonne san- te? : j'ai un| aussi bonne sant^ que d'or(inaire. EU, EUE^ EUS, EUES. (Obs. 2.) j'ai ete bien triste. j'ai ETE.; (Obs. 3.) d'ordinaire. sant6. \ aviez-voils eu un grand clieval de boi^? \ en aviez-vous eu un grand \ j'en avals eu un plus petit, j 'avals pu le plus petit. plus mai^vaise ; trcs mauvaise. 4)lus petite ; tri^s petite. FORTY-EIGHTH LESSON. 161 FORTY-SEVENTH EXERCISE OF THE FIRST COURSE. 1. Were you very sad all the day, Mary ? — I was very sad, my dear. 2. How do you do? — I am very well, thank you. 8. Are you not worse to-day than yesterday ? — I think so. 4. Did you have my great wooden horse ? — No, but I had a smaller one [of them.] I have the smallest one. 5. Did you study any lan- guage? — Yes, Madam, I studied French. 6. Did you ever teach it ? — I taught it during five months. Where ? — In New Orleans. OBSERVATIONS. 1. Plus malj Moke bad, Not so good, is often used for the Adverb Pis J Worse, as Plus mauvais is for the Adjective Pire, Wobse. 2. Ttiis is the Participle Past of Avoir, 3. We see here J''ai He translated by I was (literally, I have been), while in a former Lesson it was rendered by I went. FORTY-EIGHTH LESSON OF THE FIRST COURSE. THE FEETEEIT DEFINITE. I DANCED. JE DANSAL YOU DANCED. VOUS DANSATES. (Obs.l.) did I dance ? did you dance? dansai-je? j est-ce que vous dansates ? ( dansates-vous ? yon employed. 1 employed. vous employates. j'employai. yon wiped off. I wiped off. vous essuyates. j'essuyai. you paid. I paid. vous payates. je payai" you sent. I sent. vous envoyates. j'envoyai. IS IT THATv . . ? EST-CE QUE . . . ? WHAT IS IT ... ? qu'est-ce que . . . ? WHOM IS IT.. . ? QUI EST-CE QUE. . . ? (Obs. 2.) you bought. I bought. vous achetates. j'achetai. you threw. I threw. vous jetates. je jetai. 162 FIRST COURSE. you called. I called. you peeled. I peeled. you repeated. I repeated. you broke your leg. I broke my leg, you went. I went. you went away. I went away. you blew your nose. I blew my nose. you were. I was. you had. I had. did you dance on the carpet ? I danced on the floor. you called this gentleman by his name, did you not ? did you repeat your exercise hj heart ? whom did you bow to ? whom did I bow to ? what did you break by falling ? I broke my small wooden horse. did you not break your arm ? I did not break my arm. you were very sick. I was very sick. you had bad weather, I had bad weather. you bought this field cheaper. I bought it cheaper, THE DAY BEFORE YESTERDAY. last month, year, years. CHEAPER. vous appelates, j'appelai. vous pelates. je pelai. vous repetates. je repetai. vous vous cassates la jambe. je me cassai la jambe. vous allates. j'allai. vous vous en allates, je m'en allai. vous vous mouchAtVe may add that all Third Persons Plural of tho Verb have their termination in ... 72^. SECOND LESSON, 177 ms. HER. THEIR. SECOND LESSON OF THE SECOND COURSE. THE PRONOUNS Sou^ sa, scs / Leu7'^ leurs^ etc. SON. ^ his, her gran^ther. their brotherJl^ does he relat^-j^i*^ he relates hi^-lik^fe^Ty^ to his wife. his wife. ^ ms, HER. HIS, HER. THEIR. his, her ssvord'^/^, his, her dauakfery their seam^^«C^* does he practice his system in his school ? he practice«r it. /' ) school. /^ ms, HER. ^**-^' THEIR. his, her marbles, his pencils. has he ? has she ? he has, she has. they have, have they ? their baskets. their pencils in their pockets. has he something else ? he has something else entirely. have they something else ? they have nothing else. SOMETHING ELSE. SOMETHING ELSE ENTIRELY. SOMETHING ELSE. NOTHING ELSE, NOT . . . ANYTHING ELSE. (Obs. 1.) pocket. SON. LEUR. son grand-pere. leur frere. raconte-t-il ? il raconte son histoire a sa femme. sa femme. SON. SA. LEUR, son epee. (Obs. 1.) sa fille. leur coutm^iere. pratique-t-il son systeme dans son ecole ? il le pratique. ecole. (Fern.) SES. LEURS. ses marbres. ses crayons. (Obs. 1.) a-t41? a-t-eUe? il a, elle a. ils ont, elles ont. ont-ils? ont-elles? leurs paniers. (Obs. 1.) leurs crayons dans leurs poches. a-t-il autre chose ? il a tout autre chose. cnt-ils quelqu'autre chose? elles n'ont rien autre chose. autre chose. tout autre chose. quelqu'autre chose ne . . . rien autre chose. 12 poche. (Fern.) 178 SECOND COURSE. marble, basket. he bas sometMng else good, has he anything else good ? she has nothing else good to eat. marbre. panier. il a autre chose de bon. a-t-il quelqu'antre chose de bon ? elle n'a rien autre chose de bon a manger. (Obs. 2.) SECOND EXERCISE OF THE SECOND COURSE. 1. Has he his marbles in his pocket? — He.has them in his pocket. 2. Does he love his daughter very much ? — He does love his daughter very much. 3. He is narrating [relatiri^ these facts to his niece. — Is he narrating them to her niece? 4. Does he break his sword on the floor ? — Where and how does he break it ? 5. Does she practice her system in her school ?-^ri believe she does [that yes]. 6. Does he strike his brother for nothing ? — I do not think it. 7. What system do they practice in their school ? — They practice none [of them]. 8. Have they anytKing else in their pockets? — I believe that they have not anything else. 9. Does he dance this evening in the great hotel ? — They do not dance this evening. 10. Why do they not dance? — Why do they not sing every night ? OBSEEVATIONS. 1. Son is a Possessive Adjective Pronoun of the Third Person, as Mon is of the First and Votive of the Second Person. (Lesson 3, Obser- vation 2, 1st Course.) Being a Pronoun, the Noun to which it relates, that is, the name of the person or object referred to, is always mentioned or made known before this word is used, so that there is no dif^culty in knowing whether it means His, Her, or Its. The French language has not the exactness of the English in this respect, as the Pronoun Son itself does not point out the Gender and Number of the Person or object re- ferred to, as His, Her, and Its do. Son is used with a Noun Masculine, and also before a Noun Feminine beginning with a Vow^el, and means either His, Her, or Its (and even Their, when referring to Chacun for example), according to the Gender and X^umher of the Person or object to which it relates. This difference be- ifween the two Languages must be well observed. Sa is used before a Feminine Noun beginning by a Consonant ; with the same meanings as Son in tlie other cases mentioned in the preceding paragraph. Ses is used also in the same sense, before all Nouns, Masculine or Femi- nine — which are Plural — no matter with what letter tlicy may begin. THIRD LESSOJT. 179 Leur is the regular Possessive Adjective Pronoun for Their, before a Noun Masculine or Peminine Singular, and Leurs^ before all Nouns in the Plural. 2. With Autre cTwse, Qudqu' autre cTwse^ iV^ . . . rien autre cJiose, followed by an Adjective, de is inserted between those locutions and the Adjective : thus, Autre chose de bon. SoiiEXHixa else good. THIRD LESSON OF THE SECOND COURSK THE PKONOUNs Le sieji, Le leur^ etc. HIS. LE SEEN. HERS. LE SIEN. THEIRS. LE LEUK. IS IT. ., ? IS THAT. . . ? EST-CE . . . ? is it mine or his? it is mine. est-ce le mien on le sien c'est le mien. 1 IT IS. . . c'est. . . - is it my basket ? it is his. est-ce mon panier? c'est le sien. {Obs. 1.) is it my bag ? no, it is theirs. est-ce mon sac ? non, c'est le leiir. (Obs. 1.) is it my skate? is it theirs ? est-ce mon patin ? est-ce le lenr ? your fath2r is in the room, he is in ij. votre pere est dans la chambre il y est. • IN IT. Y, is he there? is he there ? est-il la? y est-il ? (Obs. 2.) ^--our parents are in the hall, they are in it. are they in it? vos parents sont dans la salle. ils y sont. y sont-ils ? he is, she is. is he ? is she ? il est, elle est. est-il? est-elle? are they? they are. sont-ils? sont-elles? ils sont, elles sont. HIS. LA sienne. UERA. LA SIENNE. THF.mS. LA leur. here is his, her, ruler, there is his, hers. voici sa r^gle. voila la sienne. (Obs. 1.) where is theirs ? ou est la lenr ? (Obs. 1.) 180 SECOND COURSE. HIS, HERS. THEIRS, here are his baskets, here are his. here are his slippers, here are his. there are theirs. slipper. paletot [a species of coat]. does the tailor carry away ? his paletots. he carries his away. he carries away nothing but his. does he not carry away theirs also? they do not carry away theirs. a penknife, quite new. does he sharpen ? he sharpens. does he eat a good deal ? does the journeyman like eating? he eats pretty well. PRETTY MUCH, PRETIT WELL. does he apply this principle in his last volume ? does he not apply it ? his seventh, his eighth. seven, eight. (Ob& 1.) (Obs. 1.) (Obs. 1.) (Fern.) LES SIENS, LES SIENNES, LES LEURS. voici ses paniers. voici les siens. voici ses pantoufles. voici les siennes. voila les leurs. pantoufle. paletot. le tailleur emporte-t-il ? (Obs. 3.) ses paletots. il emporte les siens. il n'emporte que les siens. n'emporte-t-il pas les leurs 5 Assi ? ils n'emportent pa,s les leurs, un canif. tout neuf. aiguise-t-il ? il aiguise. mange-t-il beaucoup ? le compagnon aime-t-il a manger? il ne mange pas mal. pas mal, applique-t-il ce principe dans son. dernier volume ? ne Tapplique-t-il pas ? son septieme. son huitieme. sept. huit. THIRD EXERCISE OF THE SECOND COURSE. 1. Does he sharpen an entirely new penknife ?— He does sharpen it. 2. Do they sharpen the six penknives? — They sharpen them. 5. Here is her ruler. Where is hers ?— Here it is. 4. Does the boy carry away my slippers ? Does he carry them away ? What is he carrying away ? — He carries away nothing but your shoes. 5. Does he not carry away anything else ?— I believe not [that no], 6. Is your grandfather in his room ?— He is there [in it]. 7. Does the girl like to eat very much ?— She eats pretty much. 8. Is that your new knife ? — It is my new knife. FOURTH LESSON. 181 OBSEKVATIONS. 1. The same remark that was made, iu the Observations in the preced- ing Lesson, on the Pronoun Son^ holds good of Le sien^ His, Hees, Its, which is the Absohite Possessive Pronoun of the Third Person, as Le murij Mine, is of the First, and Ze lotre, Youes, of the Second. (L. 3, Obs. 5.) Whether it means His, Heks, or Its, must be known by the cur- rent of the discourse. Ze sien, His, Hees, Its, stands for a Noun in the Masculine Singular, which would follow and be expressed it' Son, were used instead. Za sieiine^ Hls, Hees, Its, for a Noun in the Feminine Singular, which would follow and be expressed if Za were used instead. Zes siensj His, Hees, Its, for a Noun in the Masculine Plural, which would follow and be expressed if Ses were used instead. Zes sknnesy His, Hees, Its, for a Noun in the Feminine Plural, which would follow and be expressed if Ses were. used instead. Ze leur, Theies, for a Noun in the Masculine Siugular, which would follow and be expressed if Zeu?' were used instead. Za leu?', Theies, for a Noun in the Feminine Singular, which would follow and be expressed if Zeu?' were used instead. Zes lews, Theies, for the Plural, either Mascu- line or Feminine, which would be expressed if Zeu7's were used instead. 2. Eemember that whether ^ is a Pronoun or an Adverb, it always pre- cedes the Verb : y est-il f Is he theee ; Zl y est, He is theee. 3. The tailoe caeeieS he away? Such is the literal translation of this phrase. The rule in French is, that when the subject of the Verb is to be expressed in an interrogative phrase, it is first named by the Sub- stantive as in the present example : Ze tailleur, and then the Pronoun is put after the Verb, and made to refer to the Substantive as its Antecedent already named. The Pronoun must agree in Gender and Number with the Subject. Observe the great difference between the two Languages in this particular. In English the subject follows the auxiliary Verb do, and the Peisonal Pronoun is 2Dt used at all. > o > FOURTH LESSON OF THE SECOND COURSE. THE PEONOUNS Ze, la, les, {Regime Direct,) etc. LE, l' HIM. HETL them (male or female). does he count, reckon him ? does she count her? do they count them? LA, L LES. (Obs. 1.) le compte-t-il ? la compte-t-elle ? les compteiit-ils, les comptent-elles? 182 SECOND COURSE. does she buy any wood? does he burn coal ? does he send wood or coal ? he sends me, coal. does he pay me for his portfolio ? he pays me for it [it to me]. do they pay this working woman ? cash. no, they do not mj^he^ (^asj\., y on trust; ^ V j next spring, next year. next. on what instrument does your son play? he j)lays on the violin^ does he only play on the violin ? does she not play the piano also ? on the clarionet. * on the violin. has your father-in-law got back ? he got back an hour ago. to be back, to get back, to have returned. how long ago did the scholars get back ? they are back, they have got back, they have returned. where does he go ? where does Mr. Peter go ? when does she go away? does Mr. Peter go to the college ? how long has Mr. Peter been go- ing there ? is he going there ? these gentlemen are going to the concert, are they going there ? are these ladies going away? are they going away? they are going away. achete-t-elle du bois? brule-t-il du charbon ? envoie-t-il du bois ou du charboa ? il m'envoie. charbon. me paie-t-il son portefeuille ? il me le paie. paient-ils cette ouvriere ? argent comptant. n6n,.ils ne la paient pas argent y^-Gomj[)tant. a credit. le printemps prochain. I'annee prochaine. prochain, prochaine. de quel instrument votre fils joue- t-il? il joue du violon. ne joue-t-iLque du violon ? ne joue-t-elle pas aussi du piano ? de la clarinette. du violon. votre beau-pere est-il de retour ? il est de retour depuis une heure. etre de retour. depuis quand les ecoliers sont-ils de retour ? ils sont de retour, ou va-t-il ? ou monsieur Pierre va-t-il ? quand s'en va-t-elle ? monsieur Pierre va-t-il au college ? depuis quand monsieur Pierre y va-t-il ? y va-t-il ? ces messieurs vont au concert. y vont-ils ? y vont-elles ? ces dames s'en vont-elles? s'en vont-ils ? ils s'en vont. '% FIFTH LESSON. 18S FOURTH EXERCISE OP THE SECOND COURSE. 1. Does your daughter only play on the piano ? — She only plays on the piano. 2. Does she not play on the violin? — No, Sir, but she sings very well, 3. Where does his father go ? — He is going to Paris next year. 4. Is he going away now, or next week ? — He is going away next week. 5. Does he pay for my portfolio ? — Does he pay me for it ? Does he pay cash for it ? — He buys it on trust. 6. Does he reckon her ? — He does reckon her. 7. Does she burn the child ? — She burns him. 8. Has your grandfather returned from the country ? — He has returned. How long since ? — Eight days ago. 9. How long since did the pupil return from the city ? — Seven months ago. — I thank you. OBSERVATIONS. 1. In the first Course, (L. 29, Obs. 1,) it was seeu that i>, la^ l\ les, are used for It, Them, when relating to things. There is still another set of meanings for Ze, ^, r, les: these little words stand also, Le for Hi]u:, La for Her, Z' for Hm or Her, and Les for TnEii. The reason of this is, that, there being only two Genders in Erench, they make no distinction between It and Him, or It and Her. If the Noun referred to is in the Masculine Gender and Singular, it is equally signified therefore by Le^ whether you should say Him, which you should do if it were Masculine, or It which you should do if in English it were Neuter. So of La and Les, In other words, the Erench always say either Him and Them, or Her and Them, when speaking of tilings as well as when speaking of persons, while in English, a distinction is made in the Singular Number and they say, for things, It and Them. FIFTH LESSON OF THE SECOND COURSE. THE PRONOiTNs Lui, Leuv, {Regime Indirect,) eto. TO HIM. to her. TO them. does he relate sometimes his ad- venture to him, to her ? does she relate her voyage to him, to her? what are they relating to him, to her ? LUL LUL leur. lui raconte-t-il quelquefois son aventure? (Obs. 1.) lui raconte-t-elle son voyage que lui racontent-ils ? 184 SECOND COURSE. what do they relate to them ? does he introduce the gentleman to madam ? he introduces him to the young lady. does he introduce this English- man to him, to her? does he introduce this German to them ? the Russian. the American, the Hungarian. is he speaking to him of the Rus- sians ? sh.e names that American to him. are they speaking to them of the Hungarians ? does she throw her doll out of [through] the window ? she throws it out of the window. does madam call the servant ? yes, she calls him. window. the domestic, servant. are they wiping off the child's hands ? is she wiping off his hands ? is he sending money to his son ? does he send some money to him ? do they send some shoes to them ? is he peeling the apple of the little one ? is he peeling his, her, apple ? [for him]. are they peeling some apples for them? is the upholsterer taking away his carpet? does he take away his carpet from him ? for what reason? what is the rea- son? for what reason does he take it away ? que leur racontent-elles ? (Obs. 1.) presente-t-il monsieur a madame ? il le presente a mademoiselle. lui presente-t-il cet Anglais ? leur presente-t-elle cet Allemand i le Russe. I'Americain. le Hongrois. lui parle-t-il des Russes ? elle lui cite cet Americain. leur parlent-ils des Hongrois ? jette-t-elle sa poupee par la fe- netre ? elle la jette par la fenetre. madame appelle-t-elle le domes- tique ? oui, elle Tappelle. fenetre. (Fem.) le domestique. essuient-ils les mains de I'enfant ? lui essuie-t-elle les mains ? (Obs. 2.) envoi e-t-il de I'argent a son fils ? lui envoie-t-il de I'argent ? leur envoient-elles des souliers ? est-ce qu'il pele la pomme de la petite ? est-ce qu'il lui pele sa pomme ? est-ce qu'ils leur pelent des pom- mes? (Obs. 3.) est-ce que le tapissier enleve son tapis ? lui enleve-t-il son tapis ? pour quelle raison ? pour quelle ra!«on I'enleve-t-il ? FIFTH LESSON. 185 ■\rHAT 13 IT? what's that? WHAT DOES that 3^IEAX ? WHAT IS IT? WHAT IS THE MATTER? that is it. nothing, it is nothing, there is nothing, no matter. it does not mean anything, that means nothing. QU'EST-CE « qu'est-ce que cela? Qu'eST-CE que CELA SIGNIFIE? QU'eST-CE QUE c'eST? QUV A-T-IL ? c'est cela. il n'y a rien. cela ne signifie rien. FIFTH EXERCISE OF THE SECOND COUESE. 1. Does the pupil repeat his lesson? — Does he repeat it by heart? 2. Do they send him any money? — They do not send him any money. 3. What is it ? — That is it. 4. Does madam call the servant ? Does she call him by his name ? 5. What is the matter? — Nothing. 6. The little girl always throws her toy through the window. What is the reason? 7. Does the employer give him any money ? — He does not give him any money at all. 8. Do they introduce those Americans to those young ladies? — They introduce those Russians to them. 9. What does that mean ? — It does not mean any thing. 10. Does the servant wipe off the hands of the children? 11. Does he wipe off [to them] their hands? 12. Does her mother send her any money ? — She does send her a good deal of money, from time to time. 13. What is it, pray? — It is nothing. 14. Farewell. — Good day. OBSERVATIONS. 1. It must be remembered that Me means Me, simply, and also To me or r(.R ME. It must not be concluded by analogy, however, that Ze means To HIM also, or For him, etc., in the Third Person, On the contrary, Jyui is us3d to mean To him. To her. To it, or For him. For her. For it; and Leur^ meaning To them, or For them, whether To, For, is expressed or not. This Zeur must not be confounded with the Pronoun Zeur^ Their. When used with the signification of To them, it never takes an 5, although, in this sense, it relates to, or concerns, a Plural Noun only. Mcj Vous ; Ze^ la, l\ les, as Pronouns, meaning Me, You ; IIim, Her, It, Them, denote persons or objects upon which the action of the Verb f.\lls directly, as /? me ,/r«/?/;^, He strikes me ; and are, for that reason, denominated the Direct Begimen (Regime Direct) of the Verb. 186 SECOND COURSE. Me^ Vous; Lui^ leur, meaning To or For me ; To or For tou ; To or For HIM, HER, or IT ; To or for them, denote persons or objects to which the action of the Verb relates less directly, but upon which it does not imme- diately fall. They are therefore called the Indirect Kegimen of the Verb (Regime Indirect). The same difference may be made with reference to Nouns. It is the diiference between the Accusative and the Dative Case in the Latin and other Languages. It is only important to notice it in French, however, with reference to the Pronouns, where it must be known, for various grammatical reasons. 2. Lui and Leur occur in French, frequently, in the sense of To or For HIM, her, it; or To or For them, when their equivalents are entirely omitted in English. This happens especially when a part of the body is mentioned, and the turn of the phrase made quite different in the two Languages. The same remark extends to Me, vous, (Eegime Indirect.) 3. All the rules relative to the Verbs in . . . yer, . , . eter, eler, e . ,er, € . . er, given in the First Course, must be observed with regard to the other Persons as well as those given there. Those in . . . yer, change y into i. Verbs in . . . eUr or . . . eUr double the Consonant, or e is changed into 6, and the others me,,.er, e.. , er change e into k SIXTH LESSON OF THE SECOND COUKSE. the infinitive and future. does he leave off sitting up with this sick person ? does he condescend to consult his lawyer? do they engage them to dig the garden with a mattock before sowing ? to cease, to leave^off. . . to engage to to deign, to condescend to . . . sick person, a patient. on, about this, that, subject. with respect to this, that. will they consult the one? will they not consult the other ? will they close all the blinds \ will they close them all ? will she close these? will he close the others ? cesse-t-il de veiller ce malade ? daigne-t-il consulter son avocat? les engagent-elles a piocher le jar- din avant de semer ? cesser de . . . engager a... daigner. . . malade. un patient. a ce sujet. a cet egard. consulteront-ils Tun ? ne consulter ont-elles pas I'autre? fermeront-elles toutes les per- siennes ? les fermeront-ils toutes ? fermera-t-elle les unes ? fermera-t-il les autres \ SIXTH LESSON. 187 Tvill they close one without clos- ing the others ? will she aYoid the ones ? [some of them], will he meet the others ? will they avoid the ones [some of tliem] without meeting the others ? attorney, lawyer. INCESSAISTLY. WITHOUT INTEa:MISSI0N. will he send his clothes by the servant ? on what side will she go ? she will go on this side. will she go away the day after to-morrow ? will they go away the day after to-morrow ? i THE OXE. THE OTHER. THE ONES. THE OTHERS. will he buy some paper when he goes to the stationer ? will he buy a ream of it? a rea-m. they will only buy a quire of it. a quire. a sheet. blind, window-blind. the [female] servant. THE DAY AFTER TO-MORROW place. will she try on her shoes in the store ? will they try them in the store ? store. will he spell this word like the other? will they spell it like the other ? fermeront-ils les unes sans fermer les autres ? evitera-t-elle les uns ? rencontrera-t-il les autres ? eviteront-elles les uns sans ren- contrer les autres ? avocat. sa7is cesse. sans reldche. enverra-t-il son linge par la ser- vante ? de quel cote ira-t-elle ? elle ira de ce c6te-ci. s'en ira-t-elle apres-demain ? s'en iront-elles apres-demain ? l'un, l'uxe. l' AUTRE. (Masc. Fern.) LES UNS, LES UXES. LES AUTRES. achetera-t-il du papier lorsqu'il ira chez le libraire ? en achetera-t-il une rame ? une rame. ils n'en acheteront qu'une main. une main. une feuille. persienne. (Fem.) la ser vante. (Fem.) apres-demain. endroit. essaiera-t-elle ses souliers dans la boutique ? les essaieront-elles dans la bcu« tique ? boutique. epellera-t-il ce mot comme I'autre ? I'epelleront-ils comme I'autre ? 188 SECOND COURSE. SIXTH EXERCISE OF THE SECOND COURSE. 1. Will he buy a ream of paper when he goes to the stationer's [house]? Will he not buy a ream of it? 2. Will they not con- sult their lawyers on this subject ? — They will consult them about that subject. 3. To what place will they go? — They will go to this place. 4. Will she spell this word like the other ? — She will spell that one like the other. 5. Will he try on his shoe in the shop ? — ^He would try it on if . . . 6. He will close the blinds early to-night. — Will he close them early? — For what reason? OBSERVATIONS. 1. The other Persons, of each Tense-Form, are usually iS^e from the same Eoots as the two Persons illustrated in the First Course, by appro- priate changes of the Termination; the Future from the Infinitive, etc. The few exceptions will he noticed as we proceed. The Third Person Singular of the Future is formed from the Infinitive by adding a : Consulter^ To consult, II consulter-x^ He will consult ; and the Third Person Plural by adding out: lis consulter-o^i:^ They will consult. SEVENTH LESSON OF THE CONDITIONAL AND would he eat more cake if he had any ? would she eat cakes if she had some now ? would she eat, if . . . ? she would eat. if . . . ? they would eat, if . . . ; would tliey eat, if . . . ? they were eating. they had. they would have if. . . nine. ninth. would they go one without the other ? would they work one without the other ? ONE WriHOUT THE OTHER. ONE, THE ONES [sOME], WITHOUT THE OTHERS, WITHOUT ONE ANOTHER. THE SECOND COURSE. ILCPERFECT INDICATIVE. mangerait-il encore du gateau s'il en avait ? mangerait-elle des gateaux si elle en avait maintenant ? mangerait-elle si ... ? elle mange- rait si. . . ils mangeraient si . , raient-ils, si ,~\ . ? ils, elles mangeaient. ils, elles avaient. ils, elles auraient si . . . neuf. neuvieme. iraient ils Tun sans I'autre ? travailleraient-ils Tun sans Tantre ? l'un sans l'autre. les uns sans les autres. mange - (Obs. 1.) (Obs. 2.) SEVENTH LESSON. 189 to be -warm, to be cold. to be sleep}'. would he be -warm ? would she be cold ? would they be sleepy ? would he send his children to Havre if he loved them less ? would he send them thither if he loved them less ? HIM THERE, HER THERE. THEM THERE. would she not buy this gown if sheHkedit? would she go away now if she had money ? would the dog bark if he did not strike him ? would they catch cold if they came in early ? " a cold. a cold in the head. to Havre. gown. to come in again, to come in. to spend one's time in . . . WriHOUT DOUBT, UXDOTJBTEDLT. avoir chaud. avoir froid. avoir sommeil. aurait-il chaud ? aurait-elle froid ? auraient-ils sommeil ? enverrait-il ses enfants au Havre s'il les aimait moins ? les y enverrait-il s'H les aimait moins? (Obs. 1.) l't. LE3 T. n'acheterait-elle pas cette robe si elle I'aimait ? s'en irait-elle a present si elle avait de I'argent ? le chien aboierait-il s'il ne le frap- pait pas ? attraperaient-ils le rhume s'ils ren traient de bonne heure ? le rhume de poitrine. le rhume de cerv^au. au Havre. robe. rentrer. passer son temps a. . . sa7is doute. SEVENTH EXERCISE OF THE SECOND COUESE. 1. Would he spend his time in dancing if he studied ? — He would not spend all his time in dancing if he studied. 2. "Would they try on their shoes in the store if they bought them? — Of course they would try them on in the store. 3. Would he buy a ream of paper if he had any ? — He would not buy one sheet if he had any. 4. Would your nieces go away the day after to-mon'ow if they wished it ? — Perhaps. 5. Would your big dog bark if Peter was not striking him ? — He would not bark, of course. 6. Would one go [one would he go] to the opera without the other ? — They would not go one without the other. 7. Would he give me nine shillings if he had them ? — He would give them to you un* doubtedly. 8. Would he repeat the ninth exercise by heart ? 190 SECOND COURSE. OBSERVATIONS. 1. The Conditional is formed from the Infinitive by adding ait for the Singular, and aient for the Plural. Eemember to observe the irregularities in Verbs in ^ . . yer, etc. Si, If, is elided before II, lis : SHI, SHls, 2. The Imperfect of the Indicative is formed from the Participle Pre- sent by changing ant into ait, and aie?it : Mange ant, II mange ait, lis mange aient. The rule respecting Verbs ending in . . . ger and ,. .cer should be remembered : e is retained after the g, and c is changed into g, wherever the absence of these changes would make the g and c appear to have a different Sound, on account of ccming before a or o. EIGHTH LESSON OF THE FIRST COURSE. THE SUBJUNCTIVE AND IMPERATIVE. that he may go [should go, go], that she may go [should go, go]. that they may go [should go, go]. does he like better that his nephew should go to the college? who doubts that he will go away to-morrow, without fail ? TO-MORROW PRECISELY, TO-MORROW WITHOUT FAIL. nobody doubts it [of it], who would doubt it ? would anybody doubt it? TO DOUBT THAT. TO LIKE, LIKE THAT, TO APPROVE OF. TO DISLIKE, TO DISLIKE THAT, TO DISAPPROVE OF. does the farmer approve of the hired man mowing this field of grain ? do these journeymen deserve that the employer should refuse them this service? do they deserve it ? TO DESERVE THAT. cultivator, farmer. do these gentlemen prefer that the baker should send them good bread ? qu'il aille, qu'elle aille, qu'ils aillent, qu'elles aillent. aime-t-il mieux que son neveu aille au college ? qui doute qu'il s'en aille d^s de- main? (Obs. 1.) des demain, personne n'en doute. qui en douterait ? quelqu'un en douterait-il ? douter que. (Subj.) trouver hon que. (Subj.) trouver mauvais que. (Subj.) le cultivateur trouve-t-il bon que Temploye fauche ce champ de ble? ces compagnons meritent-ils que le patron leur refuse ce service ? le meritent-ils ? meriter que. (Subj.) cultivateur. ces messieurs pref^rent-ils que le boulanger leur envoie de bon pain ? EIGHTH LESSON. 191 that they may send, field of grain, corn-field. do the young ladies require that the mistress should call them b}^ their first name ? that she should call, that they may call. TO '^ISn THAT. does your uncle wish Louis to re- semble his brother with respect to intelligence? he ardently wishes that he may resemble his brother with re- spect to intelligence. that he may resemble him in that respect, that he may resemble him. to resemble . . . with respect to, in point of. . . intelligence. ardently. Louis. LET HIM GO AWAY. let him go for his cousin, let him go for him. let them go ; let them go away, let her go, let them go. let him not afflict his old father without reason, let him grieve [cause grief to], let them grieve. WITHOUT REASON. qu'ils envoient. champ de ble. les jeunes demoiselles exigent-elles que la maitresse les appelle par leur prenom ? qu'elle appelle, qu'elles appellent. souhaiter que. (Subj.) votre oncle souhaite-t-il que Louis ressemble a son frere sous le rapport de I'intelligence ? il souhaite ardemment qu'il res- semble a son frere sous le rap- port de I'intelligence. qu'il lui ressemble sous ce rapport. qu'il lui ressemble. ressembler a . . . sous le rapport de . , . intelligence. ardemment. Louis. qu'il s'en aille. qu'il aille chercher son cousin, qu'il aille le chercher. qu'ils aillent ; qu'ils s'en ail lent, qu'elle aille, qu'elles aillent. qu'il ne chagrine pas son vieux pere sans raison. qu'il chagrine, qu'ils chagrinent* sa7is raison. (Fem.) (Obs. 2.) EIGHTH EXERCISE OF THE SECOND COURSE. 1. Let him go away. — Very well, let them go away. 2. Let them send bread. — Let them send it. 3. Does that journeyman deserve that his employer should refuse him that service? — He does not deserve that his employer should refuse him that service without reason. 4. Does your cousin wish that Louis would re- semble his brother in point of intelligence ? — Does he wish that Louis should resemble him in that respect ? — He wishes it very ardentl3^ 5. Let that young lady call Mary by her first name. — 192 SECOND COURSE. Let those young ladies call my friends by their own names. 6. Does that baker prefer that the tailor should send him good cloth ? — The baker prefers that they should send him good cloth. 7. Good night, Louis. — Good evening, Miss. OBSEKVATIONS. 1. The Third Persons, Singular and Plural, of the Subjunctive are here the same as those of the Present Indicative : II refuse, . . . quHl re/use ; lis refusentj . . . quHls re/usent. The Irregular Verb AUe?' makes, however, II va, lis xoiit in the Indicative, and ,,,qiCil aille^ .. .quHls aillent in the Subjunctive. 2. The Third Persons of the Imperative are exactly the same as the corresponding ones of the Subjunctive. Observe that the Imperative is used alone, whilst the Subjunctive must be preceded by a word or pliraso fitted for governing the Subjunctive. NINTH LESSON OF THE SECOND COURSE. REFLECTIVE VERB (fJRST AND SECOND CATEGORIES.) SE, s'. (Obs.l.) HIMSELF, HERSELF, THEMSELVES ; ONESELF, ITSELF ; TO HIMSELF, ctC. he cuts his finger, she cuts her fingers. they wash their faces, they wash their hands. does he shave (himself) in the morning ? he shaves (himself) in the evening. how is your professor of mathe- matics ? he is well enough, thank you. are your parents always well ? they are well, as usual, in the morning. in the evening. will he go long without money ? will she go very long without it ? they will go without it as long as possible. il se coupe le doigt. elle se coupe les doigts. ils se lavent la figure, elles se lavent les mains. se rase-t-il le matin ? il se rase le soir. comment votre professeur de ma- thematiques se porte-t-il? il se porte assez bien, merci. vos parents se portent-ils toujours bien? ils se portent bien, comme a Tor- dinaire. le matin, le soir. se passera-t-illongtemps d'argent? s'en passera-t-elle tres longtemps ? ils s'en passeront aussi longtemps que possible. NINTH LESSON. 193 they will go without this money as long as it will be possible for them to. as long as possible. as long as it will be possible for them to (do so). as long as it will be possible. as long as. . . possible to . . . to do. would they get up early if they went to bed late ? would she not get up earlier if she went to bed not so late ? do they wonder, after that, that children laugh at this monkey I TO WONDER THAT. let her not wonder at this noise, let them not wonder at it. let him not hurry to go . . . to, at the dancing school, to, at the riding schooL to, at the swimming schooL to, at the polytechnic school, to, at the public schools, to, at the drawing school. let them not be in a hurry to go (there). drawing. mathematics. public. to be in a hurry to . . . AS SDOX AS POSSIBLE. AS WELL AS POSSIBLE. elles se passeront de cet argent aussi longtemps qu'il leur sera possible de le faire. aussi longtemps que possible. aussi longtemps qu'il leur sera possible de le faire. aussi longtemps qu'il sera possible. aussi longtemps que. . . possible de . . . (before Inf.) faire. se leveraient-ils de bonne heure s'ils se couchaient tard ? ne se leverait-elle pas de meilleure heure si elle se couchait moins tard? s'etonnent-ils, apres cela, que les enfants se moquent de ce singe ? s'etonner que, (Subj.) qu elle ne s'etonne pas de ce bruit, qu'ils ne s'en etonnent pas. qu'il ne se presse pas d'aller. . . a I'ecole de danse. a I'ecole d'equitation. a I'ecole de natation, a I'ecole polytechnique. aux ecoles publiques. a I'ecole de dessin. qu'ils ne se pressent pas d'y aller. dessin. mathematiques. public, publique. se presser de . . . aussitot qv£ possible^ aussi hien que possible. (Fem. PI.) NINTH EXERCISE OF THE SECOND COURSE. 1. Are they laughing at this monkey? Are they laughing at it [of it] ? — They are laughing at it. 2. What a noise ! What a great noise ! 3. Let him go to school as soon as possible. — He will go as soon as possible. 4. Did he ever go to the polytechnic school ? — I believe not. 5. Let her stay at the dancing school as long 194 SECOND COURSE. as it will be possible for her to do so.— She will stay at the dancing school as long as possible. 6. Are they going to the riding school every day ? — They are going [there] every day. 7. Let them be in no hurry to go to the swimming school. — He will be in no hurry to go [there] in the morning. 8. Let her not wonder, after that, at so much noise. OBSERVATIONS. 1. The Learner will remember, that in the first Course, Me, dous, were illustrated, firstly, as meaning Me, You, when they are the object or regi- men of a Verb which denotes the action of some othe?' person / and, secondly, as meaning Myself, Yourself, when they are the regimen of a Verb which denotes an action of the same Person, acting back upon, or refiecting the action upon himself. In this latter case, the Verb is called Eefiective and also Pronominal, a kind of Verb very much used in French. In this Lesson we have this Eefiective or Pronominal Verb in the Third Person ; but here the Eefiective Pronoun is not, as in the former instances^ the sanie as the ordinary Objective Pronoun, but has a distinct form ; that is to say, Ze, la, l\ LeSy cannot be used like Me, when the action is Ee- fiective or performed by a person on himself, but a new Pronoun, Se, comes in the place of all of them ; thus, we say, II le frappe, He steikes him or IT, (meaning another person or thing,) but II se frappe, He strikes him- self, or It strikes itself ; II (or Mle) la frappe, He (or She) strikes her, but Elle se frappe, She strikes herself, or It strikes itself ; and finally, lis (or Ulles) le frappent, (or La frappe, or Les frappent,) They strike him or IT, (strike her or it, or strike them,) but lis se frappent, Elles s^frap- pent, They strike themselves. Hence, this new Pronoun, Se, has all the meanings Himself, Herself, It- self, and Themselves, but is never used otherwise than in this Eefiective sense. Again, in the Examples above, Se, in the Eefiective sense, is the Direct Eegimen of the Verb, which it always immediately precedes ; but still far- ther than this, it may be equally the Indirect Eegimen, and then it has to be translated To or For himself, (herself, itself, themselves,) as, II se donnait la mort. He gave (to) himself death (killed himself). Se has even to be translated One's self, in cases which will be here- after explained. The first uses of the Eefiective Pronoun Se, which we are to be exer- cised upon, belong to the First and Second Categories of Eefiective Verbs, as explained in the First Course. In the First Category, the Himself is used in French when you should say simply -ffi5, etc. In the Second Cate- gory it is used in French, when it should be omitted altogether, in Enghsh, as unnecessary to the sense. TENTH LESSON. 195' TENTH LESSON OF THE SECOND COURSE. THE PREPOSITION^VL PRONOUNS Lui, ElU^ EuX, MUs, (of, to, over, by, etc.) him. HER, THEM (male). THEM (female). does the parrot laugh at him ? he laughs at her. they were speaking of them at the table when they came in. were they not speaking of them when they entered ? would not the servant lightsome fire for this lady if she asked for it? would he not light some for her if she asked for it ? he would light some for her. FOR BOTH, FOR ONE AS WELL AS FOR THE OTHER. this soup is all cold ; he will not eat any. this roast-beef is so warm that he will not taste [to, at] it. QUITE, ALL, EXTIRELT. so . . . THAT . . . does he not love his neighbor as himself? she loves her neighbor as herself, most certainly. his, her, one's neighbor • his, her, one's fellow-creature. their neighbor, their fellow-crea- ture. my neighbor. your neighbor. himself, herself. themselves. most certainly, at any rate, by all means. one's. (de, a, sur, par, etc.) lui. elle. EUX. elles. ' (Obs. 1.) le perroquet se moque-t-il de lui ? il se moque d'elle. ils parlaient d'eux a table lors- qu'ils sont entres. ne parlaient-elles pas d'elles lors- qu'elles sont entries ? (Obs. 2.) le domestique n'allumerait-il pas du feu pour cette dame si elle le demandait? n'en allumerait-il pas pour elle si elle le demandait ? il en allumerait pour elle. POUR l'uNE COMME pour l' AUTRE. ce potage est tout froid ; il n'en mangera pas. ce rosbif est si chaud qu'il n'y goutera pas. TOUT. SI. . . (Adj. or Adv.) que. . . n'aime-t-il pas son prochain comme liii-meme ? elle aime son prochain comme elle- meme, a coup sur son prochain. leur prochain, mon prochain. votre prochain. lui-meme, elle-meme. EUX-MkMES, ELLES-MEMES. d coup sur. SON, SA, SES. how many [cannon] shots does I combien de coups de canon I'ar- the artilleryman fire ? I tilleur tire-t-il ? 196 SECOND COURSE. he fires ten shots an hour, this is the tenth shot [that] he has fired. il tire dix coups par heure. c'est le dixieme coup qu'il tire. it is his turn, it is their turn, it is my turn, it is your turn. c'est a son tour, c'est a leur tour. c'est a mon tour, c'est a votre tour. ten. tenth. dix. dixieme. to fire a cannon-shot. tirer un coup de canon. stroke, cannon. coup, canon. the artilleryman. I'artilleur. soup, roast-beef. potage. rosbrf. to taste. . . gotiter a. .. is not this poor laborer in of everything ? need ce pauvre travailleur ne t-il pas de tout ? manque- EVERYTHING. TOUT. at everything, for everythin g- a tout, pour tout. [at] every moment, at every turn. a tout propos. after all. apres tout. (Obs. 3.) an hour, every hour. par heure. op.ee an hour, twice a month, three times a year. une fois par heure. deux fois par mois. trois fois par an. a minute, every minute. par minute. (Obs. 4) TENTH EXERCISE OF THE SECOND COURSE. 1. "Would the servant light some fire for that lady if she asked it ? — He would light some for her if she asked it. 2. She speaks to me of my sister Elizabeth every moment. — ^Why does she speak of her so often ? — I wonder at that. I wonder at it [of it], too. 8. Will he find this roast-beef too cold for him ? — I think he will find it too cold. 4. Will they fire a [cannon] shot every hour ? — Oh, no, they will fire one [of them] every minute. 5. Is that the first gun [shot] which they fire ? — No, John, it is the ninth gun. 6. After all, he does not like that soup. — Why does he not like it ? — He does not like it after all. 7. Does he go to the riding school ? — He does not go to it. ELEVENTH LESSON. 197 OBSEKVATIONS. 1. In the same manner as Me^ vous, change to Moi, vo7is, when used with a Preposition, De, a, su?', pa?', etc., as shown in the First Course (L. 9, Obs. 2), BO Ze, la, become Lui, File, and Zes becomes Fux, for the Masculine, and Files, for the Feminine ; thus, Fe moi, Fkom me, Fe lui, Fkom him or IT, F^elk, Fkom her or it, F''eux, Feom them, Mas,, and F^elles, From them, Fern. It will be convenient to adopt the term Prejpositional Forms for these Forms of the Pronoun. 2. As may be inferred, the Verbs which take the auxiliary etre, in their compouaid Tenses, preserve it in aU their Persons. So, Je suis tombe, I FELL, makes in the Third Person Singular and Plural : 11 est tombe. He FELL, FlU est tombee. She eell ; lis sont ' tombes, Files sont tombees, They fell. Conjugate the other Tenses in the same way. 3. There are a few words, Le, que, de, a, tout, etc., which, on account of their frequent use and their different significations, are a great puzzle to foreigners. They should be entirely mastered by the Pupil, and for that reason they are given in all the variety of their uses in the Lessons. Totit, meaning quite, is used with Adjectives and Adverbs, whilst Tout^ meaning everythino, stands independently, as a Noun. 4. When Par, By, is used in French to express measurement, it is ren- dered in English by a, an, or the Pronoun every. ELEVENTH LESSON OF keflective verb (first to break one's neck. he will break his neck by jumping, they will break their neck. she will break hers, they will break theirs. does he never cut his face by shaving without a looking- glass ? do they never cut it ? [the face.] are they thirsty at the same time that they are hungry ? will he not be hungry and thirsty at the same time ? will he not be hungry and thirsty? they will be neither hungry nor thirsty, he is neither warm nor cold. THE SECONT) COUESE. AND SEC0:N^D CATEaORY.) se casser le con. il se cassera le cou en sautant. ils se casseront le cou. elle se le cassera. elles se le casseront. ne se coupe-t-il jamais la jBgure en se rasant sans miroir ? ne se la coupent-ils jamais ? ont-ils soif en meme temps qu'ils ont faim ? n'aura-t-il pas faim et soif en meme temps ? n'aura-t-il pas faim et soif ? ils n'auront ni faim ni soif. il n'a ni chaud ni froid. 198 SECOND COURSE. AT THE SAME TIME. AT THE SAME TIME THAT. . . to be hungry, to be thirsty. does the physician wish that Clorinda should wash her feet every evening before going to bed? he does not like that she should wash them in warm water. does he not prefer that Simon should wash his hands in tepid water ? that he, she should wash them, that they should wash them. warm. lukewarm, tepid, boiling hot. let him rinse his mouth before drinking, let them not rinse it. Andrew. Helen. Esther. Clorinda. to drink. physician, doctor. en meme tetnps. en meme temps que, . . avoir faim. avoir soif. le medecin aime-t-il que Clorinda se lave les pieds tous les soirs avant de se couch er ? il n'aime pas qu'elle se les lave dans I'eau chaude. ne prefere-t-il pas que Simon se lave les mains dans I'eau tiede ? qu'il, qu'elle se les lave, qu'ils, qu'elles se les lavent. chaud, chaude. tiede. bouillant, bouillante. qu'il se rince la bouche avant de boire. qu'ils ne se la rincent pas. Andre. Helene. Esther. Clorinde. boire. medecin. ELEVENTH EXERCISE OF THE SECOND COURSE. 1. Will he not be hungry from sitting up so late ? — He will be thirsty and hungry at the same time. 2. Are you warm or cold ? — I am neither warm nor cold. 8. Let Andrew rinse his mouth be fore drinking that. — Why, if you please ? 4. Why does your sister Helen break her head by studying so much ? — She studies so be- cause she likes to [that]. — Very well. 5. Do you deny that Simon washes his feet in warm water? — I beg your pardon, he washes them in lukewarm water. 6. Do you like boiling hot coffee ? — Of course not [no, of course]. 7. Are they hungry at the same time that they are thirsty ? — They are hungry, warm, and thirsty at the same time. 8. Does the doctor never cut his face by shaving without a looking-glass ? — He never cuts it. TWELFTH LESSON. 199 TWELFTH LESSON OF COMBINED PKONOUXS Ia luij Ld lui, HIM TO rrnr. . . EHM TO HER . . . HTM TO THEM . . , lie will introduce him to him. the J will introduce him to him. she introduces him to her. general. governor. president. HER TO HER.,, HER TO HIM . . . HER TO THEM., . does he introduce her to him? does she introduce her to her ? do they introduce her to them ? do they not introduce her to them? they do not introduce her to them, THEM TO THEM . . . would they introduce the gov- ernors to them if they were present ? would they present them to them ? would they not introduce them to them? they would not introduce them to them even if they were present. Helen, what o'clock was it when you came in? it was one o'clock precisely. ten minutes past one. ten minutes past two. a quarter past three. twenty minutes past four. half-past five. forty-five minutes past six. is the city hall clock wound up ? is his clock slow ? THE SECOND COURSE. Les lui / Le leur^ La leur^ Les leur, LE LUI. . . LE LUI. . . LE LEUR. . . il le lui presentera. ils le lui presenteront elle le lui presente. general. gouverneur. president. LA. LUI. . . LA LUI. ., LA LEUR. ., la lui presente-t-il ? la lui presente-t-elle ? la leur presentent-elles ? ne la leur presentent-ils pas ? ils ne la leur presentent pas. LES LEUK. . , leur presenteraient-ils les gouver- neurs s'ils etaient presents. les leur presenteraient-ils ? ne les leur presenteraient-ils pasf ils ne les leur presenteraient pas quand bien meme ils seraient presents. Helene, quelle heure etait-il lors- que vous etes entree ? il etait une heure precise. une heure et dix minutes. deux heur^s et dix. trois heures et un quart quatre heures et vingt. cinq heures et demie. six heures et trois quarts. I'horloge de I'hotel-de-ville est-elle montee ? son horloge retarde-t-elle ? 200 SECOND COURSE. his watch is slow, his timepiece is fast. is it twelve o'clock (midnight) ? it is twelve o'clock (noon). watch. clock, timepiece. clock. one-fourth, a quarter ; three-quar- ters, three-fourths^ her watch i& from twenty minutes to half an hour too fast. sa montre retarde. sa pendule avance. est-il minuit ? il est midi. montre. pendule. horloge. un quart ; trois quarts. (Fem.) present, precise. city hall. present, presente. precis, precise. hotel-de-ville. half. demi, demie. (Obs. 1,) EVEN IF, EVEN THOUGH. quand merrier qtiand Men meme. hour. minute. second. heure. minute. seconde. \ (Fem.;. sa montre avance de ving nutes a une demi-heure. TWELFTH EXERCISE OF THE SECOND COURSE. 1. Is your watch slow ? — My watch is not slow. 2. Do you be- lieve that my clock is fast ? — I do not think that his clock is fast. 3. At what o'clock did you arrive yesterday night ? — I arrived at half-past three. 4. What o'clock is it by the city hall clock ? — It is twelve o'clock. 5. Is it midnight ? — It is a quarter past twelve. 6. Is it noon ? — It is half-past twelve. T. How many minutes in an hour? 8. How many seconds in a minute ? 9. Will he introduce the general's daughter to the president ? — He will introduce her to him. 10. When will they introduce Mr. So-and-so's nieces to the governor? — They will introduce them very soon. 11. He thinks that Mr. Simon would not present them to them even if they were present. OBSEEVATIONS. 1. There is this peculiarity about Demi. When it is a diminutive or when it is before the name of a thing measured, it is invariable and con- nected with the Noun hy a hyphen : Uhe demi-heure^ Half an hour. But when it is augmentative and comes after the thing measured^ it agrees in Gender with the Noun : Une heure et demie^ An hour and a half. I^HIRTEENTH LESSON. THIETEENTH LESSON OF THE SECOND COURSE. PRONOUNS, AND ADVERBS OF QUANTITY. does every man who works de- serve to have his money ? every man who works deserves well to have his money. every woman who works deserves well to have it also. EVERY . . . WHO , . . some accident happened to this chemist, did any accident happen to him ? did any misfortunes happen to him? A, AN, SOME. will he keep this orphan through charity ? will he keep him ? THROUGH CHARITY. THIS ONEj THAT ONE, THE ONE. him whom I am bringing up. THE ONE THAT, HIM WHOM. . . let him guard against [take care of] offending anybody, let them guard against offending any person whatever. anybody, any one, any person; anybody, any person wh03is0- ever; anybody you please. do not touch anything soever. carry away anything you please, epeak of anything whatsoever. whatever it may be; anything whatsoever) anything; anything you please, like, choose. let these young gentlemen guard against offending [take care not to offend] any one. let him not offend anybody. NOT. . . ANYBODY, NOT ANYBODY, NO- BODY, NO ONE, NO PERSON, NOT ANYBODY, NOBODY, NO PERSON WHATSOEVER. 9* tout homme qui travaille merite* t-il d'avoir son argent ? tout homme qui travaille merite bien d'avoir son argent. toute femme qui travaille merite bien de I'avoir aussi. TOUT. . . QUI, TOUTE. . . QUI. . . quelque accident est arrive a ce chimiste. lui est-il arrive quelque accident? quelques malheui's lui sont-ils ar- rives ? QUELQUE. (Masc. Fcm.) gardera-t41 cet orphelin par cha- rite? le gardera-t-il ? par charite. CELUI-CI, CELUI-LA. celui que j'eleve. CELUI QUE . . . qu'il se garde d'offenser qui que ce soit. qu'ils se gardent d'offenser qui que ce soit. QUI QUE CE SOIT. ne touchez a rien que ce soit» emportez quoi que ce soit. parlez de quoi que ce soit. QUOI QUE CE SOIT. que ces jeunes messieui's se gar- dent d'offenser qui que ce soit. qu'il n'offense pas qui que ce soit NE . . . PAS QUI QUE CE SOIT. 202 SECOND COURSE. whosoever oj0fends you, forgive (him) his fault, •whatever it may be that wounds you, forget it. WHOMSOEVER, ANYBODY WHOM . . . WHATEVER IT MAY BE THAT, WHAT- SOEVER, WHATEVER . . . does he refuse these two situa- tions ? does he refuse them both ? do they refuse both ? do they accept neither ? IHE ONE AND THE OTHER, BOTH. NEITHER THE ONE NOR THE OTHER, NEITHER, do they always wear the same uniform ? they wear another uniform. does he wear the same yet ? he wears another [of them]. THE SAME. another; others. so MUCH, so many. so much mutton, so much lamb. so many sheep, so many lambs. LESS, not so many. more. will they eat so much mutton ? will they eat so much of it ? A GOOD DEAL, A GOOD MANY. A FEW, LITTLE. BO LITTLE, so FEW. A LITTLE. why do they kill so many lambs ? why do they buy so many of them ? BUT LITTLE. qui que ce soit qui vous oftense» pardonnez4ui sa faute. quoi que ce soit qui vous blesse, oubliez-le. QUI QUE CE SOIT QUI. . . QUOI QUE CE SOIT QUI . . . refuse-t-il ces deux places ? les refuse-t-il toutes les deux? refusent-ils Tune et I'autre ? n'acceptent-ils ni Tune ni I'autre ? j tous deux, toutes deux. ( tous les deux, toutes les deux l'un s:t l' autre. NE. . . NI l'un ni l'aUTRE. portent-ils toujours le m4me uni- forme ? ils portent un autre uniforme. porte-t-il encore le meme ? il en porte un autre. LE MEME, LA MEME, LES MEMES. UN AUTRE, UNE AUTRE ; d'aUTRES. tant de, ., ; tant. tant de mouton. tant d'agneau. tant de moutons. tant d'agneaux. moins c?e. . . ; moins. plus de. , . ; plus. mangeront-ils tant de mouton f en mangeront-elles tant ? heaucoup de. . . ; beaucoup. peu de. .. ; peic, si peu de. . . ; si peiL un peu de. . . ; un peu, pourquoi tuent-ils tant d'agneaux? pourquoi en achetent-ils done tant? 7ie. . , que peu de, ,. ; . ne, . . que peu. FOURTEENTH LESSON. 203 THIRTEENTH EXERCISE OF THE SECOND COURSE. 1. Will he keep this orphan through charity ? — He will not keep the one that his neighbor brings up. 2. Does he eat a great deal of beef? — He does not eat a great deal of it. 8. Did he buy a great many lambs ? — He bought only a few [of them]. 4. Does your nephew refuse those situations ? — He refuses both. 5. Will he not accept the first situation ? — He will not accept the other. 6. Do they wear the same uniforms ? — They wear the same still. 7. Let her be careful not to offend anybody whosoever. — She will be very careful not to offend anybody. 8. They would keep a little butter if . . . They would keep a little of it if . . . 9. Did any accident happen to this chemist ? — I do not think that any acci- dent happened to him. FOURTEENTH LESSON OF THE SECOND COURSE. Le lui..„ AFTER niPERATIVE. to deserve. meriterde.., {I^if) to raise, bring up. elever. to offend. offenser. to wound blesser. uniform, accident. place, situation, orphan, orphan girl. present this col^rn^ to the cap- tain, present him to him. present her to him, present them to him. do not present them to him. let him present him to her. let them not present them to him this evening. does he think of his sister some- times ? he always thinks of her ; he does not forget her. do they think of your college mates ? they dream of them onee in a while. uniforme. accident. (Fern.) place. orphelin, orpheline. presentez ce colonel au capitaine. presentez-le-lui. presentez-la-lui, presentez-les-lui. -(Obs. 1.) ne les lui presentez pas. qu'il le lui presente. qu'ils ne les lui presentent pas ce soir. (Obs. 1.) pense-t-il a sa soeur quelquefois ? il pense toujours a elle ; il ne I'ou blie point. revent-ils a vos compagnons de college ? ils revent a eux de temps a autre. 204 SECOND COUESE. FKOM TIME TO TBIE. at, to his house, her house, at, to their house. are they going to play cards at the neighbor's ? they are going to pass the even- ing, and play cards at his place. to play cards. are they ignorant of the news ? are they not aware of it ? not to know, to be ignorant of, not to be aware of . , ,AS WELL AS HE, ... AS MUCH AS SHE. . . .MORE THAN THEY, ...LESS THAN THEY, do they play cards as well as they? does he not earn as much as she ? he meddles with this affair [he too}, she meddles with it also, does she not? YOU TOO, YOU also;. I, ME, TOO. HE ALSO, SHE ALSO. THEY ALSO. should Paul not meddle with it, Peter would not meddle with it neither. Paul does not meddle with it, nor Peter either. they will not meddle with it, nor tkey either. NOR HE EITHER^ NOR THEY EITHER. NOR SHE EITHER,, NOR THEY EITHER. NOR YOU EITHER,. NOR I EITHER. they will not meddle with it any more, neither one nor the other of them. neither will meddle with it any Biore, Sde temps a autre, de temps en temps, chez lui, chez elle. chez eux, chez elles. yont-ils jouer aux cartes chez le voisin ? ils vont veiller et jouer aux cartes chez lui. jouer aux cartes. ignorent-ils la nouvelle % I'ignorent-elles I ignorer, . . .AUSSI BIEN QUE LUI. . . . AUTANT QU^ELLE. . . .PLUS Qu'eUX. . . .MOINS QU'eLLES. jouent-ils aux cartes aussi bieo qu^eux ?" ne gagne-t-il pas autant qu*elle ? il se mele de cette affaire,- lui aussi.^ ne s^n mele-t-elle pas, elle aussi? VOUS AUSSi; MOI AUSSL LUI AUSSI, ELLE AUSSL ' EUX AUSSIy ELLES AUSSI. si Paul ne s'en melait pas, Pierre ne s'en melerait pas non plus. Paul ne s'en mele pas^ ni Pierre non plus. ils ne s'en meleront pas, ni eux non plus. NI LUI NON PLU&, NI EUX NON PLUS. NI ELLE NON PLUS, NI ELLES NON PLUS. NI VOUS NON PLUS, NX MOI NON PLUS; ils ne s'en meleront plus ni I'un ni I'autre. ni riin ni I'autre ne s'en meleront diavantage. rOURTEEKTH LESSOK. 205 KlUTHER. . . f XI l'un NI l'aUTRE NB. . . without adieu, "without taking sans adiea leave, hoping to see you again, I all the lard. all the oats. EYERYBODY. to be right in. . . to be wrong in . . . chemist. tout le lard, toute I'avoine. TOUT LE MONDE. avoir raison de . avoir tort de . . . chimiste. I (before Inf.) FOURTEENTH EXERCISE OF THE SECOND COURSE, 1. Present this captain to the colonel : present them to one an- other. — I shall present them to one another. 2. Present him to him, if you please. — I will present him to him as soon as possible. 8. Will she meddle with this affair, too ? — She will undoubtedly meddle with this affair, too. 4. I would not meddle with it. — Nor I [nor I either]. 5. If Peter did not meddle with it, Mary would not [meddle with it] either. 6. Does she not earn as much as he? — I think that she does earn as much as he. 7. Will they play cards on the wooden table? — They will play cards on that same table. 8. Would they not play as well on that one as on the other one ? — I believe so. 9. Does the little boy think of the orphan girl sometimes? — He thinks of her sometimes. 10. Does he never speak of her ? — Yes, but he does not speak of her very often, he is so young. 11. Without farewell, [hoping to see you again.] OBSEEVATIONS. 1. It has already been noticed that the position of the Pronouns used with the Imperative, offers some peculiarities, (L, 85, Obs. 1, 1st Course.) Presentez-le-lui, is said in the Affirmative ; Ne le lui presentez pas, in the Negative, merely transposing the Pronouns, but not inverting their order. In the Third Person Imperative : Qu'il le lui presente. Qu'ils les lui presentent. Qu'il ne le lui presente pas. Quails ne les lui presentent pas, ©xhibit the same order whether Affirmatively or Negatively used. 206 SECOND COURSE. FIFTEENTH LESSON OP THE SECOND COURSE. COMPOUND TENSE-FORMS. a-t-il marchande ? il n'a pas marchande cette fois. tout le monde anra-t-il dejeun^ lorsqu'il sera de retour ? combien voiis a-t-il paye pour avoir garde le beurre que voila ? il ne m'a rien paj^e du tout. did he cheapen ? he did not haggle this time. will everybody have breakfasted when he will get back ? how much has he paid you for having kept this butter? he has not paid me anything at all. this bread, that bread. would they have money in the savings bank if they had spent it foolishly ? as frolicsome lads. that he should not have bowed. I wonder why he did not bow to this gentleman. does he suppose that they were wrong in remaining alone at the mines? does she suppose that he remained at the mines? to price, cheapen, haggle, beat down the price. TO SUPPOSE THAT. to remain, to have remained, fool, foolL^. FOOLISHLY this time. THIS . . . THAT . , • savings bank. BY HIMSELF, ALONE. mine. if he had asked a favor of him, would he have granted it to him? he was only seeking an opportu- nity to escape. ONLY A, AN, ONE ; BUT ONE MORE. occasion, opportunity. le pain que voici, le pain que voila, auraient-ils de I'argent a la caisse d'epargne s'ils I'avaient depen- se foUement? comme de jeunes fous. qu'il n'ait pas salue. je m'etonne qu'il n'ait pas salue le monsieur que voila. suppose-t-il qu'ils aient eu tort d'etre restes seuls aux mines ? suppose-t-elle qu'il soit reste aux mines ? marchander. supposer que. (Obs. 1.) Tester, etre reste. fou, fol, folle. follement cette fois. . . . que voicif . . . que voilcL ^ caisse i'epargne. SEUL. mine. (Fern.) s'il lui avait demande une grace, la lui aurait-il accordee ? il ne cherchait plus qu'une occa- sion pour se sauver. NE . . . PLUS QU'UN, Qu'UNE. occasion. SIXTEENTH LESSON. 207 grace, favor, shirt. to escape. I wonder that he should have calumniated such a man as this, a woman like that one. to slander, to calumniate. LIKE THIS, LIKE THAT, SUCH A ONE AS THIS. LIKE THIS, LIKE THAT, SUCH A O^E AS THAT, etc. that he should, they should have, that he should, they should be. grace, chemise. (Fern.) je m'etonne qu'il ait calomnie un homme tel que celui-ci. une fern me telle que celle-la. calomnier. TEL QUE CELUI-CI, CELUI-LA. TELLE QUE CELLE-CI, CELLE-LA, etC. qu'il ait, qu'ils aient. qu'il soit, qu'ils soient. FIFTEENTH EXERCISE OF THE SECOND COURSE. 1. Would he have granted him a favor if . . . ? — I believe he would have granted him a favor if . . . 2. I wonder that they have not bowed to this lady. — I wonder at it [of it] also. 3. Did he walk the whole day ?— He walked the whole morning. 4. Did he price all this butter ? — He priced all of it. 5. Do you have money in the savings bank ? — I never had any. 6. Did she suppose that she remained in the mines ? — She did not suppose that for a second. OBSERVATIONS. 1. The Verb Sup^^oser, To suppose, and the twoYerhs FeTisery To think, Se doutefj To suspect, introduced in the next Lesson, govern the Subjunc- tive, when used Interrogatively ; otherwise they govern the Indicative. SIXTEENTH LESSON OF THE SECOND COURSE. THE PRETERIT DEFINITE AND IMPERFECT SUBJUNCTIVE. estima-t-il ? estima-t-elle ? elle estima, il estima. (Obs. 1.) ils, elles estimerent. (Obs. 1.) se contenta-t-il ? se contenta-t-elle ? did he esteem ? did she esteem ? she did esteem, he did esteem. they did esteem. was he satisfied with? was she satisfied with ? they were satisfied. at how much money do these gen- tlemen value this house ? at how much money did this architect value it ? ils, elles se contenterent. a combien d'argent ces messieurs estimerent-ils cette maison ? a combien d'argent cet architecte I'estima-t-il ? 208 SECOND COURSE. he valued it at so much. at how much did they value it ? AT HOW MUCH, AT HOW MANY. were they satisfied with so little sugar in their tea ? were they satisfied with so little ? WITH, OF A LITTLE. WITH, OF LITTLE. WITH, OF SO LITTLE. to be satisfied with . . . to be satisfied with it. AT so MUCH. . . AT so MANY. . . AS MUCH. . . AS ; AS MANY. . . AS. . . did they eat as much meat as bread ? he had as much of the one as the other. did she send as many beefsteaks as hams ? did they not send as many of the one as the others ? did these cooks not peel as many potatoes as apples ? this one, at least, peeled [of them] as many of the one as the other. AS MUCH, AS MANY OF THE ONE AS OF THE OTHER. AS MUCH, AS MANY OF THE ONE AS OF THE OTHERS, potatoe. beefsteak. he went, they went, she went, they went. they wiped ofij he wiped off. he was, they were. that he might, they might be. he had, they had. that he might, they might have. did he think that he was working so lonsj without an interest ? il I'estima a tant. a combien I'estimerent-ils ? a combien, de, , , ; d combien. se contenterent-ils de si peu ds Sucre dans leur the ? s'en contenterent-ils de si peu f (Tufi peu. de peu. de si peu. se contenter de . . . s'en contenter. a tant de. , . ; a tant. autant de. . . que de, . . mangerent41g autant de pain que de viande ? il eut autant de Tun que de I'autre, envoya-t-elle autant de beefsteaks que de jambons? n'envoyerent-ils pas autant des uns que des autres ? ces cuisinieres ne pelerent-elles pas autant de pommes de terre que de pommes ? celle-ci, au moins, en pela autant des unes que des autres. ( AUTANT DE l'uN QUE DE l' AUTRE. ( AUTANT DE l'unE QUE DE l'aUTRE. ( AUTANT DES UNS QUE DES AUTRES. 1 AUTANT DES UNES QUE DES AUTRES. au 7noins. pomme de terre. beefsteak. (Fem.) il alia, ils allerent. elle s^en alia, elles s'en allerent. ils essuyerent, il essuya. il fut, ils furent. (Obs. 1.) qu'il fut, qu'ils fussent. il eut, ils eurent. qu'il eilt, qu'ils eussent. pensait-il qu'il travaillat si long- temps sans interet ? SIXTEENTH LESSON. 209 TO THINK THAT. did he suspect that this idiot was so reasonable ? TO SUSPECT THAT. did he regret that his protege earned his living by working ? TO REGRET THAT. would he doubt that the director would forgive [him] his fault ? that the directors would forgive him for it. that he should pay, that they should pay. that he might call, that they might call, that he might throw, that they might throw. . that he might go away, that they might go away, that he might go, that they might go- TO DOUBT THAT. penser que. (Subj.) se doutait-il que cet idiot fut si raisonnable ? se douter que. (Subj.) regrettait-il que son protege ga gnat sa vie a travailler ? regretter que, (Subj. douterait-il que le directeur li*- pardonnat sa faute ? que les directeurs la lui pardon nassent. qu'il payat, qu'ils payassent. qu'il appelat, qu'ils appelassenfe. qu'il jetat, quails jetassent. qu'il s'en allat, qu'ils s'en allassen^li qu'il allat, qu'ils allassent. (Obs, 1) douter que. (Subj.) SIXTEENTH EXERCISE OF THE SECOND COURSE. 1. Did they send yesterday as many beefsteaks as hams td [the] market ? — They sent as many of the ones as of the others. 2. At how many dollars did the architects estimate that beautiful house, the day before yesterday ? — I do not know [it]. 3. Did he suspect that he was wrong in this affair ? — He did not suspect that he was wrong in that affair. 4. Did you suppose that he would pay [for] that butter himself? — I supposed it at first. 5. Was she satisfied with a little sugar in her tea ? — She was not satisfied with a little. OBSEEVATIONS. 1. The Preterit Definite and the Imperfect of the Subjunctive are formed from the Participle Past, by changing e into a for the Third Person Singular, and into event for the Tliird Person Plural of the Preterit Defi- nite, and e into at^ and assent for the corresponding Persons of the Imper- fect Subjunctive. Exceptions: ete^ Been, makes, in the Preterit Definite, II fat , ils fureiit^ and QuHl fut^ qu'ils /assent^ in the Imperfect of the Subjunctive. Euy Had, makes R eut^ ils eurent ; Qu'il eut^ qu'^ils eu&sent. 210 SECOND COURSE. '^SEVENTEENTH LESSON OP THE SECOND COURSE. FIRST PERSON PLURAL OF VERBS. — PRETERIT DEFINITE AND IMPERFECT OV THE SUBJUNCTIVE. WE. "we were afraid. what were you afraid of? we were afraid of our shadow. OUR. we were. we went. at, to our house. did we send this parcel of letters through the post-office ? OURS. OURS. were you one of us ? we spoke of our parents, we spoke of ours also. TO BE AFRAID THAT. were you afraid that we might keep all these volumes ? were they afraid lest we might be ashamed in the presence of those great officers of state ? that we might be. that we might go away, that we might go. that we might love. to be ashamed. eleven, the eleventh. twelve, the twelfth. thirteen, thirteenth. fourteen, fourteenth fifteen, fifteenth. sixteen, sixteenth. before noon, after noon. before midnight, after midnight. NOUS. nous eumes peur. (Obs. 1.) de quoi eutes-vous peur ? nous eumes peur de notre ombre. NOTRE, NOS. (Obs. 2.) nous fumes. (Obs. 1.) nous allames. (Obs. 1.) chez nous. est-ce que nous envoyames ce pa- quet de lettres par la poste ? LE NOTRE, LA NOTRE. LES NOTRES. futes-vous des notres ? (Obs. 3.) nous parlames de nos parents, nous parlames des notres aussi. avoir peur que. (Subj.) eutes-vous peur que nous gardas- sions tous ces volumes ? eurent-ils peur que nous eussions honte en presence de ces grands dignitaires ? que nous fussions. que nous nous en allassions. que nous allassions. que nous aimassions. avoir honte. onze, le onzi^me. douze, le douzi^me treize, treizi^me. quatorze, quatorzieme. quinze, quinzi^me. seize, seizieme. avant midi. apres midi. avant minuit. apr^s minuit SEVENTEENTH LESSON. 211 near us. near our house. NEAR. . . here we are at our house, here we are [at it] ; there [here] we are [at it]. here I am at this . . . ; there [here] I aiQ [was] at that. . . [at work, writing, etc.] here is some of it, here are some of them ; there is some of it, there are some of them. here is some thread; there is some. twenty minutes to twelve o'clock. twenty minutes to one o'clock. a quarter to two o'clock. ten minutes to three o'clock. five minutes to four o'clock. thirty seconds before eleven o'clock. pres de nous. (Obs. 4.) pres de chez nous. prds de, , . nous voici chez nous, nous y voici ; nous y voil^ m'y voici ; m'y voila. en voici ; en voil4. voici du fil ; en voila. midi moins vingt-cinq. une heuro moins vingt. deux heures moins un quart. trois heures moins dix. quatre heures moins cinq. onze heures moins trente secondes. SEVENTEENTH EXERCISE OF THE SECOND COURSE. 1. We repeated the eleventh exercise by heart. — Did we not re- peat it ? 2. Did we arrive here before twelve o'clock ? — We arrived a quarter before twelve. 3. Do you live near our place ? — You do live near our place. 4. Will you not remain near us, my friends ? — We did remain near you yesterday. 5. Were they afraid that we should go away before midnight ? — They were not afraid as- suredly that we should go away without wishing them [the] good night. 6. What o'clock was it when we arrived ? — It was twenty minutes to six. 7. Will you be one of us [ours] this afternoon ? — I will be one of you [yours] this evening. 8. Here is some bread. — Give it to me. 9. Here is some good bread. — Here is some better. OBSEKVATIONS. 1. Still another Person of the Verb is presented to the Learner in this Lesson. The First Person Plural has a termination differing from that of any of the other Persons. It will be fally exhibited as we proceed. The First Persons Plural of the Preterit Definite and the Imperfect of the Subjunctive are formed by changing the termination e of the Participlo Past into d77i€s, assions : Nous allaines^ Que iioiis allassio/is, etc. 212 SECOND COURSE. The Verb Avoi?'j Tc have, makes M>ics eicmes, We had, Que nous eus~ sionsj That we should have, and etre, To be, JVbus fumes, We wePwE, Que nous fussions, That we should be. 2. The Pronouns Nbtre^ JVbs, follow the analogy of Vot?'e and Vbs, 3. Ze noire, la notre, les notres, follow the analogy of Le 'cotre, etc. They say. Tin des notices, One of oues, meaning One of us. One among us 4. The Objective of Nous is also Nous ; Be nous, Of us, etc. EIGHTEENTH LESSON OF THE SECOND COURSE. rmST person plural of the future and CONOmONAL. directeiir. dignitaire. parent, parents. director. high officer of state, dignitary. parent, parents. we shall brush our coats. we shall brush them. we should brush them, should we brush them? shall we have more boys than girls in our class ? we shall have more of one than the other [sort]. MORE . . . THAN . , . shall we send more cloth than linen ? less pewter than tin. less... than... we shall pay ; we should pay. shall we pay ? should we pay ? we should send; should we send? we shall buy ; we shorJd buy. idiot, protege. reasonable. shall we reject more pupils than we shall keep [of them] ? should we reject more than we should keep if . . . ? shall we borrow less money than we shall pay [of it] ? nous brosserons nos habits. nous les brosserons. (Obs. 1.) nous les brosserions. (Obs. 1.) les brosserions-nous ? aurons-nous plus de gargons que de filles dans notre classe ? nous aurons plus des uns que des autres. plus de. . . que de. . enverrons-nous plus de drap que de toile ? moins d'etain que de fer-blanc. mains de, , , que de. , . nous paierons ; nous paierions. paierons-nous ? paierions-nous ? nous enverrions ; enverrions-nous ? nous acheterons ; nous achete- rions. (Obs. 1.) idiot, protege. raisonnable. rejetterons-nous plus d'eleves que nous n'en garderons ? en rejetterions-nous plus que nous n'en garderions si ... ? emprunterons-nous moins d'argent que nous n'en paierons? EIGHTEENTH LESSON. 213 MORE THAN . . . LESS THAN. . . shall we borrov,^ some more ? shall we not borrow any more ? NOT. . . ANY MORE. NOT. . . ANY MORE. shadow. pewter. tin. bmidle of letters. we shall go ; we should go. we shall go away ; we should go away. we shall break our noses, we should break them. we shall wake up all of a yudden. we should wake up all of a sud- den if . . . we were afraid. in presence of. . . in the absence of. . . in honor of. . . shall we work seventeen hours consecutively ? should we work eighteen hours consecutively ? we shall not work nineteen hours consecutively. we shall be ; we should be. we shall have ; we should have. plus que, . . ne, , , (with Verb.) moins que ... ne, , » en emprunterons-nous encore ? n'en emprunterons-nous pas da vantage ? ne, . , pas davantage. ne, , , pas encore, ombre. (Fem.) etain. fer-blanc. paquet de lettres. nous irons ; nous irions. nous nous en irons ; nous nous en irions. nous nous casserons le nez. nous nous le casserions. nous nous reveillerons en sursaut. nous nous reveillerions en sursaut si. . . nous avions peur. en presence de . . . en I'absence de. . . en I'honneur de . . . travaillerons-nous dix-sept h cures de suite ? travaillerions-nous dix-huit heures de suite? nous ne travaille-rons pas dix-neuf heures de suite. nous serons ; nous serious, nous aurons ; nous aurions. EIGHTEENTH EXERCISE OF THE SECOND COURSE. 1. What are we afraid of? — We will not be afraid of anything. 2. Shall we send less tin than pewter to our friend ? — We shall send less of the one than of the other. 3. Shall we pay more than we [shall] borrow ? — We shall pay a little more. 4. Should we buy less than we should buy if.. . — We should buy less than we should pay for if. . . 5. Shall we be more reasonable this time ?-^ We shall be very reasonable. 6. To whom shall we speak ? — We will speak to that young man for a second. 7. We shall not be afraid of our shadow. Shall we be afraid of it ?— We shall not be afraid of it. 214 SECOND COURSE. OBSERVATIONS. 1. The Future and the Conditional are formed by adding, for the first- mentioned Tense, ons, and, for the last, ioTis to the Infinitive ; thus, Nous &r<35«^'-ONs, Mms irosser-ioi^s. The exceptions relative to the Verha JUe/'y Enwyei\ etc., are illustrated in this Lesson. NINETEENTH LESSON OF THE SECOND COURSE. FIRST PERSON PLURAL. — IMPERFECT INDICATIVE AND PRESENT SUBJUNCTIVE. where shall we procure fine cloth ? we shall get some at the store, to procure, procure some [of it]. where should we procure coarse cloth ? are you afraid lest we should not procure any? were we going to Vienna at the same time ? Vienna. SUCCESSIVELY. AT THE SAME TIME. fine ; coarse. we approved of all that. we only approved of that. we approved of nothing but that. ALL THAT. NOTHING BUT THAT. NOTHING BUT THAT. that we may go. that we may go away. that we may send. we sent. that we may call, we called. seventeen, seventeenth. eighteen, eighteenth. nineteen, nineteenth. ou nous procurerons-nous du drap fin? nous nous en procurerons au ma- gasin. nous procurer, nous en procurer. ou nous procurerions-nous de gros drap? avez-vous peur que nous nous n'en procurions pas ? allions-nous a Vienne du meme coup? Vienne. de suite, du meme coup, fin ; gros. nous approuvions tout oela. nous n'approuvions que cela. nous n'approuvions rien que ce- la. (Obs. 1.) TOUT CELA. NE . . . QUE CELA. NE. . . RIEN QUE CELA. que nous allions. que nous nous en allions. que nous eiivoyions. nous envoyions. que nous appelions. (Obs. 2.) nous appelions. dix-sept, dix-septieme. dix-huit, dix-huitieme. dix-neuf, dix-neuvieme. NINETEENTH LESSON. 215 this is the twentieth cannon-shot that we have fired [firej. this is [here are] twenty blows that we have given [give] to this man of snow. snow. cannon-shot, gun. blow [with the fist]. does the captain order us to em- bark our things in the course of the week? that we should embark them. to put on board, to embark. things, articles. course. to order. TO ORDER. does he approve of our neglect- ing this customer ? no, indeed. that we borrow this big sum of the [to the] wholesale merchant. that we should borrow this sum from the [to the] retail merchant. we walked as fast as they. did we not walk as fast as they ? did we not speak as fluently as all of them ? AS. . . AS. . . sum. wholesale merchant, retail merchant we had. that we should have. we were. that we should be. voila le vingtieme coup de canon que nous tirons. voila vingt coups de poings que nous donnons a cet homme de neige. neige. (Fern.) coup de canon, coup de poing. le capitaine ordonne-t-il que nous embarquions nos effets dans le cours de la semaine ? que nous les embarquions. embarquer. effets. (Masc. PL) cours. ordonner de . . . (before Inf.) ordonner qice. (Subj.) approuve-t-il que nous negligions cette pratique ? non, certes. que nous empruntions cette forte somme au march and en gros. que nous empruntions cette somme au marchand en detail. nous marchions aussi vite qu'eux. ne marchions-nous pas aussi vite qu'elles ? ne parlions-nous pas aussi facile- ment qu'eux tons ? aussi,,, que,,, somme. marchand en gros. marchand en detail. nous avions. que nous ayons, nous etions. I que nous soyons. (Obs. 2.) (Obs. 2.) NINETEENTH EXERCISE OF THE SECOND COURSE. 1. Does papa order [require] that we should go to school imme- diately ? — He does order that we should go to school immediately. 2. Did we buy as much as the retail merchants ? — AYe did buy as 216 SECOND COURSE. much as they. 3. Do you suppose that we buy as much as the wholesale merchants? — "We do not buy as much as they. 4. Where shall we procure coarse cloth ? — We shall procure some at the wholesale store. 5. Were we going to Vienna at the same time ? — We were not going there at the same time. 6. This is the nineteenth gun we have fired. — I thought it was the twenty-first. 7. Did we not speak French as easily as all of them ? — We did speak it as easily as all of them. 8. Shall we put our things on board in the course of the week ? — We shall put all our things on board in the course of this week. OBSEKVATIONS. 1. The Imperfect is formed from the Present Participle, by changing ant into ions : Approuv-KinT^ Nous approuv-ioNs^ The Verbs in yer insert an i after the ^. 2. The First Person Plural of the Subjunctive Present has the same form as the corresponding one of the Imperfect Indicative. The Verbs avoir and etre are exceptions to this rule. TWENTIETH LESSON OF THE SECOND COURSE. FIRST PERSON PLURAL OF INDICATIVE PRESENT AND IMPERATIVE. have we more than twenty-one pigs in the yard ? we have more than twenty-one [of them]. have we not more than twenty- one cords of wood in the shed ? we have not less than twenty-one cords. cord. cord of wood. have we ? we have. yard. by leaving the city at eight o'clock in the morning on the railroad, do we arrive at the village about six o'clock in the evening? we arrive there about half-past seven o'clock. avons-nous plus de vingt-et-un co- chons dans la cour ? nous en avons plus de vingt-et-un. n'avons-nous pas plus de vingt-et- une cordes de bois dans le han- gar? nous n'en avons pas moins de vingt-et-nne cordes. corde. (Fern.) corde de bois. (Obs. 1.) (Fern.) en quittant la ville a huit heures du matin par le chemin de fer, arrivous-nous au village vers six heures du soir ? nous y arrivoDs vers sept heures et demie. (Obs. 1.) avons-nous « nous avons, cour. TWENTIETH LESSON. 21T before sunset, after sunset. l^t us prepare the dinner while ■we are waiting for the guests to return. let us prepare it directly. let us not prepare it for some time, on the contrary. let us prepare several dishes in the mean time. let us prepare them for them. twenty-one. twenty-first guest, dish. we burn our fingers by playing with the fire, we burn our nails, at least we burn them, we do not burn them, let us not burn them, let us burn them. IN THE MEAN TIME. TILL, UNTIL, WHILE WATTINQ FOR. DIRECTLY, ON THE SPOT. ON THE CONTRARY. NOT FOR SOME TIME. let us place this dish before him. let us hide his cane behind her. before him, before her, before your house, behind them, behind their house. BEFORE. BEHIND. let us place this dish behind, let us place it before. to grieve for, to fret at . . . why do we fret at not going to the circus ? AT, ON ACCOUNT OF, BECAUSE. 10 avant le coucher du soleiL apres le coucher du soleil. preparons le diner en attendant que les convives soient de re- tour. pr^parons-le sur-le-champ. ne le preparons pas de si tot, au contraire. preparons plusieurs plats en atten- dant. prepajrons-les-leur. (Obs. 2.) vingt-et-un, vingt-et-une. vingt-et-unieme, convive, plat, nous nous brulons les doigts en jouant avec le feu. nous nous brulons les ongles, au moins. nous nous les brulons. (Obs. 3.) nous ne nous les brulons pas. ne nous les brulons pas. brulons-les-nous. en attendant. en attendant que. (Subj.) sur-le-champ. au contraire. ne. . . pas de sitot. plagons ce plat devant lui. cachons sa canne derriere elle. devant lui, devant elle, devant chez vous. derriere eux, derriere elles, derriere chez eux, derridre chez elles. devant. (Obs. 4.) derriere. (Obs. 4.) pla^ons ce plat derriere. playons-le devant. se chagriner de. . . pourquoi nous chagriner de ce que nous n'allons pas au cirque ? de ce que . . . 218 SECOND COURSE. are we going ? let us go. have we ? let us have, are we ? let us be. we are going away. let us go away. we laugh at these ushers. let us laugh at them. let us not laugh at their threats. we laugh at them [the threats], let us laugh at it. we pay for all we buy in cash. we do not buy anything on trust. let us push that table into the middle of the room, let us push it into the middle. laugh at . . . to push. INTO, IN THE MIDDLE OF. . . room, threat. John James Rousseau ; Voltaire. allons-nous ? allons. avons-nojis? ayons. ) //-v, ^^ sommes-nous ? soyons. ) v ^* *^v nous nous en allons. allons-nous-en. (Obs. 5.) nous nous moquons de ces huis- siers. moquons-nous d'eux. ne nous moquons pas de leurs me- naces, nous nous en moquons moquons-nous-en. (Obs. 5.) nous payons tout ce que nous achetons, comptant. nous n*achetons rien a credit. poussons cette table au milieu de la chambre. poussons4a au milieu. se moquer de . . . pousser. au milieu de, , . ; au milieu, chambre. ) ^ , menace. y v^^ •/ Jean-Jacques Rousseau ; Yoltaire. TWENTIETH EXERCISE OF THE SECOND COURSE. 1. Let us not burn our finger-nails by playing with the fire. — Very well, 2. Let us push this dish into the middle of the table ; let us push it. 3. "We are laughing at those poor boys. — Why should we laugh at them ? — Let us not laugh at them any more. 4. Are we going to New Orleans in the course of the year ? — We shall go in the course of the year. 5. Are we celebrating this great day in honor of Washington ? — We are celebrating it in his honor. 6. You go away in the absence of your professor, what is that for ? — We go away in the absence of our professor because we did not know that he would grieve at it. 7. Let us remain, because the professor is not here. — Let us remain an hour yet. 8. We are going away directly. When shall we be back ? — We will be back in the course of the day. TWENTY-FIRST LESSON. 219 OBSERVATIONS. 1. The First Person Plural of the Indicative Present is formed from the Participle Present, hj changing ant into ons : AtHv-a^t, Nous arriv-o^a. Exceptions : the Verbs avoi?^ and etre form theirs irregularly ; thus, ^y-ANT, JVous av-o-^s, et-A^T, Nous sommes, 2. The Imperative Mood has what is called the First Person Plural of that Mood. It is formed from the Indicative by suppressing the Pronoun nous : Nous preparonsy We prepare, Prepo^rons^ Let tjs prepare. Exceptions : Nous sommes^ Soy ons ; Nous avons, Ay ons ^ in which the First Person Plural of the Imperative is borrowed from the corresponding Person of the Subjunctive. 3. In the Eefiective Verbs, Nous occupies the same position under all circumstances that Vous does. It is hardly necessary to add, that the First Person Plural of the Eeflectives undergoes the same inflections as the same Person of the simple Verbs. 4. These two Adverbs, and some others, are Prepositions in one sense and Adverbs in another, 5. Allons-nous-en^ Moquons-nous-en^ with the Pronoun en after nous. TWENTY-FIRST LESSON OF THE SECOND COURSE. COMPOUND TENSES WITH FIRST PERSON PLURAL. we went. did we go ? we did go away, we went away, twenty-two, twenty-second, twenty-three, twenty-third. we bought a pair of stockings and two pairs of shoes, we had bought three pairs [of them] as many of the ones as of the others. a pair. AS MUCH OF THE ONE AS OF THE OTHER. AS MANY OF ONE [sORt] AS OF THE OTHERS. we shall have found the house very soon, provided we have not forgotten the number. nous sommes alle, -alles, allee, allees. sommes-noiis alles ? nous nous en sommes alles. vingt-deux, vingt-deuxieme. vingt-trois, vingt-troisieme. nous avons achete une paire do bas et deux paires de souliers. nous en avions achete trois paires, tant des uns que des autres. une paire. TANT DE l'uN QUE DE L^AUTRE, TANT DES UNS QUE DES AUTRES. nous aurons bientot trouve la mai- son pour peu que nous n'ayons pas oublie le numero. 220 SECOND COURSE. we shall play on the violin after having sung, we will play on it after you shall have sung this ballad. ballad. what is the day of the month ? to-day is the first of the month of January. day after to-morrow is [will be] the first of the month. day of the month. whence have we fallen ? from what height have we not fallen ? we remained eight days at the mineral waters after your de- parture. we still remained there ten days afterwards. we returned to Saratoga before you. after you. BEFORE OR AFTER, BEFORE OR AF- TERWARDS. should we have broken one of that man's arms if we had not played with him ? would we have broken one of his arms if we had remained quiet ? eight, about eight, ten, about ten. nous jouerons du violon apr^s avoir chante. nous en jouerons apres que vous aurez chante cette romance. romance. quel est le quantieme du mois ? c'est aujourd'hui le premier du mois de Janvier. c'est apres-demain le premier. quantieme du mois. d'ou sommes-nous tombees ? de quelle hauteur ne sommes-nous pas tombees ? nous sommes restes encore une huitaine de jours aux eaux mi- nerales apres votre depart. nous y sommes restes encore ime dizaine de jours aprds. nous sommes retournes a Saratoga avant vous. apres vous. avant ou apres, aurions-nous casse un bras a cet homme si nous n'eussions pas joue avec lui? lui aurions-nous casse un bras si nous fussions demeures tran- quilles ? huitaine. dizaine. TWENTY-FIRST EXERCISE OF THE SECOND COURSE. 1. Did we repeat by heart the twenty-second exercise? — "We repeated it the day before yesterday. 2. How many pairs of stockings did we buy? — We bought but twenty-two pairs. 3. Did you stay at the mineral waters without money ? — Oh no, I bor- rowed some from a friend. 4. Did we forget our violins at the professor's ? — Where did we leave the violins ? 5. How many days did we pass in Saratoga ? — We passed about eight days there. — I thought that you passed about ten days there.— I do not believe that we passed so many days there. TWENTY-SECOND LESSON. 221 TWENTY-SECOND LESSON OF THE SECOND COURSE, THE NEUTER VEBBS. TO CHAT, TO SPEAK, TO CONVERSE. I am conyersiDg. lie speaks, she speaks. we speak. you speak. they speak. with this charming person. FACE TO FACE, CHEEK BY JOWL. height. was I weeping with pleasure ? was she weeping with rage ? with pleasure, with rage. would you cry with the tooth- ache if you had it ? with the toothache, with the earache. WHENCE. . . FROM WHENCE. to keep quiet. at one's house, at home. half an hour. a quarter of an hour. three-quarters of an hour. does he always walk up and down in the room ? UP AND DOWN. twenty-four, twenty-fourth. the lightning [thunder] struck the eating-room at the moment we were going to enter it. let us call on Mathias for fear he may have fallen sick. AT THE MOMENT... [WHEN, THAt]. IN CASE THAT, FOR FEAR THAT. to see. did the student go up to his room ? at what o*clock did he go up there ? CAUSER. je cause. il cause, elle cause. nous causons. vous causez. iis causent, elles causent. avec cette charmante personne. tete-d-tete, hauteur. (Fem.) est-ce que je pleurals de plaisir? pleurait-elle de rage ? de plaisir. de rage. pleureriez-YOus du mal de dents si vous Taviez ? du mal de dents. du mal d'oreilles. d^ou. . . demeurer tranquille. chez soi. une demi-heure. un quart d'heure. trois quarts d'heure. marche-t-il toujours de long en large dans la chambre ? de long en large. vingt-quatre, vingt-quatrieme. le tonnerre est tombe sur la salle a manger au moment ou nous allions y entrer. allons voir Mathias au cas qu'il soit tombe malade. au moment ou, , , au cas que. (Subj.) voir. I'etudiant est-il monte a sa cham- bre ? a quelle lieure y est-il monte \ 222 SECOND COURSE. student. Mathias. has any misfortune happened to this lady ? a great misfortune has happened to her. what has happened to her ? nothing has happened to her. has anything happened to him? has anybody gone up to the roof? several soldiers have gone up to his place. have several soldiers gone up ? eating-room, dining-room. concert-room. dancing-room. etudiant. Mathias. quelque malheur est-il arriv6 k cette dame ? il lui est arrive un grand malhem\ C qu'est-ce qu'il lui est arrive ? ) que lui est-il arrive ? il ne lui est rien arrive. lui est-il arrive quelque chose ? iquelqu'un est-il monte sur le toit ? est-il monte quelqu'un sur le toit? plusieurs gendarmes sont montes chez lui. j sont-ils montes plusieurs soldats ? ( plusieurs soldats sont-ils montes? a manger, salle de concert, salle a danser. TWENTY-SECOND EXERCISE OF THE SECOND COURSE. 1. Did not the lightning [thunder] strike [fall upon] the dining- room the moment you were going in ? — The lightning struck at that moment. 2. How many hours did you pass in this house? — I passed twenty-four hours in it at least. 3. Does this apprentice cry from toothache? — He cries from earache, 4. Do these patients walk up and down so every night ? — They do very often walk up and down all night. 5. Who wishes to remain at home during such a fine evening? — Nobody. 6. Remain in the dining-room three-quarters of an hour. — I will remain there for a quarter of an hour. OBSERVATIONS. 1. It is the proper point here to state the principal division of Verbs into Active, Passive, Neuter, and Eeflective. An Active Verb is the Verb in its most common use, as a word de- noting action performed by the Subject or Nominative, which action passes over 'upon an object which it affects. It is also called a Transitive Verb, from the Latin, transire, To go over. Thus, Pierre frappe Jean ; in which example //'ajP^e is an Active or Transitive Verb, because it expresses, in the direct way, an action done by the Subject, Pierre^ which action passes over upon Jean, the object upon which it falls. TWENTY-THIRD LESSON. 223 A Passive Verb is the Active Verb reversed, so that the object of the action, he who suffers or endures the action performed by another, is made the Subject or K ominative of the Verb ; thus, Jean est fraijpe par Pierre. Here Jea7i receives or suffers^ the action, and is now the Xominative Case, not the Objective Case or Direct Eegimen, as he would be with the Active form of the Verb, "Passive" is also from the Latin, and means Suefek- ixG or ENDURrN'<5-. Thc Passive Verb is much used in English, and not so often in French. A Eeflective Verb is one which unites, in the same person or object, the two properties of the agent or subject of an action, and the object of the same action, as when one acts upon himself; thus, Fierre se frappe. This kind of Verb has been fully described already, and its uses in French partially illustrated. A Neuter Verb, also called Intransitive, is one in which the action is not viewed as passing over and falling upon any particular object. It has the same form as the Active Verb, but without any Objective Case or Direct Eegimen connected with it. Thus, II tomhe^ il arrive. We do not say that one /alls anything, or arrives anything, but simply end with the action itself. This is the nature of the ISTeuter Verb. Neuter, meaning neither J denotes that such a Verb is neiiJier Transitive nor Passive. It was a portion of the Neuter Verbs of the French Language which we introduced in the First Course, with the auxiliary etre^ meaning have, as Je suis arrive^ I arrived (have arrived). These same Neuter Verbs re- appear, in this Lesson, in the other Persons. The Active Verbs are ap- pearing all along. The Passive Verbs will be introduced in the next Les- son ; the Eeflectives, in their additional Categories, as we proceed. All Eeflective Verbs have the auxiliary etr€ instead of avoir in their Compound Tenses. Most Neuter Verbs do not; thus, J^ai marclie^ I walked, not Je suis rnarche. All the very few Neuter Verbs, that take etre^ have been already given. The Active, Passive, and Neuter, are called the three voices of the Verb. The Eeflective is then considered a branch of the Active voice. TWENTY-THIRD LESSON OF THE SECOND COURSE. THE PASSIVE VERBS. I AM KURT, HE IS HURT. I am accustomed to that. he is accustomed, she is accustomed. we are accustomed. f JE SUIS BLESSE. XL EST BLKSSE. Je suis accouturae, accoutumee, a cela. (Obs. 1.) il est accoutume. elle est accoutumee. nous sommes accoutume, — ee, — es, — ees, (Obs. 2.) 224 SECOND COUESE. you are accustomed. they are accustomed. was she used to get up early ? we were accustomed to go to bed very late and to get up early enough. I was not accustomed, for my part, to get up without fire. in the midst of winter* for my part, for your part. the second. the third of February. February. was not the cook struck with ter- ror at the sight of this wiM she was [so]. so, IT, THAT. every noon,, every day at noon. the whole year. every year. every month. every fortnight, every week. how long has your mother-in-law been married ? [since when]. she has been [she is] married since the month of February last. married. to strike with terror. vous etes accoutume, — 6e, — es^ — ees. (Obs. 2.) ills sont accoutumes. elles sont accoutumees. etait-elle accoutumee a se lever de bonne heure ? nous etions accoutumees a nous coucher tres tard et a nous lever d'assez bonne heure. je n'ai pas ete accoutumee, pour ma part, a me lever sans feu en plein hiver. pour ma part, pour votre part. le deux. le trois de fevrier. f§vrier. la cuisiniere ne fut-elle pas frapp^e de terreur a la vue de cette bete feroce ? elle le fut. LE, l' (Obs. 3.) tous les J ours a midi. toute Tannee. tous les ans. tous les mois, tous les quinze jours, tous les huit jours. depuis quand votre belle-mere est- elle mariee? elle est mariee depuis le mois de fevrier dernier. marie, — ee, — es, — ees. frapper de terreur. TWENTY-THIRD EXERCISE OF THE SECOND COURSE. 1. How long has your sister been married? — She has been [is] married [since] eleven months, 2. Does this shoemaker dine every day at noon at our place? — He does not dine here [there} every day. 3. What day of the month is it? — It is the third of January. 4. What o'clock was it when you came in for the second TWEI^TY-TniRD LESSON. 225 time ? — It was one o'clock. 5. Have you a [the] cold the whole year ? — I have one [it] the whole year. 6. Do you not visit our city every fortnight at least ? — I beg your pardon, I visit it but once a year. OBSEEYATIONS. 1. The Participle Past, beiug a sort of Adjective, agrees, in French, throughout the Passive voice, in Gender and Number, vrith the Subject, that is to say, it takes the signs of the Masculine or Feminine Gender and of the Singular or Plural Number, whenever the Subject does. Every Transitive Verb may be changed into the Passive voice. 2. The First and Second Persons Plural of the Passive Voice, in French, present some points which should not be overlooked. Editors, authors, and other persons writing for the public, say, using the First Person Plural in all the Modes and Tenses : We loroU^ etc., in- stead of Iwrote^ etc., which last they would use in ordinary conversation. Kings and princes arrogate the same style. This occurs in both Lan- guages. So, in both Languages, You is used, in speaking to a single per- son, instead of Thou, although its proper and original meaning, in which it is still used also, is to designate more persons than one. This is a usage that has grown out of the formaUties of poHteness. So far the subject presents no special difficulties, both Languages being alike ; but, from the agreement of the Participle in the Compound Tenses in French, there are four ways of writing acooutume^ for example, in the First and Second Person Plural of the Passive Verb, thus : Nous sommes, Vous etes accoutum e ; Nous sommes, Vous etes accoutum ee; meaning one Person, Masculine or Feminine. Nous sommes, Vous etes accoutum es ; Nous sommes, Vous etes accoutum ees ; meaning two or more Persons, Masculine or Feminine. 3. The little word, Ze, V is employed here in anew capacity. The name Pronoun is hardly a proper one for it, since it generally takes the place of an Adjective. It is more properly an Adverb, and is translated by So or omitted altogether, in English. Thus, Was she sick ? — Etait-elle malade f Fut-eUe malade ? She was (sick) — Elle Vetait ; elle le fut. It sometimes takes the place of a whole phrase, as in the example in the Lesson : Was -not the cook struck, etc. ? She was (struck with terror at tho sight of that wild beast.) Le, r, in this case, is invariable. Do not use, therefore. La or Z^ instead of it. 10* SECOND COURSE. does he not lean on it ? • ON IT. diet, system of life. minister. fire. beast. mother-in-law* chair. a wall. balustrade. FROM TOP TO BOTTOM. wharf. do not trust promises for the fu- ture. I will take good care not to trust [to] them. to recommend. to be careful not to . . . to take care not to, to mind not to, to be careful not to, to take good care not to . . . did you recommend him to keep [the] secret upon this subject? why did you not mend this pen rather than the other ? WHY . . . NOT. will you not send for bed or win- dow-curtains? twenty-five, twenty-fifth. COURSE. appuyez done la chaise contra le mur. TWENTY-rOURTH LESSON OF THE SECOND MISCELLANEOUS SUBJECTS. why do you not rest the chair [rest the chair then] against the wall ? rest it against the wall. rest against the balustrade of the staircase, else you will fall from top to bottom. this white-haired old man leans on his stick. appuyez4a centre la muraille. appuyez-vous contre la rampe de I'escalier, sans quoi vous tombe- rez du haut en bas. ce vieillard a cheveux blancs s*ap- puie sur son baton, ne s'appuie-t-il pas dessus ? (Fern.) regime. ministre. incendie. bete. belle-mere. chaise. un mur, une muraille. rampe. du haut en has, quai. ne vous fiez pas aux promesses do* renavant. je me garderai bien de m'y fier. recommander de. . se garder de . . . se garder bien de . , (before Inf.) lui avez-vous recommande le se- cret sur cette affaire ? que n'avez-vous tailie cette plume ci plutot que cette autre? que ne, , . n'enverrez-vous pas chercher des rideaux de lit ou des rideaux de fenetres ? vingt-cinq, vingt-cinqui^me. TWENTY-FOURTH LESSON. 227 to send for. envoyer chercher. did the prisoner ask the to let him go out once keeper a day. le prisonnier a-t-il demande au gardien de le laisser sortir une towards evening f fois par jour, sur Le soir ? to let . . . go out. laisser sortir. (Obs.l.) did Sarah ask the governess to let her go to the exhibition ? Sara a-t-elle demande a la gouver- nante de la laisser aller a I'ex- position ? to let. .. go. laisser aller. (Obs. 1.) to let her go there. de I'y laisser all«r. towards evening. sur le soir. governess. gouvernant<}. ELSE, OTHERWISE* sails quoi . . . FOR THE FUTURE, dormavant K'ew Year's day. Jour de I'An, the fourth, the fifth. k quatre, ie cinq. March. mars. TWENTY-FOURTH EXERCISE OF THE SECOND COUFkSE. 1. Had you not recommended this old man with gray hair to your brother? — I had recommended him to him, T do not regret it. 2. Did he show talent ? — He showed a great deal of it in every cir- cumstance. 3. Why did you not ask the professor to let you go out because you were sick ? — I was afraid, — What were you afraid of? — I was afraid of being scolded. 4. Shall we send for bed- curtains at this hour ? — We shall not send for them to-night, but early to-morrow morning. 5, When do you go away ? — I shall go away towards evening. 6. Mend [cut] this pen for me, Mr. Paul. — I will mend it for you if you are [a] good boy. OBSERVATIONS. 1. Notice the difference of position of the Noun or Pronoun, in the two Languages, after the Verbs Laisser aller ^ To let. . . go, Laisser sortir. To LET ... GO OUT. To Frcnch, the Noun comes after both Verbs, and the Pronoun before both, whilst, in English, both the Noun and the Pronoun are inserted between the two Verbs Let . . . and Go. This observation ap- plies also to other Verbs used with Laisser, To let. . . SECONH COURSEr TWENTY-FIFTH LESSON OF THE SECOND COURSE, THE FAETICIPLE PRESENT. passing on the boulevard, I stop- ped before that splendid coffee- house. I am looking attentively at those Chinese admiring these sewing- m.achines. meeting so many soldiers one after another, I was asking myself what that signified, when a gen- darme explained to me the- ■whole affair,, and freed me from uneasiness. It was a review on the Champ-de-Mars, a sewing-machine., review^ I never liked a man meddling constantly with other people's business. why does be meddle with what does not concern him ? meddle with what concerns you> let every one meddle with what concerns him, and everything will go right. with what did they meddle ? why have we meddled with it ? that concerns me. to meddle with ... [as you are] getting ready to visit Europe next spring, will you not let me this furnished apart- ment? abounding in fruits and grains of all sorts, the United States have not to dread famine, ATTENTIVELY. CONSTANTLY. an abundant rain fell last night* these farmers have got in an abun- dant harvests passant sur le boulevard, je m'ar- retai devant ce magnifique ca- fe, (Obs. 1.) je regard e- attentivement ces Chi- nois admirant ces machines a coudre. (Obs. 1.) rencontrant tant de soldats I'un apres I'autre, je me demandais ce que cela signifi'ait, lorsqu'un gendarme m'expliqua toute I'af- faire et me tira d'inquietude, C'etait une revv e sur le Champ- de-Mars. une machine a coudre. revue. je n'ai jamais aime un homme se melant constamment des affaires des autresi (Obs. 1.) pourquoi se mele-t-il de ce qui n& le regard e pas ? melez-yous de ce qui vous regarde. que chacun se mele de ce qui le regarde, et tout ira bien. de quoi se sont-ils meles ?' pourquoi nonis en sommes-nous meles ? ^ cela me regarde. se meler de. . . vous disposant a visiter TEurope • le printemps prochain, ne me louerez-vous pas cet apparte- ment garni ? abondant en fruits et en grains de toutes sortes,, les ]6tats-Uni& n'ont pas a redouter la famine, attentivement, constamment, une pluie abondsnte est tomb^*® hier dans la nuit. (Obs. 1.) ces fermiers ont recolte une mois- son abondante. (Obs. 1.) TWENTY-FIFTH LESSON. 229 here is a redundant phrase, sup- press it. ONE AFTER ANOTHEB. to hire, to rent. famine, phrase. take care not to insult the passers- the inhabitants of this country have a great deal of aptitude for [the] mechanic arts. the}^ hare indeed a great deal of it. to get in [the crop], to retrench, to suppress, to dread, to fear. to free [to draw] from uneasiness. I (Fem.) Toila line phrase redondante, re- tranchez-la, run apres Vautre, louer. famine, phrase. gardez-Yous bien d'insulter les pas- sants. (Obs. 1.) les habitants de ce pays ont beau- coup d'aptitude pour les arts mecaniques. ils en ont certes beaucoup, recolter. retrancher. redouter. tirer d'inquietude. TWENTY-FIFTH EXERCISE OF THE SECOND COURSE. 1. Will you not visit this charming young person? — I wiJ visit her as soon as possible. 2. As you are preparing to visit New York next year, will you not buy my horse ? — I shall not buy any- thing. 3. Do not meddle, if you please, in what does not concern you. — I will not meddle, for the future, in what does not concern me at all. 4. Be careful, like good boys, not to insult any of the passers-by. — We shall be very careful not to insult anybody, my dear mother. 5. Do you dread [the] famine in this country? — We do not dread it. OBSERVATIONS. 1. In the First Course (L. 24, Obs. 1,) the Participle Present was intro- duced, preceded by the Preposition en. In this Lesson we see it used without that Preposition. In the first example, it relates to the subject ; Passant, . . je m'arretai, etc. In the second and third, to the object of the first Verb : Je regarde ,..ces Ckvnois admirant ces machines, etc. Je n'ai jamais aime un homme se nielant des affaires, etc. The three above examples show the Participle Present not subject to any change, whether it relates to the Subject or the Object of the Verb. But when the same form of the Verb fills the oflSce of an Adjective as in the fourth example, it falls under the rules governing the Adjective : Une pluie ahondante est tombee. Ces fermiers ont recolte une moisson ahondante, ^ 280 SKCvOND COUliSE. We sec it used in the fiftli example as a Noun, and treated as such ; Gardez-voLis bien d'insiilter les passants. Let U8 resume : the Participle Present has, then, four distinct uses : I. The Gerund* II. The Participle Present Proper. III. The Verbal Adjective {Adjectif Verbal)^ IV. The Participle Present, Substantively used. The two first are invariable ; the two last follow the rules regulating tho difi^erent Parts of Speech they belong to. They will be found indicated in good dictionaries. To explain a little more fully these differences. The Present Particdplo used as a Gerund, borrowing this term from the Latin Grammar, stands in lieu of an entire clause or subordinate sentence with its appropriate Conjunction connecting it with the governing clause or principal sentence. En parlant^ for example, means While / ivas s;peaking^ and so Passant^ in the Example above, with the en omitted. The Participle Proper is an Adjective word as respects its use, but Ver- bal as to its meaning, because it signifies an action or active state, instead of a mere quality. Un Tiomme se melant^ etc., is a man doing ,0^ acting, and although the word denoting his activity is joined to that which denotes him, in an Adjective way, it retains so much of this Verbal character, that it is not treated, grammatically, as a mere Adjective. The Present Participle, as a Verbal Adjective, and treated grammati- cally as an Adjective, expresses a state, quality, or condition resulting from an action, but with no reference to a present or living activity. Z/he recolte ahondante is a harvest having the present resulting quality of abundance, but not doing any action. The Present Participle as a Noun is the mere name of the person or thing acting, as the Infinitive Mode is of the action itself. TWENTY-SIXTH LESSON OF THE SECOND COURSE. PRONOUNS : ImI en,, etc. HIM SOME, HER SOME ; SOME OF IT TO him; SOME OF IT TO HER; SOME OF THEM TO HIM ; SOME OF THEM TO HER. THEM SOME ; SOME OF IT TO THEM ; SOME OF THEM TO THEM. do you give him [her] some flour ? do you give him a good deal of it at once ? we give him only twenty-six pounds of it. LUI EN. . lui donnez-vous de la farine ? lui en donnez-vous beaucoup a la fois? nous ne lui en donnons ^ue vingt- six livres. TWENTY-SIXTH LESSON. 231 twenty-six, twenty-sixth. pound. SOME OF IT TO US, OF US ; US SOME. shall we refuse money to this skill- ful joiner if he asks some of us ? we will not refuse him some. did the lady to whom you have presented a bouquet accept it ? did the one to whom you have presented it> accept of it ? the huckster woman, from whom I did not buy onions, quarreled with me on that account. the one of whom I bought some. THE ONE OF WHOM, THE ONE FROM WHOM . . . THE ONE TO, FROM WHOM. , . the person, the name of whom I have mentioned to you, begs of me, in a letter, to announce to you her arrival by the steamer. the one of whom you have men- tioned to me the name. THE ONE OF WHOM. . . the seventh, the eighth. April. date the letter in this manner : Paris, April the eighth, or, without mentioning the name of the mon:fen: Vienna, the seventh instant. does this unfortunate working- wxjman, who earns hardly ten cents a day, spend them all. does the one who chatters inces- santly get on with his work ? THE ONE WHO, HE WHO; THE ONE WHO, SHE WHO . . . THOSE WHO, THEY WHO . . . are those who swim in abun- dance happy? vingt-six, vingt-sixieme. livre. (Fern.) NOUS EN . . . refuserons-nous de I'argent a cet habile menuisier s'il nous en de- mande ? nous ne lui en refuserons pas. la dame a qui vous avez presents un bouquet Fa-t-elle accepte ? celle a qui vous I'avez presente I'a- t-elle accepte ? la revendeuse a qui je n'ai pas achete.d'oignons m'a querelle a cause de cela. celle a qui j'en ai achete. CELLE DE QUI . . . CELLE A QUI . . . la personne dont je vous ai men» tionne le nom me prie, dans une lettre, de vous annoncer son ar- rivee par le steamer. celle dont vous m'avez mentionne le nom. CELLE DONT. . . le sept. le huit. ^ avril. datez la lettre de cette mani^re : Paris, le huit avril. du bien, s&ns mentioner le nom du mois : Vienne, le sept du present cette malheureuse ouvriere, qui gagne a peine dix sous par jour, les depense-t-elle entierement? celui qui babille sans cesse avance- t-il son ouvrage? CELUI QUI. . . CELLE QUI. . . CEUX QUI... CELLES QUI... ceux qui nagent dans Tabondanca sont-ils heureux ? 232 SECOND COUKSE. to be in clover ; to swim in abun- dance. THE ONE WHICH, THAT WHICH. . . THOSE WHICH. . . does tlie dog which yon strike caress you in return ? will the one which you strike caress you ? how do you like the proverb : " Who loves well, chastises well." he [that one] loves well who re- wards well. he [that one, the person] is not worthy of living who detests his fellow-creatures. WHO. HE . . . WHO ; THE ONE . . . WHO ; THAT ONE WHO . . . ; THE MAN . . . WHO . . . to detest. to live. his, her, one's fellow-creature. does any one remember at what page we left off? does nobody remember it ? is there anybody among these young gentlemen who remem- bers it ? is there no one of those ladies who remembers it? not one of them remembers it. let every one remember it here- after. let every one take care not to for- get it for the future. whoever shall forget his slate- pencil will be severely chas- tised. anybody soever who shall not bring his task will be dismissed. to dismiss, to leave off. skillful. FOR THE FUTURE. cL peine, nager dans Tabondance. CELUI QUE . . . CELLE QUE . . . CEUX QUE . . . CELLES QUE . . le chien que vous frappez vous ca- ress e-t-il en retour ? celui que vous frappez vous cares- sera- t-il ? comment trouvez-vous le pro verbe : " Qui aime bien, chdtie bien." celui-la aime bien qui recompense bien. [ celui-la n'est pas digne de vivre ) qui deteste ses semblables. "^ celui qui deteste ses semblables ( n'est pas digne de vivre. Qxn. CELUI-LA . . . QUI ... detester. vivre. son semblable. quelqu'un se rappelle-t-il a quelle page nous en sommes restes ? personne ne se le rappelle-t-il ? y a-t-il quelqu'un de ces jeunes messieurs qui se le rappelle ? n'y a-t-il aucune de ces dames qui se le rappelle? pas une ne se le rappelle. que chacun se le rappelle dorena- vant. que tout le monde se garde de Toublier a I'avenir. quiconque oubliera son crayon d'ardoise sera chatie severe- ment. qui que ce soit qui n'apportera pas son devoir sera renvoye. renvoyer. en rester. habile. a Vavenir, TWENTY-SEVENTH LESSON. 233 TWENTY-SIXTH EXERCISE OF THE SECOND COURSE. 1. The girls who chat all the time do not get on with their work, I believe. — I do not believe myself that those who chat so much will get on with their work. 2. At what page of the gram- mar did we stop yesterday? — We stopped at the twenty-sixth page. 3. Does the dog like those who strike him? — He does not like those who strike him. 4. Whoever shall forget his pen will be severely chastised. — For my part, I never forget it. 5. Date your letters in this manner, for the future : Vienna, the 5th of Feb- ruary. — I will date them in that manner for the future. TWENTY-SEVENTH LESSON OF THE SECOND COURSE. PKONouNs i?, Elle^ It ; Us^ Elles^ They. is this watch fast or slow ? does not the manner in which you study prevent you from making any progress ? does the manner in which you study seem the best to you ? THE MANNER IN WHICH . . . IN THE MANNER IN WHICH . . . in the manner in which he works, he will not advance. in what manner does he pass his time? in what manner ? twenty-seven, twenty-seventh. twenty-eight, twenty-eighth. this seems forced, exaggerated, does not that seem exaggerated? this does seem so. will what occasions loss to me give you any profit ? at what o'clock does the sun rise? it rises at such an hour and sets at such an other. cette montre avance-t-elle ou re- tarde-t-elle ? IL, ELLE. ILS, ELLES. la maniere dont vous etudiez ne vous emp^che-t-elle pas de faire despr ogres? (Obs. 1.) la maniere dont vous etudiez vou3 semble-t-elle la meilleure ? la maniere dont, . . de la maniere dont . , . de la maniere dont il travaille, il n'avancera pas. de quelle maniere passe-t-il son temps ? de quelle maniere ? vingt-sept, vingt-septi^me. vingt-huit, vingt-huiti^me. ceci semble force. cela ne semble-t-il pas force ? cela le semble. ce qui me cause de la perte voua donnera-t-il du profit ? a quelle heure le soleil se leve-t-il? il se leve a telle heure et il so couche a telle autre. 234 SECOND COUESE. the moon rises at six o'clock in the evening ; it sets at the same hour the next morning. are these pens better mended than those? this kite goes up at the mercy of the wind. at my will ; at our will. does the agreement of the adjec- tives with the substantives give you much trouble ? paper-kite, agreement, adjective, substantive. to appear, to seem. to trouble, to cause trouble. bedroom. at the mercy of the wind. to chatter. twenty-nine, twenty-ninth. May. Monday. Tuesday. molasses. la lune se leve a six heures du soir ; elle se couche a la meme heure le lendemain matin. (Obs. 1.) ces plumes-ci sont-elles mieux taillees que celles-la ? ce cerf-volant monte au gre du vent. a mon gre ; a notre gre. I'accord des adjectifs avec les sub- stantifs vous donne-t-il beaucoup de peine ? cerf-volant. accord, adjectif. substantif. sembler. donner de la peine. chambre a couch er. au gre du vent, babiller. vingt-neuf, vingt-neuvieme, mai. lundi, mardi. melasse. TWENTY-SEVENTH EXERCISE OF THE SECOND COURSE. 1. Is the bedroom swept ? — It is not swept yet 2. Let your kite go up at the mercy of the wind. — Shall I let it go up at the mercy of the wind ? 3. Does not this phrase seem to you forced ? It seems to me to be so. 4, In what manner do you speak in pre- sence of your good parents ? — I always speak in the best manner. 5. What is the day of the month ? — It is the twenty-seventh or the twenty-eighth. OBSERVATIONS. 1. There is no Pronoun, in French, corresponding to our It, applying exclusively to inanimate thhigs. /Z, elle^ ils, elles^ are used with this sig- nification, for things, the very same as when they stand for He, Sue, They. TWENTY-EIGHTp LESSON. TWENTY-EIGHTH LESSON OF THE SECOND MISCEIiLANEOUa SUBJECTS. not to fit. not to fit well. does this mantilla fit me well ? it does not fit you badly. this 3'ellow and red bonnet fits you admirably, this gown, rose-color, fits your sister better than [it fits] mine. do you come near this gentleman to speak to him more at your at my ease, more at his ease. I like neither sugar nor molasses in my coffee. I spare neither care nor expenses. to approach, to come near [to]. this student repeated by heart all his lesson, which is, at least, as long and as difficult as yours. we never had one so long nor so difficult before. thirt}', thirtieth. is there a more learned man than our professor of Greek ? is there a more learned man than he is, in Europe ? have you reason to believe that there are none deeper nor more learned than they are? as long a lesson as. . . teacher of Greek. AT LEAST. INCONTESTABLY. BEFORE. ADMIRABLY. rose-color. Europe. COURSE. aller mal. ne pas aller bien. cette mantille me va-t-elle bien ? elle ne vous va pas mal. ce bonnet jaune et rouge vous va a merveille. cette robe couleur de rose va mieux a votre soeur qu'a la mienne. vous approchez-vous de monsieur pour lui parler plus a votre aise? a mon aise. plus a son aise. je n'aime ni sucre ni melasse dans mon cafe. je ne menage ni soins ni depenses. s'approcher de . . . cet etudiant a repete par coeur toute sa le^on qui est, pour le moins, aussi longue et aussi dif- ficile que la votre. nous n'en avons jamais eu d'aussi longue ni d'aussi difficile aupa- ravant. trente, trentieme. y a-t-il un homme plus savant que notre professeur de grec ? y a-t-il un homme plus savant que lui, en Europe ? avez-vous sujet de croire qu'il n'y en a pas de plus profonds ni de plus instruits qu'eux ? une leyon aussi longue que . . . professeur do grec pour le moins. sans contredit. auparavant. d merveille. couleur de rose. Europe. (Fem.) 236 SECOJ^D COURSE. as deep as lie is. somebody as deep as he is. nobody more learned than she is. a learned man less arrogant than he is. somebody, anybody less ambitious. deep. learned, arrogant. ambitious. to be right in believing that . . . aussi profond que lui. quelqu*un d'aussi profond. personne de plus instruit qu'elle. un savant moins arrogant que lui. quelqu'un de moins ambitieux. profond, profonde. instruit, instruite. arrogant, arrogante. ambitieux, ambitieuse. avoir sujet decroire que. . . TWENTY-EIGHTH EXERCISE OF THE SECOND COURSE. 1. Have they as small shoes as those, in their store? — I have reason to believe they have [some]. 2. Did they have neither bread nor butter for a long time ? — They had not any for a long time. 8. Why do they come nearer you ? — They come near be- cause they desire to speak to me low. 4. Do these ladies wear as small gloves as mine ? — They do wear still smaller ones. 5. Did these workmen eat all this mutton cutlet ? — They ate all of it. For my part, I did not eat any. 6. I wish you good day. — I wish you good night. TWENTY-NINTH LESSON PRONOUNS did the man-of-war Pocahontas enter full-sail into the harbor ? has this propeller crossed the Ocean in less than thirty-one days ? did this entirely new schooner take refuge in this retired cove during the last squall? she took refuge. she entered. she crossed. the steamboat, the steamer, the sailboat. OF THE SECOND COURSE. J?, Elle^ ETC. le navire de guerre le Pocahontas est-il entre a pleines voiles dans le havre ? ce bdtiment a helice a-t-il traverse rOcean en moins de trente-et-un jours? cette goelette toute neuve s*est-elle abritee dans cette anse ecartee durant le dernier coup de vent ? elle s'est abritee. (Obs. 1.) il est entre. Obs. 1.) il a traverse. (Obs. 1.) le bateau a vapeur. le steamer. le batiment a voiles. TWENTY-NINTH LESSON. 237 tliirty-one, tliirt3^-first. thirty-two, and so forth, adding the units, up to forty. a dozen. the fortnight, the fifteen. twenty, a score. thirty, a score and a half. how much do you pay for these eggs a dozen? a dozen, a piece. does this cow give a good deal of milk? she gives ten litres [of it] a day. a year, a month. a week. a day. is the poor milk-seller vexed at her not yielding more ? are you amusing yourself by look- ing at the mare and her colt gamboling in the meadow ? the she-dog and her little ones, the cow and her calf. TO BE VEXED THAT. propeller. war-ship, man-of-war. a three-mast vessel. schooner. did you observe on the right, on going up stairs, that famous allegory of Time and his scythe ? from whom [whose] is that pic- ture? from the celebrated painter of Venice. what is the infinitive of the verb the participle of which is "re- marked," which we have used above ? trente-et-un, trente-et-unieme. trente-deux, et ainsi de suite, en continuant les unites, jusqu'a quarante. une douzaine. la quinzaine. . une vingtaine. une trentaine. combien payez-vous ces oeufs la douzaine ? (Obs. 2.) la douzaine. la piece. cette vache donne-t-elle beaucot^p de lait ? elle en donne dix litres par jour. par an, par annee. par mois. par semaine. par jour. le pauvi'e laitier est-il au deses- poir qu'elle n'en donne pas da- vantage ? vous amusez-vous aregarder la ju- ment et son poulain qui gam- badent dans la prairie ? la chienne et ses petits. la vache et son veau. eire au desespoir que, (Subj.) batiment a helice. navire de guerre, un trois-mats. goelette. avez-vous remarque, a droite, en montant Tescalier, cette fameuse allegoric du Temps et de sa faux? de qui est ce tableau ? du celebre peintre de Yenise. quel est I'infinitif da verbe dont le participe est " remarqiie," que nous avons employe plus haut? 238 SECOND COURSE. squall. what is the gender of the noun " picture ?" what is the feminine of the adjec- tive "celebrated?" is the feminine of this adjective similar to the masculine ? would they desire, from the bot- tom of their hearts, to see their mother well if they did not love her sincerely ? from the bottom of the heart. SINCERELY. EQUALLY. do you live near by ? NEAR BY. complacent, kind, amiable. coup de vent. quel est le genre du substantif " tableau ?" quel est le feminin de Tadjeetif " celebre ?" le feminin de cet adjectif est-il semblable au masculin ? souhaiteraient-ils, du fond de leur coeur, voir leur mere bien por- tante s'ils ne I'aimaient pas sin- cerement? du fond du coeur. sinceremeni, egalement. restez-vous pres d'ici ? pres d'ici. complaisant, complaisante. aimable. TWENTY-NINTH EXERCISE OP THE SECOND COURSE. 1. What is the gender of the word "time," in French? — It is masculine. 2. How much do you pay [for] these peaches a dozen ? — I paid three cents a piece [for] them. 3. Did these men and these women cross the river in that bark canoe ? — They crossed in the bark canoe the first time, but they crossed in the steamboat the second. 4. From whom is this picture ? — It is from a celebrated painter of Rome. 5. Is this not a very fine allegory? — It is a very fine allegory of Time. 6. Keep quiet, if you please. — I will keep quiet for the future. 7. Good morning. OBSERVATIONS. 1. When speaking of a vessel, in English, they often say : She, She crossed^ instead of It, It o^ossed. So, for objects personified generally, the Masculine Pronoun He or the Feminine She is used. The He or She is also used in English, with the names of some animals, such as those mentioned in the Lesson, He or She being used according to the sex of the animal. But the rule in French is uniform : it is always II or elle^ etc., accord- ing to the Gender of the subject. 2. The Indefinite Article of the English a, an, is sometimes translated by the Definite French Article i>, la. THIRTIETH LESSON. 239 THIRTIETH LESSON OF THE SECOND COURSE. THIED CATEGORY OF KErLECTIVES. — VERBS, REFLECTIVE IN FRENCH, NEUTER IX ENaLISH. do these clotlis wash in soft vrater or hard ? does this dicky starch without ^3^f- ficulty ? do vegetables keep equally well in all seasons ? does the snow heap up in the val- ley? TO KEEP. to wash. to heap up, heap together. to starch. mind the trunk of this enormous elephant, mind his trunk I some of those gentlemen are very kind, several of these ladies are very amiable, nevertheless. SOME [ones], a few. SEVERAL. some of them. dicky, paper money. soft water, hard water. does this maple saw better cross- wise than lengthwise ? forty, fortieth, (a) forty. to bite, to claw. to stab with a knife, to thrust with a saber. ces etoffes se lavent-elles dans de I'eau douce ou dans de Teau crue ? ce devant de chemise s'empese-t-il sans difficulte ? les legumes se gardent-ils egale- ment bien dans toutes les sai- sons? la neige s'amasse-t-elle dans la vallee ? SE GARDEE. se laver. s'amasser. s'empeser. (Obs. 1.) gare a la trompe de cet enorme elephant, gare a sa trompe I son, sa ses. j LE SIEN, LA SIENNT]. ( LES SIENS, LES SIENNES. quelques-uns de ces messieurs sont tres complaisants. plusieurs de ces dames sont fort aimables, du reste. QUELQUES-L-NS, QL1ELQUE3-UNES. PLUSIEURS. j quelques-uns d'eux. ( quelques-unes d'elles. devant de chemise, du papier-monnaie. de I'eau douce. de I'eau crue. cet erable se scie-t-il mieux sur le travers que sur le long ? quarante, quarantieme. une quarantaine. donner un coup de dents d. . . donner un coup de patte sur. . . frapper a coup de couteau. frapper a coup de sabre. 24:0 SECOND COURSE. THIRTIETH EXERCISE OP THE SECOND COURSE. 1. Will she remain near by for the future? — I beg.your pardon, she will not remain near by. 2. Now, speak from the bottom of your heart, would you desire to see all men happy and good ? — I would desire to see them good and happy. -8.' Does this cat claw your fingers ? — No, she does not claw^ityfingers. 4. This captain stabbed niy neighbor' in the arm.— ^hich one? the right or the left? — In the right one. 5. Several of those. gen tlemfen are very obliging, are they not?— Many of them are [it]. 6. All those young ladies are very amiable. — For my part, I believe they are not all so. 7. Several of them are [it], I think. — I believe, with you, that several of them are so. 8. Do tj^se cloths wash well in hard water? — Yes, but they wash better In soft water. OBSERVATIONS. , ^^ ' 1. We cannot stop to attempt an explanation orau-ihe reasons why the Eeflective Form is used in French, in preference .to, others, when it is a preference of style merely. We shall give ajorf'mrr view of the differ- ent cases in which it occurs. The StujJ^nt must not weary of our ex- tended exhibition of this popular and idiomatic w^ of expression, hut study it carefully, as the chief peculiarity of the French Language as com- pared with his own. The Eeflective Verbs in this Lesson, and others used in the same way, only occur in the Third Person Singular and Plural. The term Impersonal is used otherwise by Grammarians to denote a class of Verbs which only occur in the Third Person Singular. We may adopt the name Third- Personal for this intermediate class. -' THIRTY-FIRST LESSON OF THE SECOND COURSE. FOURTH CATEGORY OF REFLECTIVES. — VERBS, REFLECTIVE IN FRENCH, PASSIVE IN ENGLISH. cold is easily caught in the fall, I can assure you. this important question begins to be agitated in the political circles. TO BE CAUGHT. to get angry at something, to get angry at it. le rhume s'attrape facilement en automne, je vous I'assure. cette question importante com- mence a s'agiter dans les cercles politiques. s'attraper. (Obs. 1.) se facher de quelque chose, s'^en facher. THIRTY-FIRST LESSON. 241 to get "angry with somebod}^ to get angry with him. fifty, fiftieth. (aj^fifty. are the verbs of the second conju- gation conjugated like those of the first ? are the nouns in French declined as in Latin ? how is the imperfect of the sub- junctive formed? you wear a cloak like mine, entirely like mine. LIKE. ENTIRELY LIKE, JUST LIKE. do you close your eye when look- ing in a telescope ? do you move all your body when walking ? your eye. your body. do you close one of them ? ONE OF THEM. where have you sent him on an errand ? to send on an errand. (on) "Wednesday, (on) Thursday. May. (on) Thursday, the eleventh of May. the eleventh. to cost. how much does this object cost you? it costs me fifty-three cents. how much did it cost the buyer ? how much did it cost him ? did this cost him dear ? that did not cost him anything. every other day. 11 se facher contre quelqu'un. se facher contre lui. cinquante, cinquantieme. cinquantaine. les verbes de la seconde conjugai- son se conjuguent-ils comme ceux de la premiere ? les noms en francais se declinent- ils comme en latin ? comment se forme I'imparfait du subjonctif? vous portez un manteau comme le mien, tout comme le mien. comme, tout comme. fermez-vous I'oeil en regardant dans un telescope ? remuez-vous tout le corps en mar- chant ? I'oeil. le corps. en fermez-vous un ? EN. . . ux. ou I'avez-vous enyoye en commis- sion ? envoyer en commission. mercredi. jeudi. mai. jeudi, le onze de mai, le onze mai, onze mai. le onze. (Obs. 2.) couter. combien cet objet vous coute-t-il? il me coute cinquante-trois cents. combien a-t-il cout6 a I'acheteur ? combien lui a-t-il coute ? cela lui a-t-il coute cher ? cela ne lui a rien coute. tons les deux jours. 242 SECOND COURSE. my bed, my breakfast, and my dinner, the next day, cost me but one dollar. SEVERAL TIMES. (a) sixty, three score. sixtieth. sixty. sixty-one, etc. seventy, seventieth. the fourth, the third. mon couch er, mon dejeiiner, et mon diner, le lendemain, ne m'ont coute qu'une piastre. (Obs. S.) ipliisieurs fois. d plusieurs reprises. soixantaine. soixantieme. soixante. soixante-et-un, et csetera. soixante-et-dix. soixante-et-dixi6me. le quart, le tiers. (Obs. 4.) THIRTY-FIRST EXERCISE OP THE SECOND COURSE. 1. How much did this coat cost you ? — It cost me fifteen dollars in all. 2. Did you not give more than fifteen dollars for that fine coat which fits you so well? — Does it fit me well ? — It fits you ad- mirably. 3. Why do you move your body so while walking ? — I do not move it. 4. I have sixty dollars with [on] me, how shall I spend them ? — It is an easy thing, every one will teach you that point. 5. Did you send Henry on an errand ? — I sent him on an errand an hour ago. 6. Does he go to school often ? — He goes to school every other day. Mary goes [there] twice a day. 7. What day of the month is it ? — To-day is the eleventh of January. 8. Is it possible ? — It is but too true. Good bye. OBSERVATIONS. 1. The Verbs in these Examples areEeflective in French and Passive in English, as noticed in the heading, and are also chiefly confined in use to the Third Person, Singular and Plural. 2. They say, Le onze, and not Ijonze : Le ojizibne^ and not Uonzleme^ though onze begins with a Vowel. 3. The Learner is now judged to be able to distinguish one Part of Speech from the other. It is not thought advisable, therefore, for the future, to give the individual signification of each new word in a line by itself. 4. Some suppress the et^ and, after So'ixante^ and say, Saixante-dlXy etc. It means, literally. Sixty-ten ; as Soixa.nte-et-diXy does Sixty-and-ten. THIRTY-SECOND LESSON. 243 THIRTY-SECOND LESSON OF THE SECOND COURSE. FITTH CATEGOEY OF REFLECTIVES. — VERBS KEFLECTIVE IN EKENCH, IDIOMATIO IX ENGLISH. TO GET A COLD. to get lost — ^to lose one's way. to get ruined. rr TO him: them to him. IT TO her; them to her. IT TO THEM ; them TO THEM. present my respects to those ladies. present them, my acknowledg- ments in return. I will present them to them with- out fail. is the surgeon going to cut off one of this man's arms ? is he going to cut off one of his arms and one of his legs ? is he going to cut them off [to him]? MOST. MOST OF THE TIME. far from studying, miss so-and-so plays most of the time. most men and women spend their time in futilities. one limb after another. ONE AFTER ANOTHER. to cut them off one after another. BOTH. one arm or the other. ONE OR THE OTHER. acknowledgments [of friendship]. is your hair as fine as mine ? mine are as fine as yours. ^ her hair was fair like mine. he has a snub-nose like his god- father, it is snub like his. S ENRHLTXER. s'egarer. se miner. (Obs. 1.) LE LTJI, LA LUI ; LES LUI . . . LE LUI, LA LUi; LES LUI. . . LE LEUR, LA LEUR ; LES LEUR, . . presentez mes compliments a ces dames. presentez-leur mes amities en re- tour. je les leur presenterai sans faute. le chirurgien va-t-il couper un bras a ce malade ? ya-t-il lui couper un bras et une jambe? va-t-il les lui couper ? LA PLUPART DE. . . ; LA PLUPART. la jplupart du temps, loin d'etudier, mademoiselle une telle joue la plupart du temps. la plupart des hommes et des femmes passent leur temps a des futilites. (Obs. 2.) un membre apres I'autre. l'uN apres l' AUTRE. les lui couper I'un apres Tautre. l'un et l'autre. un bras ou Tautre. l'un ou l'autre. amities. (Fem. PI.) avez-vous les cheveux aussi fins que moi ? je les ai aussi fins que vous. elle avait des cheveux blonds comme moi. il a le nez retrousse comme son parrain. il I'a retrousse comme lui. 244 SECOND COURSE. THIRTY-SECOND EXERCISE OP THE SECOND COURSE. 1. Far from studying a little every day, she plays with her toys most of the time. 2. Most young children play instead of study- ing their lessons. 3. Did they borrow your umbrella last night on account of the rain ? — They desired to borrow it, they asked me for it, but I did not lend it to them. 4. Did they ask money of the employer? — They asked [to] him for some [of it] every day. 5. Do not speak of such a thing any more, pray. — I will not speak of any such thing any more if you do not like it. OBSEKVATIONS. 1. Eeflectives of this new class are translated in English in various ways by the Active Form, and very often by the Verb To get, followed by the Participle Past of another Verb. 2. Collective Nouns generally govern the following Verb in the Plural. A Noun is called Collective which includes under it the signification of a great number of individuals, as a number , an army^ the public. THIRTY-THIRD LESSON OF THE SECOND COURSE. SIXTH CATEGORY OF REFLECTIVES. — VERBS REFLECTIVE TRANSLATED BY: Is tO be. Is not to be. the anniversary of independence is to be celebrated this morning by a review, and, this evening, by a great ball to which all citizens are invited. is this rare article to b6 bought only in the Paris market and in that of Havre ? (on) Friday. Saturday. June. in order to be clean, is not a room to be swept every other day ? a pitched battle is not to be won without bloodshed. the half, the fifth. I'anniversaire de I'independance se celebre ce matin par une re- vue, et, ce soir, par un grand bal auquel tous les citoyens sont invites. cet article rare ne s'ach^te-t-il que sur la place de Paris et sur celle du Havre ? le vendredi. samedi. juin. pour etre propre, une chambre ne se balaie-t-elle pas tous les deux jours ? une bataille rangee ne se gagne pas sans effusion de sang. la moitie. le cinqui(^.me. THIRTY-THIRD LESSON. 245 a good cause is not to be for- warded by secret maneuvers and intrigues. a formidable army, composed of infantry, of artillery, and cavalry, is not to be created in a day. a deliberative body is not to be adjourned without a previous motion to that effect. money is not to be given for nothing. TO BE CELEBRATED. do you live by the side of my boarding-house ? near to, by the side of our house ? close by, next door. opposite my uncle's house, behind Mr. Sans-Souci's house. will this volunteer company pass my house? it will pass there by twelve o'clock. this young woman lives next door. she lives next door, I presume. seventy-one. seventy-first. and so on, adding the teens up to nineteen. seventy-nine, seventy-ninth. eighty [four twenties], eightieth. the number. pitched battle. UP TO, TILL, UNTIL . . . deliberative body. the next door. July. the fourth of July. August. the tenth of August* une bonne cause ne s'avance pas par des manoeuvres secretes et des intrigues. une armee formidable, composee d'infanterie, .d'artillerie, et de cavalerie, ne se cree pas en un jour. un corps deliberant ne s'ajourne pas sans motion prealable a cet effet. I'argent ne se donne pas pour rien. SE CELEBRER. (Obs. 1.) demeurez-vous a cote de ma pen- sion? a cote de chez nous. a cote. devant chez mon oncle. derriere chez monsieur Sans-SoUci. cette compagnie de volontaires passera-t-elle devant chez moi ? elle y passera vers midi. cette jeune femme demeure la porte a cote, elle demeure a cote, je presume. soixante-et-onze. soixante-et-onzieme. et ainsi de suite, en ajoutant les unites, jusqu'a dix-neuf. soixante-et-dix-neuf. soixante-et-dix-neuvieme. quatrevingts. quatrevingtieme. le nombre. bataille rangee. jusqy!d> , . . corps deliberant. la porte a cote. juillet. le quatre juillet. aout. le dix aout. 246 SECOND COURSE. to be dressed after the fashion. after the English fashion. after the French fashion, after the American fashion. AS FAU AS TO — UP TO. AS FAR AS HERE. AS FAR AS THERE, AS TELAT PLACE. UP TO WHAT POINT, HOW FAR? how far will you accompany me ? I am going to accompany yon as far as that place, will you only accompany me as far as here ? during seven months consecu- tively, during twenty consecutive years. send the boy for the bread. I will send him for it. to go for. shall we go for our ]N"ew Year's gifts ? we shall go for them. etre habille a la mode. a la mode anglaise. a la frangaise. a I'americaine. jusque, jusqu\ . . jusqu'ici. jusque Id, jusqu^ou. . . ? jusqu'ou m'accompagnerez-vous? je vais vous accompagner jusque la, ne m'accompagnerez-vous que jus- qu'ici. durant sept mois consecutifs. pendant vingt ann^es consecutives. envoyez chercher le pain par lo gargon. je le lui enverrai chercher. aller chercher. irons-nous chercher nos ^trennes ? nous irons les chercher. THIRTY-THIRD EXERCISE OP THE SECOND COURSE. 1. Does this shoemaker live by the side of my uncle's ? — He lives close by him. 2. All [the] merchants like to earn money, do they not? — They like to earn money as we [do]. 3. Seventy- two, seventy-second ; seventy-three, seventy-third • seventy-four, seventy-fourth; seventy-five, seventy-fifth. 4. Go on with [con- tinue] those numbers. — Seventy-six, seventy-sixth ; seventy -seven, seventy-seventh ; seventy-eight, seventy-eighth ; seventy-nine, seventy-ninth. 5. Mistress So-and-so Hves here, I presume? No, madam, she lives next door. 6. Ah ! ah ! next door. — Yes, madam, next door. 7. We stopped several times along the route. — Why did you stop so long ? — We were hungry and we ate. OBSERVATIONS. 1. The Reflective Verb, as it occurs in this Lesson, is translated by the locution, Is to he, Is ?wt to he, etc., followed by the Past Participle, and denotes obligation to do or not to do, and futurity. THIRTY-FOURTH LESSON. 247 THIRTY-FOURTH LESSON OF THE SECOND COURSE. SEVENTH CATEChOEY OF REFLECTIVES. Caii^ can not ^ . . . this word, derived from the Danish, can not be easily pronounced. gold could only be exported on condition of paying an export duty of so much per cent. silver could be imported into that country only by pa}rLng an im- port duty. can these sweetmeats be preserved long? can the supreme power be usurped in a CO mi try truly free ? duty, right, import duty, export duty. we possess a house like yours. to separate a thing from the other, let us separate one from the other. ONE FUOil THE OTHER. ONE FROM THE OTHERS. does Rene suspect what I reserve for him in case he comes late? FOR so SHORT A TIME, FOR SUCH A LITTLE TJ3IE. FOR SUCH A TRIFLE. that is true ; that is very true. put these figures or.e alongside of the other, add them to one another, I compare these sums with one another. then multiply one sum by the other. these difterent sums one by an- other. — VERBS REFLECTIVE TRANSLATED BY ', Gould^ couJA not be,,, ce mot, derive du danois, ne se prononce pas facilement Tor ne s'exportait qu'a condition de payer im droit de sortie de tant pom* cent. (Obs. 1.) I'argent ne s'importait dans ee pays qu'en pay ant un droit d'entre«. ces confitures se conservent-elles longtempsi le pouvoir supreme s'usurpe-t-il dans un pays vraiment libre ? droit. droit d'entree. droit de sortie. nous possedons ime maison comma la votre, comma, separer une chose de Tautre. separons Tune de I'autre. l'uN de l' autre, l'uNE de l' AUTRE. LES UNS DES AUTRES, LES UNES DE3 AUTRES. Rene se doute-t-il de ce que je lui reserve, au cas qu'il arrive tard ? DE CE QUE . . . pour si peu de temps. pour si peu de chose, c'est vrai ; c'est tres vrai. placez ces chifi'res Tun a cote de I'autre. additionnez-les I'un a I'autre. je compare ces sommes Tune avec I'autre. puis multipliez une somme par I'autre. ces ditferentes sommes les unes . par les autres. 248 SECOND COURSE. ONE BY THE OTHER. Tve shall place this plow before the other. ONE BEFORE THE OTHER. ONE TO THE OTHER. THE ONES [some] WITH THE OTHERS. THE ONES [80:ME] BY THE OTHERS. who prevents you from studying five hours a day, from seven in the morning till twelve o'clock ? what keeps you from it ? to hinder, keep from, prevent. cloth wears out very soon by work- ing amongst brict^ and mortar. to use up, to wear out. eighty-one. eighty-first. eighty-two. eighty-second. and so forth. continue with the units up to ninety, the same as we have added them after sixty. ninety. ninetieth. NOT IN THE LEAST. ordinal number : first, etc. cardinal number ; one, etc. l'une par l^autre. nous placerons cette charrue avant I'autre. l'une AVANT l' AUTRE. l'un a l'altre. les uns avec les autres. les unes par les autres. qui vous empeche d'etudier cinq h cures par jour, de sept heures du matin a midi ? qu'est-ce qui vous en empeche ? emp^cher de. . . (before Inf ) le drap s^use bientot a travailler au milieu de la brique e1^ du mortier. s'user. quatrevingt-un. (Obs. 2.) quatrevingt-unieme. quatrevingt-deux. quatrevingt-deuxieme. et csetera ; et ainsi de suite. continuez avec les unites jusqu^a quatre-vingt-dix, comme nous les avons ajoutees apres soixante. quatrevingt-dix. quatrevingt-dixieme. le moins du monde. nombre ordinal : premier, etc. nombre cardinal : nn, etc. THIRTY-FOURTH EXERCISE OF THE SECOND COURSE. 1. Can silver be exported from France without any duty ? — It can not be exported nor imported without paying a duty. 2. Can these peaches be preserved for some time without being spoiled ? — They can be preserved [for] a month without being spoiled. 3. Separate these two- things, one from the other. — I will sepa- rate one thing from the other. 4. They possess a house like ours, near the city. — A beautiful house, I am sure ? — A very fine one. 5. Please, do not get angry for such a trifle. — Do I get angry for such a trifle ? G. Add these two sums one to the other, directly. THIRTT-FIFTH LESSON. 249 7. How many books does this boy wear out every month ? — He wears out more shoes than books. — Eighty-three, eighty-third. 8. Eighty-four, eighty-five, eighty-six, eighty-seven, eighty-eight, eighty-nine. 9. Give us the ordinal number of these last six num- bers. — I will repeat them by heart. OBSEEVATIONS. 1. These "Verbs and others, to be translated by Can, Can not; Could, Could not, only occur as Eefliectives, in this sense, in Interrogative and Negative phrases, and only in the Present and Imperfect of the Indicative, rendered, Can not with the former Tense, and Could not with the latter. 2. When Quatrevmgts, Eighty, is followed by another number, it drops the s at the end of the word : thus, Quatrevingt-U7i^ Eightt-one. THIRTY-FIFTH LESSON OF THE SECOND COURSE. EIGHTH CATEGORY OF REFLEGTIVES. — REFLECTIVE Should^ ouglit. should* such a piece be recom- mended to public consideration? an offer of this nature should be accepted with eagerness. such a long piece should not be got up in a day ; the mounting only requires a great deal of time and attention. VEKBS TRANSLATED BY: a passage so full of beauty should not be analysed: it should be quoted wholly. such a small bill should be paid at sight. a debt of honor should not be re- pudiated so, I think. a clipper of so great dimension should not be launched without a vast deal of precaution. an infinity of, a vast deal of. . . ENTIRELY, WHOLLY. debt of honor, youth, young folks, the putting on the stage, mounting. 11* un pareil ecrit se recommande-t-il a la consideration publique ? une offre de cette nature s'accepte avec empressement. une piece aussi longue ne se monte pas en un jour ; la mise en scene seulement demande beaucoup de temps "et d'attention. un passage d'une si grande beaute ne s'analyse pas; il se cite en entier. un si petit compte se paie a vue. .« une dette d'honneur ne se repudie pas ainsi, je pense. un clipper d'aussi grande dimen- sion ne se lance pas sans une infinite de precautions. une infinite de . . . en entier. OL vue, dette d'honneur. la jeunesse. la mise en scene. 250 SECOND COURSE. how long since he went into that boarding-house, Saint-Jean-de- Latran street, number eighty- nine? he went there more than ten days ago. did they not come home after ten o'clock ? more than ten days ago. after ten o'clock. September. October. November. December. to ride in a carriage, to ride on horseback. to pay in advance. ninety-one. ninety-first. ninety-two. ninety-second. go on so to ONE HUNDRED. one hundred, will the dancing-master give his usual lesson ? as is usual with you, with them, etc. to go to meet. . , if we go to meet Nicholas, shall we meet him half way ? to go to meet him, etc, * half way. did the workman who digs this canal take off his flannel waist- coat to work more at ease f at his ease, at their ease, etc. more at ease. more at their ease. one hundred and one too much. one hundred and two over. one hundred and three less, short. depuis quand est-il entre dan? cette pension, rue Saint-Jean-de- Latran, numero quatrevingt- neuf? il y est entre il y a dix jours pas- ses. ne sont-elles pas rentrees a dix heures passees ? il y a dix jours passes, a dix heures passees. septembre. octobre. novembre. decembre. se promener en voiture. se promener a cheval. payer d'avance, payer a Favance. quatrevingt-onze. quatrevingt-onzieme. quatrevingt-douze. quatrevingt-douzieme. continuez ainsi jusqu'a cent cent. le maitre de danse donnera-t-il la le^on comme a son ordinaire ? a votre ordinaire, a leur ordinaire, etc. aller a la rencontre de . . , si nous allons au devant de Nicolas, le rencontrerons-nous a moitie chemin ? aller a sa rencontre, etc. a moitie chemin. Touvrier qui creuse ce canal a-t-il 6t6 son gilet de flanelle pour travailler plus a I'aise ? a son aise, a leur aise, etc. plus a I'aise. plus a leur aise. cent-ct-un de trop, cent deux de plus. cent trois de moins. THIRTY-FIFTH LESSON. 251 one too many; one more, one over; one too few, one less, one short, several over. a great many too few. a certain number too much. . . . OVER. , , . MORE THAN ENOUGH. . . .SHORT. to come near [doing a thing]. the rider came near breaking his neck when jumping over the hedge, in the first steeple-chase. I came near throwing down the fence whilst trying to jump over it. over the hedge. OVER IT. to pay for what you call for, to eat at the ordinary, to lock up. to bolt. un de trop; un de plus; un de moins. plusieurs de plus. un grand nombre de moins. un certain nombre de trop, , ,.de trop, . , .de plus, , . .de moins. manquer de . . . (before Inf.) le cavalier a manque de se casser le cou en sautant pardessus la haie, dans la premiere course au clo- cher. j'ai manque de renverser la cloture en essayant de sauter pardessus. pardessus la haie. pardessus^ diner a la carte. manger a table d'hote. fermer a clef, fermer au v^rrou, forterntnt. THIRTY-FIFTH EXERCISE OF THE SECOND COURSE. 1. Come in earlier another time, else we will close the door. — I will come in earlier for the future. 2. Do your friends hope to make their voyage to California ? — They are going without fail ; they embark to-morrow morning. 8. Ninety-three, ninety-third. 4. Did they ride in a carriage or on horseback ? — ^They rode in a carriage first, and rode on horseback afterwards. 5. Ninety-four, ninety-fourth. 6. Take off your pretty hat, you will work with more ease. — That is very true, I was not thinking of that [at that]. 7. Ninety-five, ninety-six, ninety-seven, ninety-eight, ninety- nine. OBSERVATIONS. 1. In this case also the Reflective is used only in the Indicative Pre- sent, and in Interrogative and Negative sentences. It is translated, in English by Should, Should not; Ou^jiit to, Ought not to. 252 SECOND COtlRSi:. THIRTY-SIXTH LESSON OF THE SECOND COURSE. THE PRONOUN On^ ONE, THE PEOPLE, THE FOLKS, THEY, ANY ONE ; (we, you, indefinitely.) do they speak, in the journals, of the events of the war in Europe ? they speak of them in the columns of all the journals of the Union. does one think of his relatives when traveling ? does not every one remain at home when he has his exercise to do or to write? are they busy with the next elec- tions in your district? they are actively engaged with them. did they [did the folks] enjoy themselves well at those ladies' at their last dancing soiree ? RELATIONE. to be traveling, to be busy with ... to enjoy oneself. dancing party. shall we go up to their hou&e ? shall we rent a place next to Mr. Lapalisse's house \ from the corner to the house next to his. will they pull down all the liouses from the hotel to the house next to ours ? shall we go up in the omnibus to the upper part of the town ? shall we go in a hack-coach to the lower part of the island ? TO HIS HOUSE, etc. TO THE HOUSE NEXT TO YOUrvS. parle-t-on, dans les journaux, dea evenements de la guerre en Eu- rope ? on en parle dans les colonnes de tous les jo-urnaux de TUnion, , pense-t-on aux siens lorsqu'on est en voyage ? ne reste-t-on pas chez soi lorsqu'on a son theme a faire ou a ecrire % s'occupe-t-on des elections pro- chaines dans votre arrondisse- ment? on s'en occupe activement. s'est-on bien amuse chez ces dames a leur derniere soiree dan- sante ? (Obs. 1.) activement. LES SIENS, etc. etre en voyage. s'occuper de . . . s'amuser. soiree dansante. ira-t-on j usque chez eux ? louera-t-on a cote de chez mon- sieur Lapalisse ? depuis le coin jusqu'a cote de chez lui. je'ttera-t-on a terre toutes les mai- sons depuis I'hotel jusqu'a cote de chez nous \ montera-t-on en omnibus jusqu'au haut de la ville ? ira-t-on en voituve de louage jna* qu'au bas de File \ jusque chez lui^ etc. JHsquW cote de ch(z voies, etc. THISTT-SIXTH LESSON. TO THE ITPPEE PART OF. . . TO THE LOWER PART OF. . . L*ON (after et, ou, oil sij que^ qui.) one stammers by speaking too quick, or stutters at every word. do they give wine where you eat at the ordinary ? your fruits have already been stolen, and they will be stolen again if you neglect to lock the gate of the garden. two hundred, etc., to a thousand. a thousand, thousandth, the thousandth part. two hundred and ninety-nine. an army three hundred thousand strong. do we disapprove within ourselves all that we condemn in public ? have they given out the name of the one who was struck with the club? if an I was not added to on in the sentences quoted above, there would be an hiatus which would affect the ear in a harsh man- ner. we should have first ou on for ou Von — secondly, ou on instead of ou Von ; finally, et on would take the place of et Von. do noc fail to observe the caco- phony which would result from the following union of S3^11ables, ALL THAT ONE CONDEMNS; obsCrVC how the sentence changes by the simple interposition of 2, ALL THAT ONE CONDEMNS ; SO again, does one reckon, (with- out an L,) DOES ONE RECKON, (with an L,) the one to whom WE HAVE, etc., ' ABOVB. BELOW. jusqu^au haut de. . . jusqu^au has de, . . l'on (after et, ou, ou, si, que, qui.) ^n begaie en parlant trop viti ou Ton bredouille a chaque mot, donne-t-on du vin la ou Ton dine ^ table d'hote? (Obs. 1.) on vous a deja vole vos fruits et Ton vous les volera encore si Ton neglige de fermer a cle la porte du jardin. deux cents, etc., jusqu'a mille. mille, millieme. la millieme partie. deux cent quatre-vingt-dix-neuf. une armee de trois cent mille hommes. (Obs. 2,) desapprouve-t-on, en soi, tout ce que Ton condamne en public ? cite-t-on le nom de celui a qui Ton a assene un coup de baton ? si Ton n'ajoutait pas -an V a. on dans les phrases que nous avons citees plus haut, il y aurait un hiatus qui affecterait desagrea- blement I'oreille. I'on aurait d'abord ou on pour ou Von — secondement, oic on au lieu de ou Von — enfin, et on rempla- cerait et Von. ne manquez pas de remarquez la cacoplionie qui resulterait de cette reunion de syllabes : Toiit ce Qu'oN co-sdamne, et observez combien la phrase change par la simple interposition de /' : Tout ce QUE l'on co'sda7nne. — ^s^- ce Qu'oN coMP^e? (which is wrong, ) Est'Ce QUE l'on GO'uvte ? (which is right.) — Celui d, qui on a (wrong without), Celui a qui l'on a, etc (right with the l'.) plus haut. plus has. 254 SECOND COURSE. to strike blows, to strike blows with a stick. within oneself. of oneself, for myself. ONESELF. IN PUBLIC. cacophony (harsh words). did you recommend to the em» ployer that this book should be bound in this manner ? Qu'oN LE relie^ and not que l'on le relie. think you that these ships will be launched ? Qu'oN les lancera, and not que l'on les lancera. they will not surrender this beg- gar to the hands of justice. on [they] will not give her up, and not Von [they] will not give her up. this young man was well recom- mended to me. some affirm that this man has not capacity. donner un coup de baton, de9 coups de baton. en soi. de soi, pour soi. (Obs. 3.) SOI. e7i public, cacophonie. (Fem.) avez-vous recommande au patron qu'on relie ce livre de cette ma- niere ? qu'on le relie, et non pas que l'on le relie. (Obs. 1.) pensez-vous qu'on lancera ces na- vires f qu'on les /ancera, et non pas, que l'on les lancera, etc. on ne livrera pas cette mendiante aux mains de la justice. ON NE Za Zivrera pas, et non pas l'on ne Za Zivrera pas. (Obs. 1.) l'on m'a bien recommande ce jeune homme. l'on assure que cet homme est in- capable. (Obs. 1.) THIRTY-SIXTH EXERCISE OP THE SECOND COURSE. 1. At what time do they dine at this hotel? — They dine at two o^clock generally. 2. At what hour in the morning do we break- fast here ? — We breakfast at half-past eight in the morning. 3. Do the people busy themselves with general elections in your great city ? — People do not busy themselves with anything but their affairs. 4. I hope you enjoyed yourself at the last ball. — We enjoyed ourselves very much, indeed. 5. Did they rent the hotel by the side of your house ? — They do not rent it yet. 6. Did 'the cat go up to the top of the house ?— It went up to the top of our house. 7. Sball we be traveling on New Year's Day ? — I hope not [hope that no]. 8. Please do not strike mc with that stick. — I never threatened you to strike you with this stick. 9. Will she speak in public on [in] that occasion ? — She will, madam. THIRTY-SEVENTH LESSON. 255 OBSEEVATIONS. 1. The ttse of the Pronoun On is a very popular form of expression in French, to which there is nothing precisely corresponding in English. It means commonly what is meant by They^ speaking indefinitely, that is, not referring to any persons in particular, but to folks^ people^ the 'public^ or the world generally^ The French On is not confined, however, to this very indefiuite meanings It sometimes refers to persons already mentioned and pretty definitely before the mind, and even to those of the First and Se- cond Person as well as of the Third. The illustrations of its uses are very full in the Lessons, and such is the only means of acquiring entire fimiiliarity with it. It is often translated by the Passive Verb in English, as On dit^ It is said, and by various other locutions. The English Lan- guage sometimes suffers in facility of expression for the want of a similar Indefijiite Pronoun. In Interrogative sentences, a Euphonic t is inserted between the Verb and On : On, parle^ Paris -t- on ? and not Pai'le-on ? The same rule is ob- served when used Eefiectively: On s'occupe^ s^occupe-i-onf s'est-o^ occupe ? The Z' {Le) is placed before On^ whenever Euphony requires. The examples and explanations given in the body of the Lesson are amply sufficient without any elaborate illustration in the notes. 2. The two numbers. Cent, A hundred, and Mille^ A thousand, fall under particular rules with regard to their Plural. When Gent is not followed by another number, it takes the sign of the Plural : Deux centSy Trois cents, etc. But, when followed by another number, it does not : Deux cent trois, etc. MVde never takes the sign of the Plural : Deux mille, Deux mille trois cents. Cent mille, etc 8. The Pronoun Soi, Oneself, is often used after a Preposition, when 0?i is the subject : On n'aime que soi, People only love themselves, On parle souvent de soi, One speaks often of himself, etc. THIRTY^SEYENTH LESSON OF THE SECOND COURSE. NINTH CATEGORT OF EEFLECTIVES. — RECIPROCAL VERBS. NOUS NOUS TRO^IPONS. WE CHEAT ONE ANOTHER, EACH OTHEPw you WARM ONE ANOTHER AGAIN. THEY UNDRESS ONE ANOTHEPv. we warm one another by playing tosrether. V0U5 VOUS RECHAUFFEZ. ILS SE DESHABILLENT. nous nous rechaufFons en jouant ensemble. 256 SECOND COURSE. you cheat one another without knowing it. do they undress one another to weigh each other ? a million of francs. one hundred and seventy millions of five-franc pieces. three hundred millions of cen- times. a five-franc piece. the reciprocal verbs are used equally in the third persons of the plural of all the other tenses of the verb. examples : these two ladies used to visit one another very often before their marriage. the dog and cat never caressed one another. these two men left each other good friends. they did not wound one another, though they gave one another hard blows. do you place one another to be measured ? do they place each other in order to weigh each other ? ALTHOUGH, THOUGH. TO THWART ONE ANOTHER. to ask of one another. to tear one another to pieces. to throttle each other, to cut one another's throats, to speak to one another, to look at one another. to kill one another. these two persons are the less dis- posed to look at one another in a good light, as they quarrel every time they meet. to be inclined to. . . to be disposed to. . . vous vous trompez sans le savoir, pe deshabillent-ils pour se peser FunTautre? (Obs. 1.) un million de francs. cent soixante-et-dix millions de pieces de cinq francs, trois cent millions de centimes. une piece de cinq francs. les verbes reciproques s'emploient egalement aux trois personnes du pluriel de tons les autres temps du verbe. exemples : ces deux dames se visitaient tres souvent avant leur mariage. le cliien et le chat ne se sont ja- mais caresses. ces deux hommes se sont quittes bons amis. ils ne se sont pas blesses, tout en se donnant de rudes coups de poing. vous placez-vous pour vous mesu- rer ? se placent-ils pour se peser ? TOUT. (Obs. 2.) s'entre-choquer. sentre-demander. s'entre-dechirer. s'entr'egorger. s'entre-parler. s'entre-regarder. s'entre-tuer. (Obs. 3.) ces deux personnes sont d'autant moins disposees a s'entre-regar- der d'un bon oeil qu'elles se dis- putent toutes les fois qu'elles se rencontrent. ^tvQ porto a. . . etre dispose a. . . THIRIY-SEVENTH LESSON. 257 THE MORE. . .BECAUSE, AS. . . THE LESS . . . BECAUSE, AS . . . kindly, with a friendly look, with an unfriendly look, with an indifferent eye. to be more hungry. to be less hungry. we flatter one another. you love one another. they esteem one another. they look at one another. do they not observe one another ? ONE ANOTHER. till the end of the month. to the end of the avenue. to the depth [thickest part or back part] of the Avoods. to the midst of the market. [to] near the square of the Bas- tille. to the Elysian fields. will he remain in the boarding- house till the end of the month ? they remained at the show till the end. will you let yourself go quite to the bottom of the water ? will this swimmer let himself go quite to the bottom of it ? is this masquerade advancing to the middle of the square ? [quite] to the middle of it. quite to the bottom. did they reconnoiter up to near this place ? A3 FAR AS THAT, UP TO THERE. to the end of this alley, to the end of it. NOT THAT. without knowing it. cCautant plus, . . que. . . dJautant moins . . . que ... d'un bon oeil. d'un mauvais ceil, d'un ceil indifferent. avoir plus faim. avoir moins faim. nous nous flattens I'un Tautre. vous vous aimez I'un I'autre. elles s'estiment Tune Tautre. ils se regardent les uns les autres. ne s'obser vent- elles pas les unes les autres ? (Obs. 4.) l'un l'autre, l'une l' autre, les uns les autres, les unes les AUTRES. jusqu'a la fin du mois. jusqu'au bout de I'avenue. jusqu'au fond du bois. jusqu'au milieu du marche. jusque pres de la place de la Bas- tille. jusqu'aux Champs-!]6lys^es. restera-t-il dans la pension jusqu'^ la fin du mois ? ils sont rest^s au spectacle jusqu'a la fin. vous laisserez-vous aller jusqu'au fond de I'eau ? ce nageur se laissera-t-il aller jus qu'au fond ? cette mascarade s'avance-t-elle jus- qu'au milieu de la place ? jusqu*au milieu, jusqu'au fond. a-t-on pousse ime reconnaissance jusque pr^s de cette place? jusqite Id. jusqu'au bout de cette allee. jusqu'au bout. 7ion pas que. (Subj.) sans le savoir. 258 SECOND COURSE. THIRTY-SEVENTH EXERCISE OF THE SECOND COURSE, 1. These editors, although calumniating one another, flattered each other, did they not ? — They flattered one another. 2. Do the soldiers advance as far as the Elysian Fields ? — They will advance further still, I suppose. 8, Will you not remain with us till the end of the month ? — I will remain, if you desire me [to]. 4. Will this swimmer let himself go to the bottom of the water ? — I think that he will not let himself go to the bottom [of it] thislime. 5. Nobody is as hungry as I am, it is not possible. — Do you not think that I am more hungry than you are ? I ate at half-past six this morning. 6. She remained at the theater to the end of the piece. — Was she alone ? — No, she was accompanied by her brother. OBSEKVATIONS. 1. This new species of Eeflective Verb is called the Eeciprocal Verb. It is used only in the three Persons of the Plural, and relates always to several persons or objects acting upon each other. 2. Tout, in the sense of Though, Although, is frequently used beforo the Gerund : Tmit en se dormant, etc. 8. Verbs in which the Preposition Entj^e, Between, enters into the composition of the Verb, are always Eeciprocal, and preceded by the Ee- flective Pronoun : S'entre-tuer, To kill each other, (literally, To kill be- tween THEMSELVES.) 4. It becomes sometimes necessary, in order to give to the Eeflective the meaning of a Eeciprocal Verb, to add the Pronoun Lun Vatdre, Vuna V autre ; Les uns les autres, les unes les autres, literally One the other ; (The ONES the OTHERS.) THIRTY-EIGHTH LESSON OF THE SECOND COURSE. NEUTER VERBS USED IN AN ACTIVE SENSE. to bring in the bags of Indian corn, to bring them in. It) BRING IN, TO CARRY IN. did they bring in my trunk again ? did they bring it in again ? did they bring in the grain before the rain? entrer les sacs de mais. les entrer. ENTRER. est-ce qu'on a rentr6 ma malle ? est-ce qu'on I'a rentr<5e ? a-t-on entr6 le grain avant la pluie ? THIRTY-EIGHTH LESSON. 259 did they bring it in before that storm ? to bring up a bucket of water, to bring it up, to carry it up. did tliey carry up a bucket of water in my room ? did they bring up more than one or two [of them] ? the 3'ear one thousand, from Jesus Christ. the year one thousand eight hun- dred and fifty-five of our era. on the 4th of March, one thou- sand eight hundred and sixty, a new president of the United States will be inaugurated. a thousand years ago. THENCE. as far as Florence. quite into Asia. as far as on the continent. I like this professor all the better because he seems to me very indulgent towards me. I like this coffee all the better be- cause it does not give me head- ache. ALL THE BETTER. . . BEOAUSE, AS. . . ALL THE BETTER . . . BECAUSE, AS . . . a bucket of water. Indian meal, corn meal. to cause headache, to cause toothache, to cause earache. to let pass. I will not let you pass, I repeat to you, even though you should ask this favor of me on your knees. do not let this magnificent diction- ary bound in calf, lie about. do not let it lie about, to let. . . lie about Ta-t-on entre avant cet orage ? monter un seau d'eau. le monter. a-t-on monte im seau d^eau dans ma chambre? en a-t-on monte plus d'un ou de deux ? (Obs. 1.) I'an mil, de Jesus-Christ. (Obs. 2.) I'an mil huit cent cinquante-cinq de notre ere. (Obs. 2.) le 4 mars mil huit cent soixante aura lieu I'inauguration d'un nouveau president des £tats- Unis. ( il y a mille ans de cela. ( il y a de cela mille ans. de Id. jusqu'a Florence. jusqu'en Asie. j usque sur le continent. j'aime d'autant mieux ce profes- seur qu'il me semble tres indul- gent a mon 6gard. je trouve ce cafe d'autant meilleur qu'il ne me donne pas mal a la tete. d'autant mieux que, . . dautant meilleur que, , . un seau d'eau. de la farine de mais. donner mal a la t6te. donner mal aux dents, donner mal aux oreilles. I laisser passer. je ne vous laisserai pas passer, je vous le repete, lors meme que vous me demanderiez cette fa- veur a genoux. ne laissez done pas trainer ce ma- gnifique dictionnaire, relie en veau. ne le laissez pas trainer. (Obs. 3.) laisser trainer. 260 SECOND COURSE. to let this salmon spoil. to let anything spoil. to let that stranger come in. to drop my bracelet. on one's knees. EVEN WHEN, EVEN THOUGH. bound in calf, bound in sheep, bound in parchment. FOR NOTHING IN THE WORLD ; NOT. . . FOR ANYTHING IN THE WORLD. outside of the stable. do they let these horses sleep outside of their stable ? will they let them sleep outside ? OUTSIDE OF. . . OUTSIDE [of it]. what is your name ? my name is Joseph, his name is . . . the milliner is very glad that you have arrived, she is highly pleased that. . . she is highly pleased with it. you seem astonished that he is working at his old employer's. he seems glad that. . . he is vexed because, at. . . he is delighted that. . . they seem quite grieved that. . . I change my lodging. that he is changing boots, that she is changing hats, that they are changing them. laisser gater ce saumon. laisser gater quelque chose. laisser entrer cet etranger. laisser tomber mon bracelet. a genoux lors meme que, relie en veau. relie en mouton. relie en parchemin. pour rien au monde, hors de I'ecurie. laisse-t-on coucher ces chevaux hors de leur ecurie ? ]es laissera-t-on coucher dehors? hors de, , , dehors. comment vous nommez-vous ? je me nomme Joseph, il se nomme. . . la modiste est bien aise que vous soyez arrivee. elle est charm.ee que . . . elle en est charmee. vous semblez etonne qu'il travaille chez son ancien patron^ il semble content que. . . (Obs. 4.) il est fache que . . . il est enchante que . . . ils semblent tout affliges que. . . je change de logement. qu'il change de bottes. qu'elle change de chapeau. qu'elles en changent. THIRTY-EIGHTH EXERCISE OF THE SECOND COURSE. 1. Did you bring up some water into my room ? — I brought up some into the front room at least. 2. Is that your room? — It is my room. 3. Shall we not go as far as the fine city of Florence ? — We will go as far as Rome, at first, and thence, as far as [in] Asia. 4. Why do you let that volume lie about [in] the parlor ? — I forgot it entirely the day before yesterday. 5. Docs cold water give you THIKTY-NINTH LESSON. 261 the toothache ? — It never does give me the toothache nor the head- ache. 6. What is your name, Sir, if you please ? — My name is Peter John Paul Henry, [together] with two or three other first names. 7. You seem astonished that I should work again for my former employer. — I do not wonder at that. 8. The tailor seems delighted that I should be back. — He seems so, in fact. OBSEEVATIONS. 1 . Several of the Verbs used, heretofore, as Neuter, and conjugated in their Compound Tenses with the Auxiliary etre^ have also an active signifi- cation, and are then conjugated with the Auxiliary Avoir, 2. When MiUe^ A thousand, is used to express a period of time dur- ing the Christian era, it is written Mil and not Mille, 3. After Zaisser, To let, followed by another Verb in the Infinitive, the Noun, if there is one, which is the object of Laisser^ is put after the se- cond Verb, and the Pronoun, when that is used, before LaisseVy never separating these two Verbs, whilst in English either the Noun or Pronoun is placed between To let and the following Verb. 4. After Adjectives accompanied by the Verb eti^e^ To be, and followed by Qu€y the Verb is generally put in the Subjunctive. Such, however, as express certainty, as Incontestable^ Incontestable ; Evi- denty Evn)ENT; Vrai^ Teue, etc., govern the Verb in the Indicative, unless they are used Interrogatively or Negatively, when tJiey also govern the next Verb in the Subjunctive. THIRTY-NINTH LESSON OF THE SECOND COURSE. agreement of the participle past with the subject and object. I liked violets very much. I liked them very much. are those whom you have accus- tomed to work, lazy ? do those whom you have accus- tomed to sewing, like it ? did they bring back my things from the washerwoman's ? did they bring them back from her place ? did the government persecute the political refugees whom it had protected at first? j*ai beaucoup aime les violettes. je les ai beaucoup aimees. (Obs. 1.) ceux que vous avez accoutumes au travail sont-ils paresseux ? celles que vous avez habituees a la couture I'aiment-elles ? a-t-on rapporte mes efFets de chez la blanchisseuse ? les a-t-on rapportes de chez elle ? le gouvernement a-t-il persecute les refugies politiques qu'il avait d'abord proteges ? 262 SECOND COURSE. did he persecute them after hav- ing protected them ? to inm'e to . . . to accustom to. . . to bring back from . . . political refugee. sharpen those razors whilst I am whetting these. I shall not abandon you until I shall have [while I shall not have] saved you from danger. this general had so well disposed his troops that he won a great battle. I have minced all the meat, so that we shall only have to season it. you will pour some water for me whilst I pour some wine for you. these blacksmiths never cease striking on their anvil, so that they break my head [with the noise]. so that they fatigue me. he got into a scrape as I thought [he would]. I had sent you for my pillow in this room, but you went for it into the other instead. this compositor [in printing] is always in such a hurry that he hardly eats at his meals. did the child get hungry after you gave him something to eat ? I will reward them according to their behavior in tlie course of the year. according to their behavior. ACCORDING TO, ACCORDING AS. WHILST. count d'Estaing. UNTIL THEN. les a-t-il persecutes apr^s les avoir proteges ? habituera... j.bef. [N'oun and accoutumer 4. . . ) Infinitive. rapporter de . . . refugie politique. aiguisez ces rasoirs tandis que je re- passe ceux-ci. (Obs. 2.) je ne vous abandonnerai pas tant que je ne vous aurai pas sauves du danger. ce general avait si bien dispose ses troupes qu'il a gagne une grande bataille. j'ai hache toute la viande, si bien que nous n'aurons qua I'assai- sonuer. vous me verserez de I'eau pendant que je vous verse du vin. ces forgerons ne cessent de frap- per sur leur enclume, de sorte qu'ils me cassent la tete. de fagon qu'ils me fatiguent. il s'est engage dans une mauvaise affaire, ainsi que je le pensais. je vous avals envoye chercher mon oreiller dans cette chambre-ci au lieu que vous etes alle le chercher dans I'autre. ce compositeur d'imprimerif* e§^ toujours si presse qu'il mange a peine a ses repas. I'enfant a-t-il eu faim depuis quo vous lui avez donne a manger ? je les recompenserai suivant qu'ils se seront comportes dans lo cours de Fannie. seloii qu'il se seront comportes, suivant qiie, scion que, pendant que. le comto d'Estaing. jusqu'alors. THIRTY-NISfTH LESSON. 263 UNTIL NOW. what is the matter with yon ? nothing is the matter except that I want to breakfast forthwith. except that I sat np rather late last night. to sit up. EXCEPT THAT. to whet a razor. to hash, to mince meat. so THAT. how long will you remain here ? HOW LONG? [until WHEN?] WHILST. SINCE. SINCE, AITER THAT. to save somebody from. . . to win a battle. to arrange something [anything] so well that, . . to arrange something, so that. . . so THAT, INSOMUCH THAT. AS. VTHTLE, WHILST, UNTIL, A3 LONG AS, AS MUCH AS. Sophia had rather drink tea than coffee, in the evening. this boy prefers to sell brooms in the streets, than to work in his uncle's workshop. in what state did you leave these invalids ? I left them in a very unfortunate state. to sell. the marquis of La Fayette. jusqu^d present. qu'avez-vous done ? je n'ai rien, si ce n'est que je de- sire dejeuner de suite. sinon que j*ai veille tm peu tard la nuit passee. veiller. si ce rCest que, sinon que. repasser un rasoir. hacher de la viande. de fagon que^ de sorte que, de ma- niere que. jusqu'a quand resterez-vous ici ? jusqu^d, quand i taiidis que, puisqice. depuis que. sauver quelqu'un de . . . gagner une bataille. si bien disposer quelque chose que . . . disposer quelque chose, si bien que . . . si hie7i que. ainsi que. an lieu que. tant que. le soir, Sophie aime mieux boire du the que du cafe. ce gar^on prefcre vendre des ba- lais dans les rues que de tra- vailler dans la boutique de son oncle. que de. . . (after a Comparative.) dans quel etat avez-vous laisse ces invalides ? je les ai laisses dans un etat tr^s facheux. vendre. le marquis de La Fayette. 264 SECOND COURSE. THIRTY-NINTH EXERCISE OF THE SECOND COURSE. 1. Did you eat the three biscuits I gave you yesterday ? — I ate those three biscuits which you gave me, and the two cakes which I bought. 2. What is the matter with him ? — Nothing is the mat- ter with him, except that he sat up too late last night: he is fatigued 8. I sent her for some coffee, and she brings me some black tea? — Is it possible ? It is hardly possible. 4. Are you going to pour [out] some tea or coffee for my comrade ? — Directly, Sir. 5. Are you in such a hurry that you have not the time [of] to remain after six o'clock. 6. Cease to ask me [of] such questions, if you please. — Are you angry ? 7. How did you leave your old parents ? — They were, both of them, well enough, I thank you. OBSERVATIONS. 1. When the Past Participle is joined to a Noun directly, without either of the Auxiliaries etre or avow', it becomes a real Adjective, subject to all the rules of agreement belonging to that class of words. When ac- companied by one of the Auxiliaries, it forms the Compound Tense-Forms of the Verb, and is submitted to certain rules and exceptions, some of which have been already given. The whole subject, however, will be now elucidated in as clear and concise a way as possible. The Participle Past in the Compound Tense-Form is affected in two different ways : first, by the Subject of the Verb ; secondly, by the Direct Object of the action of the Verb, or Regimen Direct, placed in a certain position in the sentence ; and thirdly, it is, in other cases, unaffected by either. When the Verb is in the Passive voice, or a Neuter Verb conjugated with the Auxiliary etre, the Participle Past agrees in Gender and Number with the Subject : Mle est aime u advancedst. ^endest. ^ him. c .id for him, pray. ">T1 wilt:^ gro ; thou shouldst go. '-*' " ' • 1 ^; thou wouldst send. ^^ -u-hand. lou didst come i at an improper die ■ di. thou h. Tielet, and ' ^USIC. thou dia - ^ remain three weeks in Doarding-school ; wast thou lonesome there ? hadst thou stood up during all the sitting? thou wast very much fatigued, I presume. it is not good that thou shouldst remain a-bed so long. to remain in bed. to stand up» tu aurais dispose. 'pour que^ (Subj.) soit que. (Subj.) sans que tu aies dispose. soit que tu eusses dispose, ou non. en cas q\w. (Subj.) sans qzie. (Subj.) tu vas a bord. va chercher la chandelle. a condition que lu allies la cher* cher. tu alias ; suppose que tu allasses. tu as ete. d> condition que, (Subj.) tu rongeais. tu rongeas. tu avangais. tu avangas. tu envoies. envoie-le chercher. de grace, ne I'envoie pas chercher. tu iras ; tu irais. tu enverras ; tu enverrais. tu me froisses la main. tu es rentre a une heure indue. as-tu gotite Tomelette, et I'as-tu trouvee bonne ? tu es passionne pour la musique. a peine es-tu restee trois semaines au pensionnat ; t'y ennuyais-tu ? 6tais-tu reste debout durant toute la seance ? tu etais bien fatigue, je presume. il n'est pas bon que tu restes cou- che si longtemps. rester couche. rester debout. 280 SECOND COURSE. has the blacksmith shoed horse and thy ass? has he shoed thine ? to shoe a horse. love thy neighbor as thysel£ love thy fellow-men. THYSELF. thy (Obs. 1.) I (Obs. 1.) TOX, TA, TES. LE TIEN, LA TIENNE. LES TIENS, LES TEENNES. le forgeron a-t-il ferre ton cheval et ton ane ? a-t-il ferre le tien ? ferrer un cheval. aime le prochaiu comma toi-m^me. aime tes semblables. FORTY-FIFTH EXERCISE OF THE SECOND COURSE. 1. Whatever happens, I am at thy service. — I am much obliged to thee for thy kindness. 2. Dost thou laugh at me, wicked that thou art ? — I did not laugh at thee, nor at any one else [nor of any- body]. 8. I gave thee this watch on condition that thou shouldst go for some candles to the store. — Thou art mistaken, I did not ac- cept it on condition that I should go for some. 4. Like thy fellow- men like thyself, and thou shalt be happy. OBSERVATIONS. 1. The different Persons have been introduced, one after - First and Second Course, according to their importance to dent. The First Course brought into view only the F' and the Second Person Plural. In the Second Course, have been put aside, and the Third Person Singular anu y illustrated; after which came the First Person Phiral, and, norc i.:-aily, the Second Person Singular. The Learner knows under what circumstances this last-mentioned Person is used in English. It is employed in French m the same manner and to the same effect, with a very important addition. It is exclusively used between members of the same family, between relatives and lovers, among children and friends. It has not in French the awkwardness it has in English, and really abounds in that Language. The reason why this Lesson was postponed, until now, is that it can not be expected that, ad- dressing themselves to strangers, English-speaking Students should need to use this most familiar and confidential mode of expression, at first; nor until the polite or conventional method is thoroughly mastered. All the different Tenses of the various Verbs, hitherto given, are again Illustrated in this Lesson, with the Second Person Singular. FORTY-FIFTH LESSON. 281 Having now completed the gradual exhibition of all the Personal and Possessive Pronouns, a synoptical view of them will be of great service. SYNOPTICAL VIEW OF THE PERSONAL AND POSSESSIVE PRONOUNS. I, THOU, HE, IT, tl. SHE, IT. elle. WE, nous, iYOU, vous, THEY, ils, THEY. elles. ME, ine. THEE, te] HIM, IT, le, HER, IT. la. us, nouSy YOU, VOUSy THEM. les. ME, moi (de, a, etc.) THEE, toi, HIM, lui, HER. elU, us, noxiSy YOU, WUSj THEM, eux, THEM. elles. ONESELF, HOI HERSELF, se, THEMSELVES, se. ONE. soi. MYSELF, Tnov-meme, THYSELF, toi-meme, HIMSELF, lui-meme, HERSELF. eUe-rrieme. OURSELVES, nous-memeSy YOURSELVES, vous-meTues, THEMSELVES, eux-menus, THEMSELVEe* elles-memes. ONESELF. soi-mem€. MY, mouy ma, mes, THY, ton, ta, teSf HIS, HER, ITS son, sa. ses. OUR, notre, noSj YOUR, wire, WSj THEIR. leur. leurs* MINE, le mien, la miennej les mienSj les mienneSj THINE, le tien, la tienne, les tiens, les tiennes, HIS, HERS, ITS. le sien. la sienne, les siens. les siennes. OURS, le notre^ la nbtre, les notreSy YOURS, le voire, la wire, les votres, THEIRS. le leur. la leur. les leurs. 282 SECOND COURSE. FORTY-SIXTH LESSON OF THE SECOND COURSE. TENTH CATEaORY OF EEFLECTIVES, — ^VERBS REFLECTIVE IN ENGLISH AND FRENCH. I respect myself, thou respectest thyself, he respects himself, we respect ourselves, vou respect yourselves. ihey respect themselves. to respect yourself, yourselves ; to respect m^^self. to respect thyself ; to respect our- self, ourselves. TO RESPECT ONESELF, THEMSELVES. I was bathing myself. I bathed myself. I will bathe myself. I would bathe myself. however little I hurry myself. however little I might hurry my- self. I have wounded myself. I had wounded myself. I should have wounded myself if. notwithstanding that I may have wounded myself in the knee. NOTWITHSTANDING THAT. would you not grant me your powerful protection near the government if ever I wanted it ? NEAR. . . to be in want of, to need. keep your savings for the time of need ; do not waste them. FOR THE TIME OF, IN CASE OF. . . thou hast borrowed money of this usurer, I have borrowed a little of him. to borrow of. . . je me respecte, tu te respectes, il se respecte. nous nous respectons. vous vous respectez. ils se respectent. (Obs. 1.) vous respecter ; me respecter, te respecter ; nous respecter. SE RESPECTER. je me baignais. je me baignai. je me baignerai. je me baignerais. si peu que je me presse. si peu que je me ; je me suis blesse. je m'etais blesse. je me serais blesse si. . . nonobstant que je me sois bless6 au genou. nonobstant que. (Subj.) ne m'accorderiez-vous pas votre puissante protection aupres du gouvernement si jamais j'en avais besoin ? aupres de, , . avoir besoin de . . . (before Noun and Infinitive.) conservez vos 6pargnes en cas de besoin ; ne les gaspillez pas. en cas de. . . tu as emprunte de I'argent a cet usurier. je lui en ai emprunte un peu. eraprimter d. . . FORTY-SIXTH LESSON. 283 he blew his brains out at the moment I was going in. do you remember the time when we used to play cards in the attic ? AT THE MOMENT WHEN. . . THE TIME WHEN . . . do not slap this orphan till tears drop from his eyes. TILL. . . how much dost thou ask for these silks a piece ? I ask three hundred and fifty dollars a piece, but we let our customers have them for some- thing less. I will give you two hundred and fifty dollars for these three pieces. will you give no more for them ? we shall not part with a single piece for less than what I ask- ed you. you will not get it for a centime less anywhere, be sure of that. to ask for [to ask so much for]. to let go for less, to let have for less. to let have for. . to give for . . . less. il s'est brule la cervelle au mo- ment ou j'allais entrer. vous rappelez-vous le temps ou nous jouions aux cartes dans la mansarde ? au moment ou. , , le temps ou. , , ne frappez pas cet orphelin jus- qu'a ce que ks larmes lui cou- lent des yeux. jusqiUdL ce que. . . (Subj.) combien demandes-tu de ces soi- ries, la piece ? j'en demande trois cent cinquante piastres la piece, mais nous les laissons a quelque chose de moins a nos pratiques. je vous donnerai deux cent cin- quante piastres de ces trois pieces. n'en donnerez-vous que ce prix ? nous n'en laisserons pas aller ime seule piece a moins du prix que je vous ai demande. on ne vous . la laissera pas a un centime de moins nuUe parfc^ soyez-en bien sur. demander de . . . laisser a moins. laisser a. . . donner de. de moins. FORTY-SIXTH EXERCISE OF THE SECOND COURSE. 1. Thou respectest thyself too much [for] to strike anybody. — I do respect myself too much, assuredly. 2. When you [shall] want my services, ask for them. 8. He went in at the time when I was going away. 4. How much do you ask for this fine coat ? — I will let you have it for six dollars and a half. 5. AYill you let me have two of them for less?— I will let you have those two for twelve dollars each. 284 SECOND COURSE. OBSEEVATIONS. 1. The Conjugation of this kind of Reflective Verbs has nothing pecu- liar about it, except that it corresponds to the English Eeflective. The difference in the respective place of the Second Personal Pronoun, in the two Languages, is too obvious to require more than a passing notice. FORTY-SEVENTH LESSON OF THE SECOND COURSE. PARTICIPLE PAST, WITH ITS ATTENDANT PREPOSITIONS. this project, approved in the house of representatives, has been ratified by the senate. this actor was called back on the stage after the fall of the cur- tain. this very valuable book was dedi- cated to one of the professors of the university. this journal is edited by an editor in chief and numerous co- editors. this pamphlet is stereotyped by the stereotypers as fast as it is composed. AS FAST AS, IN PROPORTION AS. chief editor. co-editor. publisher. foreman (in a printing office), foreman (generally). WITHOUT THEIR KNOWLEDGE. WITHOUT HIS, HER KNOWLEDGE. WITHOUT THE KNOWLEDGE OF . . . a regiment of the line was dis- played along the wharf this passage is borrowed from one of the most esteemed critics of the eighteenth century. PROVIDED. provided there are fashions. Augustine. ce projet, approuve a la chambre des representants, a ete ratifie par le senat. cet acteur fut rappele sur la scene apres la chute du rideau. ce livre de beaucoup de merite a ete dedie a I'un des professeurs de I'universite. ce journal est redige par un re- dacteur en chef et de nombreux collaborateurs. ce pamphlet est stereotype paries stereotypistes au fur et a mesure qu'on le compose. (Obs. 1.) aufur et a 7iusure que. redacteur. coUaborateur. editeur. prote. contre-maitre. d, leur insUy etc. ct son insu. d Vinsu de, . . un regiment de ligne etait d^ploy6 le long du quai. ce passage est emprunte a Tun des critiques Ics plus estim^s du dix-huitieme siecle. si taut est que. (Subj.) si tant est qu'il y ait des modes. Augustin. FORTY-SEVENTH LESSON. 285 INSTEAD OF, FAR FROM. although we were singing, we danced at the. same time. he who sings to-day will cry to- morrow. HE WHO, ANY ONE WHO, WHOSO- EVER. . . the more one accumulates wealth, the- more he desires to amass it. the less knowledge we have, the more we desire to acquire some. THE MORE . . . THE LESS . . . THE LESS . . . THE MORE . . . THE MORE . . . THE MORE. stereotyped by. ,. dedicated to . . . recalled on . . . persuaded of. . . displayed along . . , prince Albert, husband of the queen of England. a Jesuit. loin que, (Subj.) tout en chantant, nous avons dan- se. tel qui chante aujourd'hui pleure- ra demain. TEL QUI . . . plus on amasse de richesses, plus on desire en amasser. moins on a de savoir, plus on de- sire en acquerir. plus . , . moins . . . moins. . . plus, . . plus , . . plus , . . stereotype par . . . dedie a . . . rappele sur. . . persuade de. . . deploy^ le long de. . . le prince Albert, mari de la reine d'Angleterre. un Jesuite. FORTY-SEVENTH EXERCISE OF THE SECOND COURSE. 1. Was this book stereotyped by the foreman ? 2. To whom is this book dedicated? — To the editor of the newspaper. 3. Did you buy this toy without the knowledge of your mother ? — I bought it without her knowledge. 4. This young lady likes fine gowns. — She likes the last fashions, too. OBSERVATIONS. 1. The Participle Past is sometimes followed by one Preposition and sometimes by another. The difficulty lies in this, that the French Prepo- sition is far from being always translated by the English corresponding one. The three principal Prepositions used after the Participle Past are «, de, par. The first of these is rendered in most cases by In, At, To. The uso of De abounds in the language, and is the great difficulty, in this respect, to be conquered. It is rendered in English in a variety of ways. De is more frequently applied to things, Par^ to persons. 286 SECOND COURSE. FORTY-EIGHTH LESSON OF THE SECOND COURSE. ELEVENTH CATEGORY OF THE REFLECTIVES. — ^VERB3 'ALWAYS REFLECTIVE ] FRENCH, ETC. he forswore himself before the justice of the peace. after an obstinate combat, the Turks got hold of this fortress. the Mahometans prostrate them- selves with their faces to the ground. parchment shrinks by the fire, to shrink, to shrivel. . to bow to the earth, to prostrate oneself. to get hold, to take possession of. TO FORSWEAR ONESELF. thou [you], and I. he and I. she and I. you and I. they and I. ■) this young person and I. these persons and I. to look grum. to lean upon the table. you and we [us], you, she [her], and we [us], they, they [them], and we [us], these gentlemen and we. the troops mutinied, to mutiny. to alter one's mind. you and I will go to mass, these three persons and I go to the French theater, she and I will go to the comedy. to desist from . . . he is going to stop the prosecu- tion. to addict oneself to . . . (Obs. 1.) (Obs. 2.) il s'est parjure devant le juge de paix. apres un combat opiniatre, les Turcs s'emparerent de cette for- teresse. les Mahometans se prosternent la face centre terre. le parchemin se ratatine au feu. se ratatiner. se prosterner. s'emparer de . . . SE PARJURER. toi et moi. lui et moi. elle et moi. vous et moi. eux et moi. elles et moi. cette jeune personne et moi. ces personnes et moi. (Obs. 3.) se renfrogner. s'accouder sur la table. vous et nous. lui, elle, et nous. eux, elles, et nous. ces messieurs et nous. (Obs. 3.) les troupes se mutinerent se mutiner. se raviser. toi et moi, nous irons a la messe. ces trois personnes et moi, nous allons au th6Atre frangais. elle et moi, nous irons a la come- die. (Obs. 4.) se desister ue. . . il va se desister de ses poursuites. s*adonner a . . . rORTY-EIGHTH LESSON. 287 thou and she will go for water. you and they will breakfast to- gether. the earth gave way under their feet. to fall down, to give way. to take root. to exert oneself, to struggle. to exert oneself, to strive. to fly away. the birds have fled from their cage. to evade, to run away. those persons and myself will go to the country next Monday. these gentlemen and ourselves propose buying this land. will the children and the gover- ness go to the garden ? will the children and she go to the garden ? will the girls, the women, and the men enter through the same door? to find fault with everything. to prance. to intermeddle in a business. to be conceited. this man and this woman are as amiable as they are loved. hens, beasts of burden, cows and horses, are bought very cheap. the hen and her little ones were killed by the fox. the horse, the cow, and the mare are locked up in Calvin s stable. to intermeddle with . . . we spoke a great part of the night. they had attacked the suburbs of the city. toi et elle, vous irez chercher de Teau. vous et elles, vous dejeunerez en- semble. (Obs. 4.) la terre s'ecroula sous leurs pieds. s'ecrouler. s'enraciner. se demener. s'evertuer. s'envoler. les oiseaux se sont envoles de leur cage. s'evader. ces personnes et moi, nous irons a la campagne lundi prochain. nous et ces messieurs, nous nous proposons d'acheter ce terrain. les enfants et la bonne iront-ils au jardin ? (Obs. 5.) les enfants et elle iront-ils au jar- din ? les filles, les femmes et les hom- mes enti^eront-ils par la meme porte? (Obs. 6.) se formaliser. se cabrer. s'immiscer dans une affaire. s'arroger. cet homme et cette femme sont aimables autant qu'aimes. les poules, les betes de somme, les vaches, et les chevauxsont ache- tes a vil prix. la poule et ses petits ont ete tues par le renard. le cheval, la vache, et la jument sont enfermes dans I'ecurie de Calvin. (Obs. 6.) s'ingerer de . . . nous avons parle une grande par- tie de la nuit. ils avaient attaque les faubourgs de la ville. (Obs. 7.) 288 SECOND COURSE. to kneel down. the pagans kneel down before idols. many people repeated this story. a great number of sailors get drowned every year. few men succeed in acquiring for- tune. the greater part of animals have more agility, more swiftness, more strength, and even more courage than man. to cry out, to exclaim, to cry out. to cor^rive to . . . to distrust. . . Pharaoh's army was entirely sub- merged in the Ked Sea. a plurality of masters is not a desirable thing. s'agenouiller. les paiens s'agenouillent devant les idoles. quantite de gens ont repute ce conte. (Obs. 1.) un grand nombre de matelots se noient tous les ans. peu d'hommes arrivent a la for- tune. la plupart des animaux ont plus d'agilite, plus de vitesse, plus de force, et meme plus de courage que I'homme. (Buffon.) s'ecrier. se recrier. s'ingenier a. . . se mefier de . . . I'armee de Pharaon fut enti^re- ment submergee dans la Mer Rouge. la pluralite des maitres n'est pas. chose desirable. (Obs. 7.) FORTY-EIGHTH EXERCISE OF THE SECOND COURSE. 1. Will this parchment shrink by heating it ? — It will certainly shrink by heating it too much. 2. Do not lean upon this table, if you please. — I will not lean upon the table any more. 3. Shall you and I go to the country together ? — We will go together if you like it. 4. Did not a certain number of men abandon the ship ? — I do not know it, at least. 5. This man cried out that some persons were striking him. — But it was not true, I assure you. OBSERVATIONS. 1. We gave, in a previous Lesson, (L. 37, Obs. 3, 2d Course,) the Ee- ciprocal Verbs, such as S'entre-choquer^ etc., which are a specimen of Verba always Eeflective in form. There are about forty Verbs, besides, always Reflective in their grammatical form, but Twt recipi'ocal in their meaning. They are rendered in English in various ways. The most important among them are given in this Lesson. 2. In this Lesson, and hereafter, Ta and Toi, etc., will be rendered by You, etc., instead of Thou, etc., which last is very awkward in English. FORTY-EIGHTH LESSON. 28^ The French make, from these two Forms of the Pronoun, a Verb ; Tutoyer^ meaning To use Tu and toi, to assume that familiar style of speahUig, 8. French politeness requires that, when you mention another person and yourself, you should put the word representing yourself, last : Ces trois personnes et moi. But Noiis may be put indifferently before or after : Ces messieurs et nous, or Nous et ces messieurs. 4. There is, in French, a hierarchy of Persons, which is not so much remarked in English because the Verb does not change to express these differences. The First Person is said to be nobler than the Second, by which is meant that it takes precedence over it; the Second is nobler than the Third, and enjoys the same relative privilege ; that is to say, when several persons are mentioned together, the nobler Person governs the Verb, or the Verb agrees with it, that is, with the First Person in pre- ference to the Second, and with the Second in preference to the Third. In the Examples given above, the First Person, though connected with the Second and Third, requires that the Verb should be also in the First Person. In the second Example, the Second Person, joined with the Third, re- quires the Verb to be in the Second Person. 5. Sometimes the Pronoun symbolizing the nobler or privileged Person is repeated before the Verb, and sometimes not. The expression and sup- pression of it are both authorized by usage. 6. There is also a nobility in the Genders — another privileged caste in the grammatical world. The Masculine is nobler than the Feminine, as the Grammarians have it. In other words, when the Masculine and the Feminine happen to be in the same sentence, the Article, Adjective, Participle and Noun must agree in Gender with the Masculine, however numerous may be the Feminine Nouns united with the one Masculine. 7. French Grammarians divide the Nouns expressing Collectivity into two : the Collectifs jpartitifs- and Collectifs generaux. The Fartitim Collectives express a partial collection of persons or things, such as A quantht, A number, etc., implying that some other things of the same sort are left out. All Adverbs of Quantity come into this category. When the Noun or Adverb is followed by the Preposition De and a Substantive, the Adjective, Pronoun, Participle and Verb agree with this last Substantive, whether Singular or Plural. The General Collective expresses the totality of persons or thingB re- ferred to, as the words : The army, L'armee ; The forest, La foret^ etc. When it is followed by the Preposition De^ and a Substantive, the Parts of Speech mentioned above agree with the " Collectif generaV itself, and not with the following Substantive. (See examples in the Lesson.) leS 290 SECOND COURSE. FORTY-NINTH LESSON OF THE SECOND COURSE. AGREEMENT (CONCORDANCE) OF THE DIFFERENT TENSES. ( whilst you speak, or I RECKON •< are speaking. ( when you have spoken. I WAS C when you were speaking. LISTEN- -< when you spoke [did ING ( speak]. J when you cried. - [ when you had cried. what are you roaming around this slaughter-house for ? I am pricing fresh meat '' whilst you were dining. I have J from the moment you studied I ordered I SHOULD. after you [have] had eaten. I have entered many times while YOU WERE SPEAKING. 'when you were en- tering. when you entered. when you had entered. when you had entered. before you had come IN yet. they had SPOKEN. as soon as the speeches were done, after they had done them. whoever knocks at the door, I [will] slam it in his face. to slam the door in the face of. . . 'if you DESIRE it. if you HAVE DONE your sewing, when you please. I will BREAKFAST when you have done. C pendant que vous par- je co7nptei lez. (Obs. 1.) ( quand vous avez parlL i lorsque vous parliez. fecoutais < quand vous parldtes, I ., / • i quand vous cridtes. \j PP I quand vous eutes crie, qu'avez-vous a roder autour de cet abattoir ? je suis a marchander de la viande fraiche. pendant que vous di- niez, du moment que vous me Vavez ordonne. apres que vous avez eu mange. je suis entre plusieurs fois pendant que vous parliez. (Obs. 2.) ' quand vous entriez. quand vous entrdtes. quand vous etes entre. quand Yowsfutes entre. que vous n'etiez pas en- core entre. fai etudie on avait parte everything included, everything well considered. des qu'on eut termine les discours. apres qu'on les eut termines. qui que ce soit qui frappe a la porte, je la lui ferme au nez. fermer la porte au nez de. . . si vous le desirez. si vous avez termine votre couture. je d^jeitnerai -l quand il vous seju- hlera bon. quand vous aurez termine, tout compt^, tout bien consid6r6. FORTY-NINTH LESSON. 291 I WOULD SWEEP li I WOULD HAVE EATEN if you ORDERED it. you HAD DONE, he CAME BACK. the making of a coat. 60 many dollars for making. if he HAD EATEX. whilst YOU WOULD HAYE BEEN STUDYING. whatever I may present to him, he accepts it against his will. whatever I give to him, he accepts it only against his will. to accept against one's will. WHATEVER IT MAY BE . . . •1 liS< i: si vous Vordonniez, je balaierais ^ si tu avais terminL ( s'il itait ventre. la fa^on d'un habit, tant de dollars de fa9on. ( s'il avait mange, faurais mange \ pendant que vous ( auriez etudie. quoi que ce soit que je lui pre- sente, il I'accepte a contre-coeur. quelque chose que ce soit que je lui donne, il ne I'accepte qu'a contre-coeur. accepter a contre-coeur. QUELQUE CHOSE QUE CE SOIT QUE . . . FORTY-NINTH EXERCISE OF THE SECOND COURSE. 1. As soon as we had done our supper, we began dancing. — ^Who played on the piano ? — Our teacher. 2. Somebody is knocking at our door. — It is a poor woman. — Give her this shilling. 3. Why is it that the making of this coat costs so much, whilst that of the other one does not cost half that price ? 4. Does she dress after the French or American fashion ? — She dresses after all fashions, Engfish, French, American, etc. OBSERVATIONS. 1. Examples of the inter-relationship of the Tenses as connected by Conjun^jllons of a kind to require different forms before and after them, in the construction of a Compound Sentence, were given pretty fully in the First Course. What is contained here is, therefore, repetition and enlarge- ment. After all, the subject is illustrated rather than exhausted, since possible relations of this sort exist in many ways not here exhibited. The connections, by means of Que^ are very numerous, and occur throughout the Lessons. 2. We come here finally to that use of the Perfect Tense, (or, as it is called in French, the Preterit Indefinij) in which its meaning is the same in both Languages ; that is, we translate J^ai etudie, Je suis entre, by I have STUDIED, and I have entered, instead of by the seemingly strange mode, I STUDIED, or Did study, I entered, or Dro enter, to which we have taken so much pains to accustom the Learner. This Tense-Form is used for both of these English meanings, and the Learner, being supposed to be 292 SECOND COURSE. already acquainted with the strange and unexpected rendering, the one he would naturally anticipate may now be admitted along with it, without further explanation. This Tense-Form, badly called, in French, the Preterit Indefinite, has, therefore, two Senses, in one of which it is Definite, precisely the same as the other Form called the Preterit Definite, jmudiai, J'^entrai. It is in the other, or so called Indefinite Sense, that it is a real translation of the English Perfect. , This subject will be still further illustrated in the subsequent Treatise on the Tenses. FIFTIETH LESSON OF THE SECOND COURSE. CONCOEDANCE, ETC. I require \ I shall require ( that you should when I shall f speak. have required ) do they require that I should bring back the children after school is over ? for fear of mistaking, for fear of going astray. FOR FEAR OF. . . I require I shall require that you I have required S- should have ■when I shall spoken. have required J help the poor for God's sake. for my sake, his sake, etc. you are wrong in requiring [in that you require] that he should have done his work before com- mencing it. I was requiring I required I Bhall require .^n^^ou should I have required > I had required ®^^^^^* I should have required jexige ^ j'exigerai I quand j 'aural i que vous parhe^. exige-t-on que je ram^ne les en- fants apres I'ecole? de peur de se tromper. de crainte de s'egarer. de crainte de^ de peur de. . que tu aies parle. jexige j'exigerai j'ai exige quand j'aurai exige soulagez les pauvres pour I'amour de Dieu. pour I'amour de moi, de lui, etc. vous avez tort en ce que vous exi- gez qu'il ait termine son ou- vrage avant meme de I'avoir commence. EN ce que. . . j'exigeais j'exigeai j'exiiiCerai , ■ 'ai exig6 I ?"^ """' ^'"■'«*" j avais exige j'aurais exig6 FIFTIETH LESSON. 293 THAT HE SHOULD HAYE RETURN- ED. THAT HE SHOULD HAYE SPOKEN. it is sad to . . . it is prudent to . . . it is just to . . . it is necessary to walk, to work, and to eat. it is necessary to . . . I was requiring I had required I required wlien I had re- quired I should require I should haYe required I haYe required the funeral of this illustrious bishop has been celebrated with a great deal of pomp and solemnity. this stone was raised from the box is not this canal dug from the rock? would this Yeal haYe bought at the market ? celebrated with. . . interred in. . . leaned against. . . bought at the . . . dug from . . . raised from, taken off. . . IcYelled by the means of. . . placed in the middle of. . . hoisted by dint of. . . been il est facheux de. . . (bef. Inf.) il est prudent de. . . (bef. Inf.) il est juste de. . . (bef. Inf.) il est necessaire de marcher, de travailler, et de manger. il est necessaire de. . . (bef. Inf.) j'exigeais j'aYais esdge j'exigeai quand j'eus exige qv!il fut entre. j exigerais j'aurais exige quHl eut parlL J ai exige les funerailles de cet illustre eYe- que ont ete celebrees aYcc beau- coup de pompe et de solemnite. cette pierre a ete leYee de dessua la boite. ce canal n'est-il pas creuse a meme le roc? ce veau aurait-il ete achete au marche ? celebre aYec ... enterre dans. . . appuye contre . . . achete au, a la . . . creuse a meme . . . IcYe de dessus. .. niYcle au moyen de . . . place au milieu de . . . hisse a force de . . . FIFTIETH EXERCISE OF THE SECOND COURSE. 1. Don't let this boy count those sums of money, for fear he may not count them well. — Very well, I will count them myself. 2. Do these honest folks go to church every Sunday ? — They go [the] morning, [the] afternoon, and [the] evening. 3. It is sad to dream of one's friends and relatives when you are far from them in a foreign country. — It is sad to dream of'them. 4. Has this calf been bought? 294 SECOND COURSE. FIFTY-FIRST LESSON OF THE SECOND COURSE. IT IS THOUGHT that... CONCORDANCE, ETC. he ARRIVES to-night. he WILL ARRIVE to- ' il arrive ce soir. il arrivera demain morrow. he ARRIVED. he WOULD ARRIVE if... on pense qu'... ' il arriva. il arriverait si... do these young women express themselves better in English than in Spanish 'i did the banker order that all the bank-notes should be brought to him? has he ordered it? — I do not know. to order, to give the order. to rub one's eyes. the adjective agrees with the noun in gender and number. you HAVE ARRIVED this morning. you HAD ARRIVED yesterday. you WILL HAVE AR- RIVED if. . . you WOULD HAVE ARRIVED if. . . IT IS THOUGHT that. . . how old are you, my little one ? I am eight years and a half old, sir. how old is your sister ? which one ? for I have two sisters ; the oldest or the younger one ? how old is the oldest? she is almost twenty years old. and the younger ? she is nearly sixteen years old. my brother Hon ore is not quite thirteen ^^ears old. is not your cousin more than six- teen years and a few montlis old? ces jeunes femmes s'expriment- elles mieux en anglais qu'en es- pagnol ? le ban qui er a-t-il donne ordre qu'on lui apporte tons les billets de banque ? en a-t-il donne Tordre? — Je I'i- gnore. donner ordre ; donner Tordre. se frotter les yeux. I'adjectif s'accorde avec le nom. en genre et en nombre. on pense que. . vous etes arrive ce ma- tin, vous etiez arrive hier. vous serez arrive si . . . vous seriez arrive si. . quel ^ge avez-voas, mon petit? j'ai huit ans et demi, monsieur. quel age a votre sceur? laquelle? car j'ai deux soeurs; I'ainee ou la cadette ? quel ago Tainee a-t-elle ? elle a presque vingt ans. et la cadette? elle a pres de seize ans. mon fri^re Honore n'a pas tout-d- fait treize ans. votre cousine n'a-t-elle pas plus de seize ans et quelques mois ? FIFTY-FIRST LESSON. 295 I think that, far from being six- teen years old, she is not four- teen yet. I presume she is less than fifteen years old. be happy; that is all the evil I wish you. be always merry; be so. be at your house at such an hour. be there early, do not fail. take care of your health. to take care of. . . we are very glad to reach the end of the second course, we are also [it], I can assure you. to reach . . , the end crowns the work, accord- ing to the Latin proverb. je pense que, loin d*avoir seize ans, elle n'en a pas encore quatorze. je presume qu'elle a moins de quinze ans. soyez heureuse ; c'est la tout le mal que je vous souhaite. soyez toujours gai ; soyez-le. soyez chez vous a telle heure. soyez-y de bonne heure, n*y man- quez pas. ayez soin de votre sante. avoir soin de, . . nous sommes tres contents de tou- cher a la fin du second cours. nous le sommes aussi, je vous I'as- sure. toucher a. . . la fin couronne I'oeuvre, selon Iq proverbe latin. FIFTY-FIRST EXERCISE OF THE SECOND COURSE. 1. Is it true, is it possible, is it just? 2. Do not fail to be at your house at half-past three in the afternoon. 3. Is there any meat at dinner ? — There is none at dinner. 4. Are you very glad to be at the fifty-first exercise of the second course ? — I am extremely glad, for my part. 5. Is it not the last exercise of the second course ? — It is the last exercise. Good day. — Farewell. TREATISE ON THE TENSES. 1. THEEEFOLD DIVISION OF TIME. Time is divided into three principal periods, with reference to each of which actions may be contemplated — namely, the Past, the Present, and the Future. The Present is a single definite jooint of time, while the Past and the Future hyq periods — of unlimited extension, — within which any given point of time — to be rendered definite — must be fixed by a reference to some contemporaneous event. This contemporaneous event or point of time may be expressed: Firstly, by another Verb, as, ^^I was writing when tou ENTERED," the phrasc, When totj enteeed, fixing the time at which Iioas writing ; Secondly, it may be expressed by the measurement backward or forward from the present, by hours, days, weeks, months, year's, etc. — terms used expressly for measuring time; thus, '-^ I was writing T^fo days ago; / shall le writing three weeks hence," etc. ; Thirdly, it may be expressed by an Adverb of time, either definite, like Yesterday, To-morrow, Then, (referring to a time still previously mentioned,) thus, I shall he loriting to- morrow ; or, otherwise, indefinite — Future or Past — like Formerly, Here- after, etc. ; thus, I shall he writing sometime. In this manner, an action spoken of as Past or Future is shown to re- fer to some Point of time to which it holds the same relation (or may hold the same various relations) as an action spoken of as Present holds (or may hold) to The present (point of time). That is to say, the action may be either contemporaneous (Present) with the JPoint of time designated, or Future or Past with reference to it. For example, in the phrase Yesterday, at six o"^ clock, I was riding in the cars, the action of riding is stated to have been a present action at ihQ point of time mentioned in the Past period ; in the phrase Yesterday^ at six o'' clock, I had ridden or been riding, the action of riding is stated to have been a Fast action at the Fast point of tirns mentioned ; in the phrase, Yesterday, at six o''clock, I was about to go riding, the action of riding is represented as a Future action relatively to the same Fast point of time, etc. 2. perfection and imperfection of the action. In the next i)lacc there are three principal ways in which we are in the habit of viewing an action occurring at any one of these given points of time, with reference to its stage of progress at tlmt tims ; namely, first, as TREATISE on THE TENSES. 29? progressi7ig^ unfinished^ or inuperfect at the moment contemplated, as, / am reading^ etc. ; secondly, as ended^ finished^ or j^erfect at the point of time at which it is contemplated, as, Ihaze read^ etc. And thirdly, as about to leg in at tJiat thne; as, lam about to read^ lam going to read^ I have to read^ etc. This last method, being made up by a peculiar phraseology, is not regarded as entering properly into the conjugation of the Verb. The modes of expressing it in French have not yet been presented, but will be so hereafter. Kejecting it for the present, there remain two stages of tJie action to he considered in each period of time^ namely, the Imperfect or still continuing action, and the Perfect^ that is, the finished, ended, or completed action. 3. FUNDAMENTAL SCHEME OF TENSE-FOKMS. The fundamental division of the Verb is, therefore, into six Tense- Forms, — one for the Imperfect, and one for the Perfect condition of an ' action^ at each of the three principal epochs of time, the Present, the Past, and the Future. Accordingly, this division prevails in all Languages which are tolerably well developed in this respect, including the French and English, as shown in the table below. Any action which a man has done ^ finished^ or perfected^ becomes a part of his personal history, an attribute of him. It is his act. It belongs to him, and is, therefore, naturally viewed as something which he has or pos- sesses ; thus, after readin^g^ I can say, I have read — after eating^ I have eaten, etc., that is, I now possess the matter read^ eaten^ etc. Thus, then, in its original or primitive sense, the Tense-Form, J^ai parle^ I have spoken, etc., relates to the present time as the point at which the action in question is in a state of completion or perfection^ and in which it is had or possessed. In other words, this Form of the Verb is the Perfect of the Present, as J''avais parle^ I had spoken, is the Perfect of the Past, called the Pluperfect, and J' aurai parle^ I shall have spoken, the Perfect of the Future. Hence the three Perfect Tense-Forms are naturally made up, in both Languages, by the use of the Auxihary Avoir, To have, — for which, in French, 6^re, To be, is, in certain cases, substituted. These six Tense-Forms of the Verb are as follows : present period. Imperfect action, Je parle, I speak, do speak, or am speaking. Perfect action, J^aiparle, I have spoken. past period. Imperfect action, Jeparlais, I spoke, did speak, or was sPEAKma. Perfect action, J'^ avals parte, I had spoken. FUTURE PERIOD. Imperfect action, Jeparlerai, I shall speak, or be speaking. Perfect action, J''aurai parU, I shall have spoken. 13^ 298 SECOND COURSE. Such is the original plan of the division of the Verb into Tense-Form« in both the French and the English, and in most other Languages. If this were the whole theory of the subject, it would be quite simple and easily .learned. Such, however, is not the case. The two circumstances of the period of time within which an action falls^ and of its incompleteness or its completeness at the moment at which it is contemplated^ are not the only cir- cumstances which the Tense-Forms serve the purpose of indicating ; nor are the Forms above exhibited, confined strictly^ in either Language, to the uses above explained. Still, however, whatever deviation there is, from the simplicity of this plan, arises from causes which a little attention will en- able us clearly to comprehend. The analysis of the subject will be found curious and interesting, and will remove nearly all the difficulties of the Student, in relation to ic. 4. TRANSITION OF THE PERFECT (pRESENT) INTO A PAST TENSE-FORM. In the first place, the Perfect of the Present, J^aiparU, related origin- ally, as has been said, to the fact of the perfected state of the action at the PRESENT TIME ; but, inasmuch as whatever as to its state is perfect now must have been done^ as an action^ in time that is now past ; and, inas- much as it is easy and natural for the mind to glide off from the present state to the past action^ this Form of the Verb has come, in both Languages, to be a veritable Past Tense-Form. Hence, it is spoken of simply as " The Perfect Tense," (suppressing the term " Present,") and is classed among Past Tenses. In the English Language, however, this Tense-Form — the Perfect — al- though a real Past Tense-Form, always retains acertam peculiar relation to the Present, which is this : it can only be used to signify such actions as have happened within some period or measure of time which extends up to the present m,oment. Thus we can say with propriety : "I have spoken to-day^ this week^ this year^ heretofoo^e^ (that is, in time prior to the present, and extending up to it,) etc., but we do not say as they do in French: "I have spoken yes- terday^ or last yeary In French, on the contrary, this Tense-Form is used indifferently in either case. It is amusing for us to hear a Frenchman, who does not understand the idiom of our Language, say, / have bought a new hat yesterday^ but this method of expression will serve to instruct us liow to use the Perfect Tense-Form in his Language. In that Language, this Form of the Verb has so far " cut its connection" with tlw Present Period, that it frequently goes over entirely to the Pjist Time. Thus, it is perfectly good French to say: J'^ai achete un nouvcan chapeau iiieii, and as wo use the Form I bought, (the Imperfect Past,) in such a case, it follows that J''ai parle^ fai achete, is translated in two Avays into English, namely, by I HAVE SPOKEN, I HAVE BOUGHT, if the period in ichich the actio?i occurred is one extendi/ng up to the Present, and by I spoke, I bought, if it is a pei'iod 9e2M?'ai6d entirely from the Present ; and consequently, that I spoke, I bought, TREATISE ON THE TENSES. 299 etc., may be translated, and often are translated into French, by J''ai 5. COMPLICATION OF THE SIMPLE SCHEME, It is still to be observed, however, that the Perfect Tense-Form, J^ai acheUj can not be used indiscriminately, even in French, for every species of Past action. There is also the regular Form for the Imperfect of the Past, Jepai'lais, J''achetcds^ which should properly correspond to the Eng- lish, I SPOKE, I BoroHT; and, finally, there is, in French, still another Past Tense-Form, additional entirely to the six above exhibited ; namely, Je parlai^ J^achetai^ etc., meaning, I spoke, I bought, etc. The uses of all these have to be understood. On the other hand, there is, in English, a repeated Form of every one of these six Tense-Forms, namely, I am speakls'g, instead of I speak, / was speaking^ instead of / spolce^ and so on throughout, making twelve Forms against the six Fundamental French Forms. These causes of deviation from the simplicity of the plan, as first exhibited, require some additional explanations. In the first place, these extra Tense-Forms of the English constitute what we have denominated the Actualizing, or, we might say, the Contin- native Tense-Forms of our Language. Their function is to denote an ac- tion as in the very act of progressing, or as continuing to progress at the time it is spoken of, or during a period within which some other event hap- pens, as I AM BUYING, that is, lam now engaged in buying ; I was buying, when you entered ; while I buy, I bought, although an Imperfect Tense- Form, may mean, in a more general way, I buy or bought sometimes or Tiahitually^ without implying that I am or was actually engaged in so doing at the moment of speaking. The French Language, not having the advantage of this precision, says equally in the Present Time, Je parle^ for I speak and I am speaking ; J'^achete^ for I buy and am buying. 6. the FRENCH IMPERFECT SUPERNUMERARY, AND ASSIGNED TO THE ACTUAL- IZING SENSE. We come now to a curious and interesting point of the solution of the subject. The Perfect Form, J\d parle^ having gone over wholly to the Past Period and being a simple Past Tense-Form, and the Imperfect Past, Je parlaisj being also a simple Past Tense-Form, there are in French as well as in English, m this Fast Period, two Forms to do the same service, if it were not that a want is felt for the distinction made in Eng- lish between the continuative view of an action and the vague or general view of it. In this Period, therefore, the French having an extra or spare Form, Jeparlais, assign it to the- Continuative SensQ, I was speaJcing, etc. Hence the Imperfect Tense-Form (the term Past is here usually dropped off also) is used to denote an action which was continuing to he performed 300 SECOKD COURSE. at a Past time, during a period in which some other action took place / thus, Je paelais hrsQue vous etes entre, I was speaking wh^n you entered. 7. THE FRENCH IMPERFECT ASSIGNED TO HABITUAL AND RECURRING ACTION, The use of the French Imperfect is also extended to actions habitually repeated, which we express, in English, by the simple Past Imperfect, I SPOKE, or by the phrase, I used to speak, etc. In this respect, its scope is broader than that of the English Actualizing Form, and the two Languages agree at this point, the Imperfect of the one corresponding to the Imperfect of the other. 8. preterit DEFINITE. Finally, there is still the other supernumerary Past Tense-Form in French, called by them the Preterit Definite, or Definite Past Tense, Jeparlaij I SPOKE ; Tachetai^ I bought. The existence of this Form is not derived, like the others, from the philosophy of the Division of Time, but is purely accidental. It happens to be in the Language merely because the Latin — from which the development of the System of Tense-Forms^ in French, is derived — had, historically, different origins. From one of these, this Form has come in without any very absolute necessity for it. It is, fundament- ally, precisely the same in meaning as J''ai parle^ the Preterit Indefiuite, that is, a simple Past Tense, bat with this curious difference in its use ; exactly contrariwise to the English Perfect, which can only be used within a period of the Past, extending up to the Present, this French Tense-Form can Tvever he used within any period tvhich does extend Present, as To-day, This year, etc. Hence we can say^ J^allai HiER au theatre, ^ Je passai tout Pete dernier a la campagne, or W3 may equally well say, instead : J^ai ete hier au theatre. J''ai passe tout Pete dernier a la campagne. And, finally, unless som^ specific or definite period entirelij past is named or referred to, we must use the latter Form, because, when the meaning is simply, during all Past time, or at an Indefinite ti?n^ during that entire period, the large period so referred to is one which extends up to the pre- sent ; and then the Preterit Definite, Jepai-lm, etc., is not tokrated. In this last case, as J'' ai passe plusieurs mms a Paris, meaning I have done so he- fore now, or up to the Present time, the idiom of the two Languages again agrees, the Perfect (called Preterit Indefinite in French) being used in both ; and so generally, when a period is named which extends up to or in- cludes the Present, as J^ai dine aujourd'hui, / Jiave dined to-day. When the whole Past is taken into view, however, both Languages often admit the Preterit Definite Form, as La liherte fut toujours Vohjet de mes desirSj Liberty was always the object of my desires. TREATISE ON THE TENSES. SOI The Preterit Definite, J^achetaij etc., corresponds generally, therefore, to the English Imperfect, I bought, etc., both referring to time entirely Past ; and the French often admitting the form J''ai a-chete to be used in- stead, which the English does not. There is, in addition, however, this difference, I bought, etc., may be said of any time entirely past, no matter how short a time ago ; thns, I bought a hat, or I was sick tivo minutes ago ; in French this Tense-Form is never used in this close proximity with the present moment ; never, unless the entire day^ or uoeeJc^ or month^ or even centur?/ referrad to, is completely past or ended ; otherwise, J^ai acTiete^ etc., must be said; thus, J^ai achete un chateau il y a deux mi?yutes ; J^ai ete rnalade; not J'aclietai^ Je fus. So exact is the French on tlis point, that the Preterit Definite can not be used in speaking of last nighty unless last night before twelve o'clock is specified as Mer au soir, or when the hour is mentioned, and is one prior to midnight. It is not necessary that the Past period of time be actually mentioned to authorize the Imperfect (English), or Preterit Definite (French). The ac- cessory words or circumstances may fix it sufficiently. The Form J"'ai achete, etc., is more familiar and conversational, and abounds for all narratives of Past events in ordinary speech. J^achetai, etc.^ is more stately or grand, and occurs within the limits assigned to it, in writings, like history, and in oratory and poetry. The common people are almost destitute of its use. 9. ACTUALIZING FOHifS. The Fre feet, J''achetau, etc., being supernumerary among the Past Tense-Forms, is, as we have seen, devoted to the Actualizing Sense, equivalent to I was butixg, or to repeated or habitual actions ; but in the Present and Future, there being no such extra Form, there is in French no Actualizing Form ; so that J^achete means either I buy or I am buying, etc. If it becomes necessary to denote more precisely that an action is ac- tvally ^progressing, the French use a special locution, and say, Je suis a aclieter, I am engaged at buying ; Je se'rai a acheter, I shall be at buying, etc., which may be also used in the Past Time with the Imperfect, thus : J'' etuis a acheter, I was at buying, etc. The Imperfect is used in French, not only when the Actualizing Form is t;sed in English, but when even, from the sense, it miglit he used ; whether we, in fact, say, I bought, I was buying, or I used to but, etc., or not, when a continuous state of being or natural disposition is spoken of; or when there is a repetition or recurrency of an action in the Past time ; and finally, along with the Conditional after Si, as shown in the Lessons. 10. PARALLEL USE OF THE THREE FORMS OF THE SIMPLE PAST TENSE. The three Past Tense-Forms in question, in French, the Imperfect, the Preterit, and the Perfect, may frequently be used with reference to the same fact, merely giving each their own shade of thought. Xetais rnalade 302 SECOND COURSE. hie7', represents a continuous state, and you seem to see me languishing ; Jg fus malade refers to it as a single fact, with no more reference to its con- tinuance than if it occurred and ended in a single moment ; J^ai eU ma- lade is less definite as to whether the continuance or the mere happening of the event is meant, 11. PLUPEKFECT AND PKETEPvIT ANTERIOR. Of the other Compound Tense-Forms, (besides the Perfect or Preterit Indefinite,) that of the Past Period, formed with the Imperfect of the Aux- iliary Verb, J''avais achete^ I had bought, J''etais entre^ I had entered, is called Pluperfect {Plus- que- P a? f ait) ^ and denotes an action or state which had been continuous up to or before a certain Past point of time. It is al- ways accompanied by some other circumstance, to fix the time expressed by another Verb, thus : J''avais pai^U quand il est entre^ I had spoken uhen he entered. In French there is still another Compound Tense-Form of the Past Period, made with the Preterit of the Auxiliary, thus : Quand feus achete^ When I had bought; Quand je fus entre^ When I had entered, etc. This is called the Preterit Anterior. It is rendered in English by the same Form as the Pluperfect, but has a different shade of meaning in French. This Form indicates the precise point of time at which an action ended : J''eus yarle liier a midij implies that I finished speaking precisely at twelve o'clock, while J'' avals parle hier a midi only means, that sometimes previously to that time I had finished speaking. The Preterit Anterior is nearly always preceded by one of the Conjunctions, Quand^ D'es que, Aussitbt que^ etc., and is one of the extra or supernumerary Tense-Forms of the Language. There is still another Form, which very rarely occurs, c>alled the second Preterit Anterior, J''eus eu jjarle^ I [have] had spoken. This is a sort of grammatical exuberance like I have got, in English, for I HAVE, and requires no particular attention. 12. FUTURE AND CONDITIONAL. The Perfect of the Future (called the Future Anterior), J^aurai acliete^ etc., does not differ materially from the same Form in English. The Con- ditional has been sufficiently described. 13. TENSE-FORMS OF THE SUBJUNCTIVE MODE. The Subjunctive Teases have a certain correspondence to the Tenses of the Indicative Mode on which they depend. The Present of the Subjunc- tive, Que fachete^ and its Compound, Que faie achete, generally follow the Present and Future of the Indicative and the Imperfect of the Subjunc- tive ; Que fachetasse^ and its Compound, Que feusse achete^ follow the Past Tenses of the Indicative. This is illustrated in the last Lesson of the First Course, and more fully shown in the following table. li. SPECIALTIES. One Tense is often used for another, in French, as happens alsoinEng Ush, but not always in the same way in the two Languages. TREATISE ON THE TENSES. 803 TliG Frencli employ the Present Tense-Form in relating past events, much more freely than we do in English, which serves to give vividness to the recital, as if the event were passing before the eyes of the speaker ; thus, in relating something that happened years ago, they might say : Des quHl aiTive^ nous nous en, allons^ The moment he arrives^ we go AWAY, etc. After Si^ If, the French use the Present for the Future as we do ; thus, I SH.\XL GO TO Boston if I [shall] desire to, JHrai a, Boston si je le desire^ (not desirerai) ; but with Lorsque^ Aussitot que^ and the other Adverbs of Time, they employ the Future, which we ordinarily do not ; thus, I shall GO to Boston when you [shall] retcen, JHrai h Boston quand wus serez de retour. In the same manner, we, in English, say : When you have written, As soon as you have written, etc., meaning When you shall have written, etc., and when the French use the latter Form. This English idiom is curious, since the Perfect Tense-Form, — usually, in practice, a Past Tense- Form, — first goes back to, or retains its primitive signification as a mem- ber of the Present Period ; and then goes over to the Future, in those cir- cumstances in which the Present lends itself to the Future. If the Perfect is used in English to express a repeated action, extending past the Present, backward and forward, the idiom is the same in French ; thus, When we have dined, we study, Quand nous avons dine^ nous etudions. We quote, from a recent French author, the following well-considered stattjment of an important difference of idiom between the two Languages, in the use of the Present and Perfect Tense-Forms : " There are eases in which the English make use of the Perfect Form in speaking of a state which is not past, or which is still lasting ; as, for instance : JSe has been dead ten years. We can not use that Tense in this case ; for if we translate the sentence word for word, II a ite raort dix ans^ it means that the person spoken of is no longer dead, or that he is living again. The French idiom requires the Verb to be used in the Present Tense, because the destruction of that man's life, or the separation of his soul from his body, produced by death, still exists. Indeed, after the resurrection of the dead, promised by the Scriptures, if the French Lan- guage was still spoken as it is now, it would be proper to say : II a ete mort 'pendant dix, cent, mille ans, etc., according to the time he will have re- mained dead, because that destruction or separation will no longer exist ; but, until that time, we say : II est mort ; and to render the whole sentence : II est mo?'t depuis dix a?is, word for word, He is dead since ten yemis : or, II y a dix ans qu'il est raort, It is ten years that he is dead, or since he died. ''And likewise, when they say in English, in speaking of something still existing, He has been sick tliese two weeks ; You have been thi^ee years un this country ; She has tww been two months in France; The American Re- 804 SECOND COUESE. public HAS EXISTED obove sixty years^ and the like, we still use the Pf^ sent Tense, and say : II est malade depuis deux semaines j 11 y a trois aiis que vous etes dans ce pays ; II y a maintenant deux mois qiCelle est en Finance ; La rep\Mique americaine existe depuis plus de soixante aiis. But if nothing remains of the sickness, and when you are no longer in the country or place, if her stay in France is ended, and should the republic exist no more, then that Preterit^ or one of the other Past Tenses, must be used. *^Let us take a few more examples : '"''lie HAS eeex my friend ; She has been my wife for twenty years; I have been a mercliant^ a minister^ a lawyer^ for so rnany years / She has now BEEN a widow for three Wjonths ; They have been your pupils for six iveeJcs. " If you should say, " II a He mon ami, elle a ete ma femme pendant vingt ans," it would mean that he is no longer your friend, and she is no more your wife. Therefore the above English sentences must be rendered in French by the Present Tense : ^^1\ est mon ami, elle est ma femme depuis vingt ans ; elle est veuve depuis trois mois." But if the state or quality of the subject is changed, then say, a ete^ and the rest. " If we say. She was married^ two years ago^ as we are here alluding to an action, or a fact that took place, -or was accomplished at a specified time, we may also use the Preterit Definite, as in English, and say, "Elle/d*^ mariee il y a deux ans ;" but the Preterit Indefinite may also be used to ex- press the same fact : " Elle a ete ^nariee il y a deux ans." Bat if one says. She has teen m^ai'ried two years^ or for two years, here he does not merely allude to the accomplishment or ceremony of her marriage, he is speaking of the state of her being married, in which state she is now living, and conse- quently wo must use the French Verb in the Present Tense : EUe est mariee depuis deux ans, *' And let us further remark, after the principle established in this last paragraph, that, although custom does not permit us to say, II a ete mort dix ans^ He has been bead ten years, we may say, II a ete tue a telle epo- que, He has been killed at such a time, or, in better English, He was hilled, while it is equally good to say in French, Ilfut tue. Bat there is a great dif- ference ; by using the Past Participle Tue, Killed, from the Verb Tuer, To KILL, we are relating a fact, or the action that deprived that individual of life, as we have just seen with regard to the Past Participle Mari^, Mar- ried, of the Verb Marier, To m^vrry ; for the Past Participle of every Tran- sitive Verb always implies the idea of an action, either done or suffered by the Subject; as, He has killed, II a tue, or He is killed, or Has been killed, II est tue or a ete tue. Whilst the Verb Hre, To be, or its Past Par- ticiple He, Been, implies or expresses no action at all, it only serves to in- dicate the state, nature, or situation of the subject, which state is modified or fully determined by the words which follow that Verb, such as Mort, Dead, Malade, Sick, Jleureux, Happy, Mauvais, Bad, En France, In France, En ce pays, In this country, which words express no more action than TREATISE ON THE TENSES. 805 the Verb etre^ To be. Therefore, when the state of the subject continues to be the same, we use the Verb in the Present Tense as shown in the ex- amples above." 15. RESUME. It follows from what has been said, that the three couples of French Tense-Forms, 1. Je ;parle^ J^ai parle ; 2. Je ])arlais^ J'- avals 'parU ; and 3. Je parlerai^ J^aurai parU, constitute the simple or fundamental basis of the scheme of Tense-Forms of the Language ; and that another set of Forms, including Je parlai^ J\us parU {J^eus eu parle)^ and the Subjunc- tive Past Tense-Forms, Que jeparlasse and Quefeusseparle^ have been in- terpolated into the scheme, disturbing and complicating it, at the same time that they have enriched the Language with the means of making nicer distinctions. The following table will exhibit the parallelism of the Tense-Forms in the two Languages as explained above. PKESENT PERIOD. (I am speaking, Je suis a parler.) PAST PERIOD, I HAVE SPOKElSr, \ ri - t I HAVE BEEN SPEAKINO, \ -'^^JP^^le. (I have been speaking, J''ai eU a parler.) r 1. J^ai parte, \ 2. Jeparlai^ (if the dav, month, etc., is entirely past, and the I SPOKE, -l fact is mentioned as a mere event without reference to j any period of continuance.) I 8. Jeparlais^ (if it were continuous or repeated, or used to he.) I WAS SPEAKING, Je parlais. (I was speaking, Jetais a parler.) IF I SPOKE, I ^. . IE I WAS or WERE SPEAKING, j ^^ jeparuiis. (If I was or were speaking, Sifetais a parler.) C 1. J'' avals parte. I HAD SPOKEN, J 2. J'' eus parle^ (generally along with Quand^ Des I HAD BEEN SPEAKING \ ^'^^' ^^^^^^^'^^ Q^^y etc, and referring to a ' I single action which had just ended, at the V point of time referred to.) (I had been speaking, J'avais tie, a parler, qiiand feus etc a parler.) 306 SECOND COURSE. FUTUKE PEEIOD. I SHALL SPEAK, ) JeparUmL I SHALL BE SPEAKINa, j "" ±>^i vt^i u.o, (I shall be speaking, Je serai a parler*) I SHALL HAVE SPOKEN, ) j,^^^^- j^_ I SHALL HAVE BEEN SPEAKING, \ -^ (I shall have been speaking, J^aurai eU a parler.) CONDITIONAL. I SHOULD SPEAK, ) j-^^,.^^^^^. I SHOULD BE SPEAKING, ) *" -^ (I should be speaking, Je serais d parler.) I SHOULD HAVE SPOKEN, j. J^^^^^^, l^^ I SHOULD HAVE BEEN SPEAKING, ) F * (I should have been speaking, J''aurais eU a parler.) SUBJUNCTIVE MODE. 1. After a Verb in the Present or Future Period of the Indicative, or after the Imperative. THAT I SPEAK, MAY SPEAK, SHOULD SPEAK ) ^ . ^ THAT I BE SPEAKING, MAY BE SPEAKING, etC. ) >^ c.y ^ t/o. (That I be speaking, may be speaking, etc., Que je sois d parler.) THAT I HAVE SPOKEN, MAY HAVE SPOKEN, CtC. ) THAT I HAVE BEEN SPEAKING, MAY HAVE BEEN >• Qmfaie parlc, SPEAKING, etc. ) (That I have been speaking, may have been speaking, etc., Quefaie He d parler.) 2. After a Verb in the Past Period of the Indicative, or after the Con- ditional. THAT I SPOKE, MIGHT SPEAK, SHOULD SPEAK, ) Que je parloSSC. THAT I WERE SPEAKING, SHOULD HAVE BEEN SPEAKING, j '* '^ -^ (That I were speaking, should have been speaking. Que je fusse a parler.) THAT I HAD SPOKEN, MIGHT, SHOULD HAVE SPOKEN, ) nueP&tlS^iAnarlJ THAT I SHOULD HAVE BEEN, MIGHT HAVE BEEN SPEAKING, j ** «/ pm^oo^w/ t/c. (Tbat I should have been, might have been speaking, Que j''ei^se He d parler.) THIRD COURSE. FIRST LESSON OF THE THIRD COURSE. SECOND coNjuaATioN IN . . . ir. — VERBS IN . . . ailUr, TO ASSAULT, TO ASSAIL. I shall assail, thou wilt assail, he will assail, we shall assail, you will assail, they will assaiL I should assail, thou wouldst assail, he would assail, we should assail, you would assail, they would assail. I ASSAIL. thou assailest. he assails, we assail, you assail, they assail. I assailed, thou assailedst. he assailed, we assailed, you assailed, they assailed. I ASSAILLIR. rUTUEE. j'assaillirai. tu assailliras. il assaillira. nous assaillirons. vous assaillirez. ils assailliront. CONDITIONAL. j'assaillirais. tu assaillirais. il assaillirait. nous assailliriona. vous assailliriez. ils assailliraient. PARTICIPLE PRESENT. I assaillant. INDICATIVE PRESENT. tu assailles. il assaille. nous assaillons. vous assaillez. ils assaillent. XMPERFECT. j'assaillais. tu assaillais. il assaillait. nous assaillions. vous assailliez. ils assaillaient. 808 THIRD COURSE. SUBJUNCTIVE PKESENT. that I may [should] assail, that thou ma3^est assail, that he may assail, that we may assail, that you may assail, that they may assail. assail. let him assail. let us assail. assail. let them assail. que j'assaille. que tu assailles. qu'il assaille. que nous assaillions. que vous assailliez. qu'ils assaillent. IMPEEATIVE. assaille. qu'il assaille. assaillons. assaillez. qu'ils assaillent. PARTICIPLE PAST. assailUf assaillis, assaillie, assail* lies. I assailed, thou assailedst. he assailed, we assailed, you assailed, they assailed. PRETERIT DEFINITE, j 'assaillis. tu assaillis. il assaillit. nous assaillimes. vous assaillites. . ils assaillirent. IMPERFECT SUBJUNCTIVE. that I might [should] assail, that thou mightest assail, that he might assail, that we might assail, that you might assail, that they might assail. que j'assaillisse. que tu assaillisses. qu'il assaillit. que nous assaillissions. que vous assaillissiez. qu'ils assaillissent. (Obs. 1.) COMPOUND TENSES. — The compound tenses of this verb arc conjugated with the auxiliary' avoir, to have. we were assailed, in the midst of the wood, by a band of villains armed to the teeth. assault. armed to the teeth. — Conjugate in the same manner : TO start, to leap for. the child leaps for joy ; why, look at him. — Les temps composes de ce verbe se conjuguent avec I'auxiHairo avoir. nous fumes assaillis, au milieu du bois, par une bande de scelerats armes jusqu'aux dents. assaut. arme jusqu'aux dents. — Conjugucz do meme : TRESSAILLIIU Ten fan t tressaillit de joie ; regar- dez-le done. (Obs. 2.) FIRST LESSON. 809 — The verb tressaillir is conjugated exactly like the verb assaiUi?'y the whole conjugation of which we have given above. TO JUT OUT. JUTTING OUT. JUTTED OUT. — The verb saillir is defective, that is to say, it is not used in all the tenses and in all the persons. It is employed only in the third persons of the singular and plural. that cornice juts out too much, jutting out, striking. — Le verbe tressaillir se conjugue absolument comme le verbe assaiUir, dont nous avons donne plus haut la conjugaison en entier. SAILLIR. saillant. — Le verbe saillir est defectif, c'est a dire qu'il ne s'emploie pas dans tons les temps ct a toutes les personnes. II ne s'emploie qu'aux troisiemes personnes du singulier et du pluriel. cette corniche saille trop. (Obs. 3.) saillant, saillante. TO BE BANKRUPT, TO F^VIL, TO CO]VIE NEAR TO, (jUST FAIL OR MISS OF.) FAILING. FAILED. I failed. I have failed. — This verb is little used except in the present of the infinitive, in the participle, present and past, in the ■ preterit definite, and in the com- pound tenses. It is conjugated with avoir in the tenses requiring the auxiliary. I failed in my plan. he came near drowning himself whilst crossing the river. has this merchant become a bank- rupt already ? he has already failed more than once, if I recollect right. faillant failli. je faillis, etc. j'ai failli, etc. — Ce verbe n'est guere usite qu'au present de I'infinitif, aux participes present et passe, au preterit defini, et aux temps composes. 11 se con- jugue avec avoir dans les temps qui exigent I'auxiliaire. j'ai failli dans mon projet. il a failli se noyer en traversant le fleuve. ce negociant a-t-il deja failli ? il a deja failli plus d'une fois, si je me le rappelle bien. (Obs. 3.) FIRST EXERCISE OF THE THIRD COURSE. 1. This merchant has been a bankrupt three times already. — Is that true ? — It is too true. 2. This wall juts out very much. — Do you find that it juts out too much? — I do [yes]. 3. I stopped to look at this hotel. — How did you like it? 4. What is a defective verb? — It is a verb which is not used in some tenses or per- 310 THIRD COURSE. sons. 5. Have we had any defective verb in the first or second course? — No, Sir, we have not had any. 6. Were you not assailed by a gang of villains whilst walking last evening ? OBSERVATIONS. 1. We now come to a new distinction among the Verbs, called difference of Conjugation. This does not imply any difference of function, but only in the way of varying the Forms of the Verb. All the Verbs displayed in the two first Courses have belonged to the First Conjugation of French Verbs, which is known by the termination of the Infinitive in . . . cr. This First Conjugation includes the great majority of the Verbs of the Language — sav six thousand out of seven thousand — the whole number. The re- maining thousand is distributed into a variety of Conjugations, generally classified into three, so that there are said to be four Conjugations. There are besides, however, in each Conjugation, some Verbs which are Irregular. In this and the two remaining Courses,- these remaining: modes of conju- gating the Verbs will be fully exhibited. The present Course will be occupied entirely with Verbs of the Second Conjugation, Eegular and Irregular, admitting alscf those of the First Conjugation, with which the Learner i« now well acquainted. The termination of the Infinitive of this new group of Verbs is in . . . w. The Vowel-Sound i is the characteristic termination Vowel in this Second, as e is in the First Conjugation. The Irregular or Variant Verbs come first, and are introduced in the alphabetical order of the Consonant which precedes the termination ,. .ir. The Course ends with the Eegular Form of this Conjugation, to which all Verbs in . . . ir^ not previously introduced and specially illustrated, belong. There are about three hundred and seventy-five Verbs in . . . w. The peculiarities are slight and will be very easily learned now that the First Conjugation is mastered. 2. Alter ^ To go, is an example of an Irregular Verb of the First Conju- gation, because it is net conjugated according to the rules laid down for the Eegular Verbs of that Conjugation. It is, however, as well as the auxiliaries avoir and Ure^ far more Irregular than the numerous Irregular Verbs here- after to be exhibited. 3. The word Defective means that which is imperfect, incomplete. The Defective Verbs are those which are not employed either in all their Tenses or in all their Persons. Saillir^ which is used only in the Third Persons, and in a few Tenses, and Faillir^ only used in some Tenses, are Defective Verbs. Many of the Observations, henceforward, will be given in French in the body of the Lessons, and in the place of the other notes, with the trans- lation opposite. SECOND LESSON. 811 SECOND LESSON OF THE THIRD VEKBs IN . . . euillir^ . . . mdllir, TO GATHER. I shall gather, etc. I should gather, etc. GATHERING. I GATHER, thou gathcTcst, he gath- ers, we gather, you gather, they gather. I was gathering, etc. that I should gather, etc. gather, etc. GATHERED. I gathered, etc. that I might gather, etc. — The compound tenses are conju- gated with TO HAVE. — Conjugate in the same manner ; TO GATHER. TO WELCOME. to gather flowers to make a bou- quet out of them. to gather laurels, in the figm'ative sense ; to win victories. in the proper sense, in the figurative sense. MANY PEOPLE. MANY PEOPLE. many people gather the crop be- fore it is ripe. this dry goods merchant has in- herited a fine estate. we are always received very cold- a jutting out, sally, flash of wit. a failure, bankruptcy, the gathering, harvest. gathered by. . . COURSE. je cueillerai, etc. je cueillerais, etc. (Obs. 1.) cueillant je cueille, tu cueilles, il cueille, nous cueillons, cueillent. vous cueillez, ila je cueillais, etc. que je cueille, etc. cueille, etc. cueilli, etc, je cueillis, etc. que je cueillisse, etc. — Les temps composes se conjuguent avec avoir, — Conjuguez de meme : RECUEILLIR. ACCIJEILLIR. cueillir des fleurs pour en former un bouquet, cueillir des lauriers, au figure ; remporter des victoires. au propre. au figure. BIEN DES GENS, (Obs. 2.) BEAUCOUP DE GENS. bien des gens recueillent la mois- Bon avant qu'elle ne soit mure. ce marchaud de nouveautes a re- cueilli une belle succession. on nous accueille toujours av«c beaucoup de froideur. une saillie. une faillite. la cueillette. cueilli par ... ' 312 THIRD COURSE. gathered by. . . received by, from . . . my friend Gideon sent me, on the evening of the play, a magnifi- cent bouquet of flowers gath- ered by the gardener with his own hand. start, act of starting, recollection, meditation, TO BE GATHERED. TO RECOLLECT ONESELF. the preacher reflected during a few minutes before beginning his sermon. PURPOSELY. reception, collection. dry. it is a Greek word, the Greek tongue. Greek. recueilli par. . . accueilli par, de. . . mon ami Gedeon m'a envoye, le soir de la representation, im magnifique bouquet de fleurs cueillies de sa propre main par le jardinier. tressaillement. recueillement. ' se cueillir, se recueillir. le predicateur se recueillit pendant quelques minutes avant de com- mencer son sermon. ex accueil. recueil. sec, seche. c'est un mot grec. la langue grecque. grec, grecque. (Obs. 3.) TO BOIL. I shall boil, etc. I should boil, etc. BOILING. I BOIL, thou boilest, he boils, we boil, you boil, they boil. I was boiling, etc. that I may [should] boil, etc. BOILED. I boiled, etc. that I might boil, etc. — All the compound tenses are con- jugated with the auxiliary to have. — This verb is used, in its proper sense, that is to say, with the siguiti- cation of to ferment, only in the third persons of the singular and plural. In the figurative sense, it is used in all the persons. BOUILLIR. je bouillirai, etc. je bouillirais, etc. houillant. je bous^ tu bous, il bout, nous bouillons, vous bouillez, ila bouillent. je bouillais, etc. que je bouille, etc. bouilli, etc. je bouillis, etc. que je bouillisse, etc. — Tous les temps composes se con- juguent avec avoir, (Obs. 4.) Ce vcrbe ne s'emploie, au propre, c'est a dire, avec la signification de /er?n€fiter, (ju'aux troisiemes per- sonnes du smgulier et du pluriel. Au figurd, il s'emploie a toutes les personncG. SECOND LESSON. 313 'white, frank. he was boiling with wrath. quick-lime boils when it is sprink- led with water. (Academy.) public. decayed, perishable. Turk. public opinion. did the beans boil well ? this ham is boiled in slices, to be boiled, in, by, with, ENTIRELY, WHOLLY. MORE THAN ONCE. TO BOIL OVER AGAIN. — This verb is conjugated like^om^ lir, TO BOIL, of which it is a com- pound, and is used only in the third persons, singular as well as plural. boiled meat, thick milk, pap. a boiler, the broth. TO OVERBOIL, TO BOIL AWAY, (to diminish by dint of boiling.) — This verb is little used except in the infinitive and participle past. blanc, blanche, franc, franche. il bouillait de colere. la chaux vive bout quand on Tar- rose d'eau. (AcADEMiE.) public, publique. caduc, caduque. ture, turque. I'opinion publique. les feves ont-elles bien bouilli f ce jambon est bouilli en tranches. etre bouilli, dans, en, avec . . . en entier, plus d^une fois. REBouiLLiR (bouillir de nouveau.) — Ce verbe se conjugue comme houil- lir dont il est un compolie, et ne s'emploie qu'aux troisiemes person- nes tant du singulier que au plu- riel. du bouilli. de la bouillie. une bouilloire. le bouillon. EBOuiLLiR, (diminuer a force de bouillir.) — ce verbe ne s'emploie guere qu'^ I'infinitif et au participe passe. SECOND EXERCISE OF THE THIRD COURSE. 1. Is this ham very well boiled? — ^It is pretty well boiled, I think. 2. Is this expression good ? — It is good in the jSgurative sense, but it is not in the proper sense. 3. "What is the termi- nation of the verbs of the second conjugation? — Their termination is in ii\ 4. Did the employees gather the harvest before rain began to fall ? — They gathered it before rain began to fall. 5. Are you preparing a collection of the finest passages in the poets ? — I am preparing it, Sir. 6. Did this magistrate receive you with coldness ? — On the contrary, he received us very well. 7. Is the participle 14 SI4 THIRD COURSE, present always invariable ? — No, Sir, it is sometimes variable, th. is to say, it agrees with the noun in gender and number. 8. A • your parents well ? — They were well, I thank you. OBSEEVATIOlSrS. 1. The rules for the formation of Tenses and Persons, given in the t'' preceding Courses, are equally applicable to this and other Conjugatioi Whenever an exception occurs, it will be mentioned. Tor instance, t Future is formed from the Infinite by adding aij etc., to it. The V(- CueiUirj and its compounds, are exceptions, and have their Future in e and not in irai, etc. From the Infinitive are formed the Future and Conditional by add: aij etc., aisj etc. From the Participle Present, the three Persons Plural of the Indicative Present ; the Imperfect of the Indicative, by changing ant into aisj etc. ; the Present Subjunctive. The three First Persons of the Indicative Present are always so little subject to rules, that we range them among the Primitive or Formative Tenses o'f the Verb. From the Participle Past, the Preterit Definite by changing i into is, is, it, miesj itesj irent ; and the Imperfect Subjunctive by changing i into isse, zsses, it, issionSy issiez, issent. From the Indicative and Subjunctive Present, the Imperative borrows all its Forms. The First and Second Persons Plural of the Subjunctive Present ifre the same as the corresponding Persons of the Imperfect Indicative. The Third Person Singular of the Imperfect Subjunctive is only made difl'erent from the corresponding Person of the Preterit Definite by a cir- cumflex i : U, 2. Men takes the Article with de, making du, de la, des. 8. The formation of the Feminine of Adjectives requires a good deal of attention by the Student. The difficulties offered by it are of two kinds : those of Orthography and those of Pronunciation. In the word Grec, the difference between the Masculine and the Feminine is only one of Ortho- graphy ; in the other Adjective, Sec, of Orthography and Pronunciation to- gether. The formation of the Feminine in Adjectives will be presented and ex- hausted in this Course, in tlie alphabetical order of the final letter, from o to X, 4. For the future, those Verbs only which are conjugated, in their Compound Tenses, with etre, To be, will be noticed in this respect. All in which the fact is not specified, are to be conjugated with Avoir, To have. THIRD LESSON. 815 THIRD LESSON OF THE THIRD COURSE. VERBS IN . . . mir. I shall sleep. I should sleep. I SLEEP, thou sleepest, he sleeps, we sleep, you sleep, they sleep. I was sleeping, etc. that I [may, should] sleep. sleep. SLEPT. I slept. that I might sleep. ugly- cold. DOEMIR. je dormirai, etc. je dormirais, etc. dormant. je dors, tu dors, il dort, nous dormons, vous dormez, dorment. ils warm. do you find this woman pretty or ugly? do you like cold meat ? do you shave without warm water ? the sleep, the dormitory. I slept till daylight. do not disturb the child ; he slum- bers lightly. do you not find that this work- man is exceedingly long with his work ? what prevents you from sleeping? TO SLEEP AGAIN". general Napoleon Bonaparte, commander of the army in Italy. general Taylor is the twelfth pre- sident of the American Repub- lic. je dormais, etc. que je dorme, etc. dors, etc. dormi, je dormis, etc. que je dormisse, eto. ADJECTIVES TS , ,,d, laid, laide. froid, froide. chaud, chaude. (Obs. 1.) trouvez-vous cette femme jolie ou laide ? aimez-vous la viande froide ? vous rasez-vous sans eau chaude ? le dormir. le dortoir. j'ai dormi jusqu'au jour. ne derangez pas Tenfant ; il dort d'un leger somme. ne trouvez-vous pas que cet ou* vi'ier dort sur son ouvrage ? qu'est-ce qui vous empeche de dor mir ? REDORMIR. le general Napoleon Bonaparte, commandant de I'arm^e d'ltalie. le general Taylor est le douzi^me president de la republique am6- ricaine. (Obs. 2.) 816 THIRD COURSE. TO LULL ASLEEP. beer makes me sleepy and coflfee wakes me up. E have been deceived "with fair words. departure, on the departure of, on m}^ departure, etc. on the departure of my friends for their European tour, I wept. TO FALL ASLEEP. queen Mary Stuart, and her cousin queen Elizabeth. TO LULL TO SLEEP AGAIN, TO FALL ASLEEP AGAIN. ENDORlvnR, la biere m'endort et le cafe me re- veille, on m'a endormi de belles paroles. depart; au depart de, a mon de- part, etc. au depart de mes amies pour I'Eu- rope, je pleural. s^endormir. la reine Marie Stuart et sa cousine la reine Elizabeth. RENDORMIR. se rendormir. THIRD EXERCISE OF THE THIRD COURSE* 1. How is the feminine of the adjectives in d formed? — -It is formed by adding e to the masculine. 2. What new verbs have been presented in this third lesson of the third course ? — The verb dormir and its compounds. 3. Do you sleep as well in summer as in winter ? — I do not sleep as well in summer as in winter ; far from it. 4. Did he fall asleep on the chair ? — He was so tired that he fell asleep on the chair. OBSEKVATIONS. 1. Adjectives in ... ^ add an e to their Feminine, which changes their pronunciation. 2. The Article is always attached, in French, to titles followed by proper names, while it is dropped in English. FOURTH LESSON OF THE THIRD COURSE. VERBS IN . . . enir. — Tenir, TO HOLD. I shall hold. I should hold. HOLDING. I HOLD, thou boldest, he holds, we hold, you hold, they hold. TENIR. je tiendrai, etc. je tiendrais, etc. (Obs. 1.) te7iant. jc 1 16718 f tu tiens, il tient, nous tenons, vous tenez, ils tiennent. (Obs. 1.) FOURTH LESSON. 817 I held, was holding. that I [should] hold, that thou boldest, that he hold, that we hold, that you hold, that they hold. hold. I held, thou heldest, he held, we held, you held, they held. that I might [should] hold, that thou mightest hold, that he might hold, that we might hold, that you might hold, that they might hold. — Conjugate in the same manner the nine compounds of tenir^ to hold: to get hold again, to hold back. retenir. to imprison, to obtain, to contain, to sustain. to maintain. detenir. obtenir. contenir. soutenir. maintenir. to abstain. s'abstenir. to hold together ; to belong. to entertain. entretenir. appartenir je tenais, etc. que je tienne, que tu tiennes, qu'il tienne, que nous tenions, que vous teniez, qu'ils tiennent. (Obs. 1.) tiens, etc. tenu, tenus, tenue, tenues. je tins, tu tins, il tint, nous tinmes, vous tintes, ils tinrent. que je tinsse, que tu tinsses, qu'il tint, que nous tinssions, que vous tins- siez, qu'ils tinssent. — Conjuguez de meme les neuf com- poses de tenir : ADJECTIVES IN . . . «, irreligious, impious. this work is reputed an irreli- gious book. hold my umbrella whilst I am going for your parasol. how much does this bottle hold ? — It holds a litre. does not your aunt keep a board- ing-house ? — She kept a board- ing-house, but she does not keep it any more. she kept a boarding-school for young ladies. this picture is held by a nail only. whom have you this news from ? impie. cet ouvrage passe pour un livre impie. (Obs. 2.) tenez mon parapluie pendant que je vais chercher votre parasol. combien cette bouteille tient-elle ? — Elle tient un litre. votre tante ne tient-elle pas pen- sion ? — Elle tenait une pension, mais elle ne la tient plus. elle a tenu une pension de demoi- selles. ce tableau ne tient qu'a un clou. de qui tenez-vous cette nouvelle ? S18 THIRD COURSE. alphabetical. set this list of names in alpha- betical order. vague. the sense of this phrase is vague. TO RETAIN, SECURE, KEEP. have you secured your box at the opera ? — I secured it from yes- terday. quiet. let us alone. TO IMPEISON. he was arbitrarily imprisoned during ten days. profane. a collection of profane and sacred songs. TO OBTAIN. you have obtained this favor through the intercession of a near relative. TO CONTAIN. is not the earth vast enough to contain all its inhabitants ? TO SUSTAIN. to support a load, one's family, an expense, one's character, one's reputation. facetious, droll. what a merry man I ;3?^hat a queer fellow 1 what a funny woman ! alphabetique. disposez cette liste de noms par ordre alphabetique. vague. le sens de cette phrase est vague. avez-vous retenu votre loge a I'o- pera ? — Je I'ai retenue des hier. tranquille. laissez-nous tranquille. on I'a detenu arbitrairemerit pen- dant dix jours. profane. un recueil de chants sacr^s et pro- fanes. vous avez obtenu cette grace par I'intercession d'un proche parent. CONTENIR. la terre n'est-elle pas assez vaste pour contenir tons ses habi- tants ? SOUTENHU soutenir un poids, sa famille, une depense, son caractere, sa repu- tation. drole. quel drole d'homme! quel drole de corps 1 quelle drole de femme I TO MAINTAIN. this iron column supports the carpenter's work. TO KEEP UP, MAINTAIN. this journalist carries on corre- spondence in foreign countries. the streets of the city are badly kept. MAINTENIR. cette colonne de fer maintient la charpente. ENTRETENIR, ce jouriialiste entretient des cor- respondances a I'etraDg^r. les rues de la ville sont mal entre- tenues. FOURTH LESSON. 819 qmt, clear. here, here is your money, we are now clear, TO BELOXG. does this gold pencil belong to the gentleman who was here a mo- ment ago ? — I beg your pardon, Sir, it belongs to me. circumflex, circumflex accent. TO ABSTArN-. abstain from smoking in. the par- lor. large, wide, very wide silk. TO HOLD ONESELF. he sits always with his arms across. TO STOP, TO FORBEAR. forbear before strangers. TO BE OBTAINED. TO MODERATE ONESELF. TO SUPPORT ONESELF. the wicked support one another, whilst honest people isolate themselves. TO HOLD OUT. TO ENTERTAIN EACH OTHER, TO KEEP ONESELF. is it true that women talk about nothing else but trifles ? he hardly earns enough to keep himsel£ group. quitte. aliens, voici votre argent, nous sommes quittes. APPARTENnU ce crayon d'or appartient-il au monsieur qui etait ici il y a un moment ? — Pardon, monsieur, c'est a moi quil appartient circonflexe. accent circonflexe, s'abstenir, (pronominal verb.) abstenez-vous de fumer dans le sa- lon. large. de la soi« tres large. se tenm il se tient toujours les bras croises. se retenir. retenez-vous devant les etrangers. s'ohtenir, se contenir. se soutenir, les mechants se soutiennent, les honnetes gens s'isolent. (Boiste.) se maintenir, s^enfretenir. est-il vrai que les femmes ne s'en- tretiennent que de bagatelles ? a peine gagne-t-il assez pour s'en- tretenir groupe. FOURTH EXERCISE OF THE THIRD COURSE. 1. Does the vci b teni7\ and its compounds, belong to a group entirely different from that of the Verbs in ir, which we have studied till now? — They form a group very different from the groups of Verbs in ir which we studied before. 2. Do the ex- amples, given in this lesson, contain all the various significations of tenir and its compounds ?-— No, far from it. 3. What adjectives were introduced in this lesson ? — The adjectives in e. 020 THIRD COURSE. OBSERVATIONS. 1. The Future, the Third Person Plural of the Present Indicative, tha Present Subjunctive, the Preterit Definite, and the Imperfect Subjunctive of the Verbs in . . . enir are the parts irregularly formed. 2. It has already been seen that Adjectives ending in ... e are the same In both Genders. * o • FIFTH LESSON OF THE THIRD COUESE. VEKBs IN . . . enir. — Venir. VENIR. — It is conjugated like tenir^ to hold, with the exception of the compound tenses, which are conjugated with €t?'e^ TO BE. The compounds ofDenir^ to come, which we shall enumerate below, are conjugated with etre^ to be : to come again. to become, to become of. to become again. to intervene. to succeed ; arrive at. to proceed from. to come unexpectedly. come here, please to walk in. how is that ? pumpkins are beginning to grow. she came to meet us. these words are derived from the Latin or from the Greek. shall we succeed in this project? in what year was Mahomet born ? — II se conjugue comme tenir^ a I'ex- ception des temps composes, qui se conjuguent avec etre. Les composes de venir, que nous, aliens enumerer ci-dessous, se con- juguent avec Ure : revenir. devenir. redevenir. intervenir, parvenir. provenir. survenir. venez ici, donnez-vous la peine d'entrer. d'ou vient cela ? les citrouilles commencent a venir, elle est venue au-devant de nous. ces mots nous viennent du latin ou du grec. viendrons-nous a bout de ce pro- jet? en quelle annee Mahomet est-il venu au monde ? adjectives in e, ai. %. -w, eu. ou. eau. it is an easy thing to do, in my opinion [according to me], to come for. will he come for his black coat ? — He will come for it this evening without faiL aise, aisee. c'est une chose ais^e a faire, selon moi. (Obs. 1.) venir chercher. viendra-t-il chercher son habit noir? — II viendra le chercher ce soir sans- faute. FIFTH LESSON, 821 to happen, to come to pass, should be. should any speech be delivered and should you not be there, how would you make a con- densed report of it ? to have just . . . did you relate to these persons the accident just happened ? — I did not speak to them of anything. true. is this story indeed true ? Come and relate it to me in all its details. TO COME AGAIN. James came back for you. the troops renewed the attack three times. how much is due you ? I gave you more than is due to you, and you are not glad. polite. these ladies are very polite and very pretty. fO BECOME. [ became plump for want of ex- ercise. TO BECOME AGAIN. favorite. there is my favorite cat. oh I have the goodness to sing my favorite ballad. TO intervene; to interfere. why did Sophia interfere in our affairs ? TO REACH, TO SUCCEED. did the letter, which I addressed you a fortnight ago to-day, reach you ? 14* venir a. . (bef. Inf.) si quelque discours venait a se prononcer, et que vous ne ftis- siez pas la, comment le resume- riez-vous ? venir de. . . (bef. Inf.) avez-vous raconte a ces personnes I'accident qui vient d'arriver? — Je ne leur ai parle de rien. vrai, vraie. cette histoire est-elle bien vraie ? Venez me la raconter dans tous ses details. (Obs. 1.) RE VENIR. Jacques est revenu vous chercher. les troupes sont revenues trois fois a la charge. combien vous revient-il ? je vous ai donne plus qu'il ne vous revient, et vous n'etes pas con- tent. poli, polie. ces dames sont fort polies et tres jolies. (Obs. 1.) DEVENIR. je suis devenu gros et gras d'exercice. REDEVENIR. faute favori, favorite. voila mon chat favori. oh ! ayez la bonte de chanter ma romance favorite. (Obs. 1.) INTERVENIR. pourquoi Sophie est-elle interve- nue dans nos affaires ? PARVENIR, d. . . (before Inf ) la lettre que je vous ai adressee il y a aujourd'hui quinze jo lira vous est-elle parvenue ? 822 THIRD COURSE. if you ever succeed in making a handsome fortune, will you spend it foolishly ? assiduous. this governess is my assiduous companion. TO PROci;pD, from. a great many misfortunes arise from wars. blue. this gown is blue. TO COME UNEXPECTEDLY. in the midst of the ball, an inci- dent to be regretted occurred unexpectedly. fool, soft. this wax is very soft. TO REMEMBER. will you remember my orders ? TO RECOLLECT, fine, new. si jamais vous parvenez a ramas- ser une jolie fortune, la depen- serez-vous foUement ? assidu, assidue. cette bonne est ma compagne as- sidue. (Obs. 1.) PROVENiR, de. . . (bef. Noun.) beaucoup de malheurs proviennent des guerres. bleu, bleue. cette robe est bleue. (Obs. 1.) SURVENIR. au milieu du bal, il est survenu un incident regrettable. fou, fol, foUe. mou, mol, molle. cette cire est bien molle. (Obs. 2.) SE SOUVENIR, (pronominal verb.) vous souviendrez-vous de mes ordres ? (Obs. 3.) SE RESSOUVENIR. beau, bel, belle. (Obs. 2.) nouveau, nouvel, nouvelle. TO AGREE. did you agree to this bargain, yes or no ? — There is a mistake, we had not agreed upon this clause. did not this shawl suit mistress Difficile? — It did not suit her, far from it. the sitting ; state, condition, the reservedness. — When the verb C07ivenir means to AGREE, TO GRANT, it Is coiijugated, in its compound tenses, with the aux- iliary TO BE. — If it means, on the contrary, to euiT, it is conjugated with to have. etes-vous convenus de ce march^, oui ou non ? — II y a erreur, nous n'etions pas convenus de cette clause-la. est-ce que ce chMe n'a pas conve- nu a madame Difficile? — II no lui a paa convenu, loin de la. la tenue. la retenue. — Lorsque le verbe convejiir siguifie TO AGREE, TO GRANT, il SC COUJUgUe, dans ses temps composes, aveo I'auxiliaire etre. S'il si^nifie, au contraire, to surr, il so conjugue avec avoir. FIFTH LESSON. 323 —The remaininf verbs iu . , . venir are also conjugated with the aux- iliary TO HAVE. to disagree about something; to disagree about it, TO DISAGREE. TO CIRCUMVENT. TO CONTRAVENE. you have contravened the laws. TO PREVENT, TO ANTICIPATE. this news got the start of the TO ASSIST, TO RELIEVE. this charitable man supplied the wants of yotir friend during his sickness which lasted several weeks. following. — Les autres verbes en . . . mnir se coDJuguent aussi aveo I'auxiliaire avoir. disconvenir dc quel — du plomb. le radoub. allez-vous couler du plomb dana ce tube ? (Obs. l.', que faut-il a ces messieurs ? il leur faut de la chandelle. ne leur en faut-il pas ? que leur faut-il ? apportez-vous autant de provisions qu'il vous en faut ? n'en apportez-vous pas plus qu'il ne vous en faut ? C — le lac. du tabac. le bee. un roc. fermez ce bee de gaz. (Obs. 1.) now much cloth did you require I combien d'^toffe vous a-t-il fallu for this great coat? pour cette redingote ? I required two metres and a half, il m'en a fallu deux metres et de- mi. SEC0l5rD LESSON. 357 Che mist the north. of the south. does this mist come from the north or the south ? must I run so far to get a metre of calico ? — The verb falloir governs the fol- lowing verb in the subjunctive when it is intended to give a precise signi- cation to the sentence, as to the per- son or subject of the second verb ; otherwise it governs the infinitive. a pond. herring. did you find this big herring in this small pond ? to be wanting, to be far from . . . it is far from . . . you are far from being as warm as I am, the gun. an arm-chair. this hotel. the canal. the cattle. thread. were you lodging in this hotel, on the border of the canal ? I was very near becoming a cripple from the consequences of this fail. an echo, the field. cloth. the cock. the cock is in the field with the hen and her little ones. d — le brouillard. le nord. du sud. ce brouillard vient-il du nord ou dusud? (Obs. 1.) faut-il que je coure jusque la pour avoir un metre de calicot ? — Le \QrhQ falloir gouverne le verbe suivant au subjonctif lorsqu'il s'agit de preciser le sens de la phrase par rapport a la personne ou au sujet du second verbe ; autrementil gouverne I'infinitif. g — mi( du hareng, avez-vous trouv6 ce grcjs hareng dans ce petit etang ? s'en falloir. il s'en faut, etc. il s'en faut bien que vous ayez aussi chaud que moL 1 — le fusil. un fauteuil. cet hotel. le canal. le betail. dufil. logiez-vous dans cet hotel, sur le borddu canal? (Obs. 1.) peu s'en est fallu que je ne de- vinsse boiteux des suites de cette chute. (Obs. 2.) O — un echo. p — le champ, du drap. q — le coq. le coq est dans le champ avec la poule et ses petits. (Obs. 1.) 858 FOURTH COURSE. I lack very little of weigliing as much as she does. he was very near falling. the nose, the rice, you will break your nose. AT ANT RATE. we must start to-morrow morn- ing at any rate. il s'en faut de peu de chose que je ne pese autant qu'elle. il s*en est peu fallu qu'il ne torn- bat. Z — le nez. le riz. vous vous casserez le nez. (Obs. 1.) a tout prix. il faut partir demain matin a tout prix. SECOND EXERCISE OF THE FOURTH COURSE. 1. Does the verb falloir offer any difficulty? — I think it must be studied with great care. 2. Are the verbs falloir and s* en fal- loir very frequently used in French? — They are very frequently used. 3. Must you start early in the morning ? — I must start as early as possible. 4. I fell by running too fast. — Was it necessary that you should run fast ? 5. You must come to our house to- morrow. — I will try to come at two o'clock. OBSEEVATIONS. 1. The French Nouns which are always Masculine, and may be recog- nized by their termination, are those ending in a, 5, c, d^g^ l, o, p^ q, z, 2. The Reflective, Unipersonal, and Idiomatical Verb S^ en falloir, il s'en faut, There lacks, It is far from it, govern the following Verb in the Subjunctive. "When used negatively or interrogatively, or followed by an Adverb expressing negation, partial negation, or doubt, such as Bien, Nothing ; Guere, Little, hardly ; Peu, Little ; it requires the Negative Ne before the following Verb, as illustrated above. THIRD LESSON OF THE FOUKTH COURSE. VERBS IN . . . loir, — Valoir, VALOIR. TO BE WORTH. I shall be worth. I should be worth. BEING WORTH. je vaudrai, etc. je vaudrai s, etc. valant. THIRD LESSOK. 359' I am worth, thou art worth, he is worth, we are worth, you are worth, they are worth. I was worth. that I may be worth, that you may be worth, that he may be worth, that we may be worth, that you may be worth, that they may be worth. BEEN WORTH. I was worth. that I might be worth. is this worth an3rthiDg ? how much is this worth ? that is not worth anything, that is worth less than nothing. je vaux, tu vaux, il vaut, nous valons, vous valez, ils valent. je valais, etc. que je vaille, que tu vailles, qu*il vaille, que nous valions, que vous valiez^ qu'ils vaillent. valu, je valus, etc. que je valusse, etc. cela vaut-il quelque chose? combien cela vaut-il ? cela ne vaut rien. cela vaut moins que rien. GENDER OF FRENCH NOUNS. MASCULINE BY THE CLASS OF WORI>S TO WHICH THEY BELONO. Virginia [tobacco]. Mocha [coffee]. Champagne [wine]. do you doubt that these guns are worth, one with another, more than fifty dollars each ? let them be worth that or not, do you buy them at that price ? the break-neck place, an alarm-clock, the quilt. to be better, to be preferable. facts are better than words. would it not be better that they should go away without dela}^ ? — The verb to be better, uniper- sonally used, governs the subjunc- tive or the infinitive. an IF. a BUT. du virginie. du moka. du champagne. (Ofcs. 1, l) doutez-vous que ces fusils vaillent, Tun portant Tautre, plus de cin- quante piastres, chaque ? qu'ils vaillent ou ne vaillent pas cela, les achetez-vous a ce prix ? le casse-cou. un reveille-matin. le couvre-pied. (Obs. 1, n.) valoir mieux. les faits valent mieux que les pa- roles. ne vaudrait-il pas mieux qu'ils partissent sans retard ? — Le verbe valoh' mkux, employe unipersonnellement, gouverne le subjonctif ou I'infinitif. un s^. un mais. (Obs. 1, m.) 360 FOURTH COURSE. to be worth while. will it be worth while to establish a store at this corner if this house is demolished this spring ? will it be worth while ? the gait, way of walking, the meat. the sleeping. TO PREVAIL. — It is conjugated after valoiry to be WORTH, the subjunctive present ex- cepted : that I prevail, that you prevail, that he prevail, that we may prevail, that you may prevail, that they may prevail. custom must not prevail over reason. UNSEASONABLY. ONE AFTER ANOTHER. MORE THAN ONCE. TO AVAIL ONESELF OF, TO TAKE AD- VANTAGE OF. . . he takes advantage of the weak- ness of his enemy to over- whelm him. the loose dress, the deshabille, the process, way of acting. the lie. the declivity, propension. the edge. the public, the place. the green, the yellow. the iron-grey, the apple-green. valoir la peine. vaudra-t-il la peine d*etablir un magasin a cette encoignure si Ton demolit la maison ce prin- temps ? cela en vaudra-t-il la peine ? le marcher, le manger. le dormir. (Obs. 1, iv.) PREVALOIR. — ^11 se conjugue sur valoir a 1' excep- tion du subjonctif present : que je pre vale, que tu pre vales, qu'il prevale, que nous prevalions, que vous pre- valiez, qu'ils prevalent. il ne faut pas que la coutume pre- vale sur la raison. mal d propos, coup sur coup, plus d^une fois, se prevaloir, de. , , il se prevaut de la faiblesse de son ennemi pour Taccabler. le neglige. le deshabille, le precede. le dementi. le penchant, le tranchant. le public, le local. le vert le jaune. le gris-fer. le vert-pomme. (Obs. 1, V.) (Obs. 1, V.) (Obs. 1, V.) (Obs. 1, V.) (Obs. 1, V.) THIRD LESSON. 361 the Sanscrit, the French. the double, the treble. TO BE EQUIVALENT, (to bc worth as much, to be of the same value, of the same price.) this answer is equivalent to a re- fusal. — This verb is used only in speak- ing of things, and is conjugated only in the third persons of each tense. le Sanscrit. le frangais. (Obs. 1, v.) le double, le triple. (Obs. 1, v.) EQUTVALont, (valoir autant, etre de meme valeur, de meme prix.) cette reponse equivaut a un refus. — Ce verbe ne s'emploie qu'en par- lant des choses : il se conjugue seu- lement aux troisiemes personnes de chaque temps. THIRD EXERCISE OP THE FOURTH COURSE. 1. What new verb has been introduced into this lesson ? — The verb 'oaloir and its compounds, jpri'oaloir and equivaloir. 2. Is the verb prevaloir similar, in all its tenses, to 'oaloir ? — No, Sir, the subjunctive present of jprevaloir is not conjugated in the same manner. 3, Is this piece of cotton worth as much as this other one ? — It is not worth as much. 4. Do you think it worth while to move from this house after having passed one month only in it ? — Mamma does not like the house, and we must move on account of that OBSERVATIONS. 1. The Gender of a great number of French Nouns may be ascertained by the class to which they belong, or by the meaning they convey, "whether they be abbreviations by ellipsis, compound words, or a class of words not originally Nouns, but used substantively. The following are the rules on this subject : I. When a product of any kind is manufactured or grown in a certain place, the name of the place is sometimes used instead of the product itself, in which case it takes the Gender of the product. Example : Du Virginie^ that is to say, Du tabac de la Virglnie^ etc. II. Compound Nouns, except Garde-robe, a Wardeobe, are masculine ; as also the three following cases : in. Conjunctions, Adverbs, Prepositions, substantively used ; IV. Infinitives substantively used ; V. Participles Past, Participles Present, and Adjectives, substantively used. 16 862 FOURTH COURSE. FOURTH LESSON OF TO WILL, TO WISH FOR, TO BE WIL- LING. I shall will, or wish. I should will. I will, thou wilt, he will, we will, you will, they will. I was willing, or wishing. that I will, that you will, that he will, that we will, that you will, that they will. let us will. be willing, please. WILLED. I willed. that I might will. THE FOURTH COURSE. loir, — Fouloir, VOULOIR. je voudrai, etc. je voudrais, etc. voulant. je veux, tu veux, il veut, nous voulons, vous voule2^ ils veulent. je voulais, etc. que je veuille, que tu veuilles, qu'il veuille, que nous voulions, que vous vou- liez, qu'ils veuillerit. veuillons. veuillez. voulu. je voulus, etc, que je voulusse, etc. the second of March, March the second. second of March, March the se- cond. the first of April, April the first. April the first. May the eleventh. Paris, June the twenty-ninth. Lyons, July the twenty-eighth, one thousand eight hundred and fifty-six. will you have your tea? will you have it now ? what do you wish? what must you have ? I wish for [should like] a piece of this mutton cutlet.— Very well, I will help you to a piece of it. GENDER OF FRENCH NOUNS. le deux de mars, le deux mars. deux mars. le premier avril, le premier d'avril. premier avril. le onze de mai. Paris, le vingt-neuf juin. Lyon, vingt-huit juillet mil huit cent cinquante-six. (Obs. 1, vl) voulez-vous votre the ? le voulez-vous a present ? que voulez-vous ? que vous faut-il ? je voudrais un morceau de cette cotelette de mouton. — ^Tr(^s bien, je vais vous en servir un mor- ceau. FOURTH LESSON. 36S do yon want this, that? do you want some ? steel, zinc. I am willing yon should, I consent to it; God will it! how much does he want for this land? he wants three thousand dollars for it what have you a grudge against me for ? I have not a grudge against you ataU. to have a grudge against some- body. -^ ^ the mulberry tree. ^ the apple tree. the willow. will you be so kind as to pass me the sugar ? silence ! will you keep quiet ? at what hour does mother want us to come back ? k Monday. Tu2sday. Sunday. the spring. on the' on the on the voulez-vous de ceci, de cela? en voulez-vous ? I'acier. le zinc. (Obs. 1, vn.) je le veux bien ; Dieu le veuille I combien veut-il de cette terre ? il en veut trois mille dollars. pourquoi m'en voulez-vous ? je ne vous en veux pas du tout en vouloir a quelqu'un. le murier. le pommier. le saule. (Obs. 1, vm.) voulez-vous avoir la complaisance de me passer le sucre ? silence ! voulez-vous bien vous te- nir tranquilles ? a quelle heure maman veut-elle que nous revenions ? (Obs. 2.) le lundi. le mardi. le dimanche. le printemps. (Obs. 1, rx.) what does that mean ? that does not mean anything. what do those Latin words mean? they mean nothing. what does this ship-builder mean? what does he mean ? to mean, to signify. to be willing, to consent, to have no objection to. j qu'est-ce que cela veut dire ? { que veut dire cela ? cela ne veut rien dire. que veulent dire ces mots latins ? ils ne veulent rien dire. que veut dire ce constructeur da navire ? ( qu'est-ce qu'il veut dire ? I que veut-il dire ? vouloir dire. vouloir bien. 864 FOURTH COURSE. FOURTH EXERCISE OF THE FOURTH COURSE. 1. What does this French word mean? — It means this, that 2. To what gender do the names of trees belong ? — They belong to the masculine gender. 3. Will you show me this new penknife, if you please? — I am willing to show it to you after I have used it to mend my pen. 4. Do you want me to go below for you ? — I want you to go there for me, to bring me some water. But you must go directly. OBSERVATIONS. 1. The Gender of French Nouns — masculine by their signification, is continued in this Lesson. VI. Numbers used in dates, Le premier, The ttrst (of the month), and the Cardinal Numbers which then foUow instead of the Ordinals, as, Le deux, The second ; Le trois, The thhid, etc. Observe that they say, Lo onze, and not Vonze, although onze begins witl^ Vowel. vn. Names of metals ; vni. Names of trees ; IX. Names of days and seasons ; all Masculine. 2. Vouloir requires the following Verb in the Subjunctive when the subject of such a Verb is not in the same person as that of Vouloir ^ otherwise the Infinitive should be used. Vbulez-vous que faille laf Do you "WISH THAT I SHOULD GO THERE ? I and You being different persons ; but VouleZ'Wu^ aller la f Will you go them: ? your action alone being considered. FIFTH LESSON OF TUP FOURTH COURSE. verbs in seoir. TO BECOME, TO FIT WELL, TO BE BE- COMING. it will, they will be becoming, it would, they would be becoming. it becomes, they become. it was, they were becoming. that it may, that they may become. — This verb is not used in other tenses or in other persons than in those which precede. il siera, ils si^ront il sierait, ils sieraient. seyant il sied, ils silent. il seyait, ils seyaient. qu'il seye, qu'ils seyent. — Ce vcrbe n'est pas employ^ h. d'au- tres temps ou a d'autres personnes qu'aux temps et aux personnes qui precedent. FIFTH LESSON. 865 the color worn by this lady be- came her badly. it does not become you to reform others. la couleur que cette dame portait lui seyait mal. il ne vous sied pas de reformer les autres. GENDER OF FRENCH NOUNS. FEMININE BY THE CLASS OF WORDS TO WHICH THEY BELONG. Valencienne [lace]. Courtray [linen]. TO SUPERSEDE, TO PUT OFF, PUT OFF. to postpone the hearing of a case. — This verb is used most frequently in the infinitive and in the past par- ticiple. de la valencienne. de la courtray. (Obs. 1, l) SURSEOnU sursis, surseoir au jugement d'une affaire. — Ce verbe s'emploie le plus souvcnt a I'infinitif et au participe passe. mid-lent. the middle of January. la mi-careme. la mi-janvier. (Obs. 1, n.) TO SET, TO SET DOWN. ASSEOnU I shall set. I should set. j'assierai, etc. j'assierais, etc. SETTING. asset/ant I set, thou settest, he sets, we set, you set, they set j'assieds, tu assieds, il assied, nous asseyons, vous asseyez, ils asseyent. I was setting. j'asseyais, etc. that I may set. que j'asseye, etc. set. assieds, etc. SET, SEATED. assiSf assise. I set. that I might set. j'assis, etc. que j'assisse, etc. set this sick person in an arm- chair. asseyez ce malade dans un fau- teuil. TO SIT DOWN. there are no chairs to sit down ; I am going to look for some. s'asseoir, il n'y a pas de chaises pour s'as- seoir; je vais aller en chercher. Saint John's day. Michaelmas. Saint Valentine's day. All Saints' day. la Saint-Jean. la Saint-Michel. la Saint- Valentin. la Toussaint. (Obs. 1, m.) EVERYWHERE. partout. PRINCIPALLY. surtout. 866 FOURTH COURSE. do you bet that the giraffe is dead ? I do not bet that the giraffe is dead. to bet. to suppose, to bet. to suspect, to hope, to affirm. WE, Tjs, (others). YOU. THET, THEM, are you going to sit down in my arm-chair, [you others !] do you assure me that it is six o'clock precisely ? I do not assure you that it is six o'clock precisely. to assure, to think, ^ to forget. to confess, to declare. to publish, AS FOR THE REST, FINALLY, BESIDES, MOREOVER. my mother did not judge proper that I should finish my task, to swear, to judge. pariez-vous que la girafe soit morte ? je ne gage pas que la girafe soit morte. parier, supposer, gager. soupgonner, esperer, affirmer. (Obs. 2.) nous autres. vous autres, eux autres, allez-vous vous asseoir dans mon fauteuil, vous autres! (Obs. 3.) m'assurez-vous qu'il soit six heures precises ? je ne voas assure pas qu'il soit six heures precises. assurer. songer. oublier. avouer, declarer. publier, (Obs. 2.) au reste, du reste. ma mere n'a pas jug$ a propos que je finisse ma tache. jurer, juger. (Obs. 2.) NOUNS, FEMININE BT THE TERMINATION I te, tiOU, the quality, the quantity, the electricity. a truth. there is nothing finer than truth. the condition. a question. a motion, the petition. this motion was rejected unani- mously. la qualite. la quantite. I'electricite. une verite. il n'y a rien de plus beau que la verite. (Obs. 4.) la condition, une question, une motion, la petition. cette motion a ^te rejetee a Tuna- nimite. (Obs. 4.) FIFTH LESSON. 367 FIFTH EXERCISE OF THE FOURTH COURSE. 1. Will they not sit down quietly on their chair? — They will not sit down at all. 2. When will Thomas come back to college ? -.-He will come back about Michaelmas. 3. Do not sit down on the chair, it is wet. — It is not wet, you are mistaken. 4. Set this poor old man in his arm-chair, if you please. — I will set him in his arm-chair every time he wants it. 5. Will you not sit down for a few moments ? — I am in too much of a hurry, I will not sit down. I must go away. OBSERVATIONS. 1. The rules for the Masculine Nouns — the Gender of which may be easily recognized by their class — having been exhausted, those for the Feminine are given in this Lesson : 1. When a proper Noun of place is used in French to express a particu- lar article which may be found there, instead of the name of the article itself, the Feminino sign is employed before that Noun if the thing made there is Feminine. In the present examples, the first word understood before Valenmenne^ is Toile^ Linen : ToiU de Valencienne^ etc. (See L. 8, Obs. 1, I, 4th Course.) II. "When the diminutive Wi is prefixed to the name of the month and a few other words, the words so used are Feminine : La mi-decenibre. Mi is a construction of MbitiSj Half, a Feminine Noun. m. Names of holidays accompanied by the Adjective Saint^ are also Feminine, the word Fete, Festival, being understood. Za Saint- George, 2. When the Verbs Farier, and the others mentioned in this Lesson, are used interrogatively or negatively, they govern ther following Verb in the Subjunctive. , When affirmatively used, they govern the Indicative. 3. The Personal Pronouns We, You, They, Nous, Vous, Eux, are some- times followed by the Pronoun Autres^ Others. It is principally used in conversation. 4. There is a very large number of French Nouns, ending in te and in tion, (chiefiy of tlie kind called Abstract Nouns). They all belong to the Feminine Gender, except I. In ie, the following : Le henedicite, Peayers before meals ; Le comite, The co^kTMiTTEE ; Le comte, The county ; Le cote, The side ; L'ete, The summer ; Le ])ate, The MEAT PIE ; Le traite, The treaty ; Le veloute. The velvet lace. n. In tion, the following : Le bastion, The bastion. Most Nouns in ion and ison are also Feminine. 868 FOURTH COURSE. SIXTH LESSON OF THE FOURTH COURSE. VEEBs IN wir. TO SEE. I shall s-ee. I should see. I see, thou seest, he sees, we see, you see, they see. I was seeing, that I see, that you see, that he see, that we see^, that you see, that they see. SEEN, I saw, you saw, he saw, we saw, you saw, they saw. that I might see, that you might see, that he might see, that we might see, that you might see, that they might se«. ESPECIALLY. BY NIGHT, IN THE NIGHT. do you not see the moon rising ? I see your design ; I see it clearly. in what light are you looked upon in this family ? they seem to look upon me favor- ably, with an evil eye, rather favorably, with rather an evil eye. we will go and see you before our departure ; we will not fail [to it]. come to see me without fail, see that everybody takes his seat. to see that. AFTER ALL. AFTER THAT, VOIR. je verrai, etc. je verrais, etc. voyant. je vois, tu vois, il voit, nous voyons, vous voyez^ ils voient. je voyais, etc. que je voie, que tu voies, qu*il voie, que nous voyions, que vous voyiez^ qu'ils voient. vUy etc, je vis, tu vis, il vit, nous vimes, vous vites, ils virent. que je visse, que tu visses, qu'il vit, que nous vissions, que vous vissiez, qulls vissent. notamment nuitammenf, ne voyez-vous pas la lune qui se leve? je vois ton dessein ; je le vois clai- rement. de quel oeil vous voit-on dans cette famille ? on semble me voir d'un bon oeil, d'un mauvais ceil, d'un assez bon ceil, d'un assez mauvais ceil. nous irons vous voir avant notre depart; nous n'y manquerons pas. venez me voir sans faute. voyez a ce que tout le monde s'as^ seoie a sa place. voir a ce que. . . (Subj.) apres tout, atpres celcu SIXTH LESSON. 369 GENDER OF PROPER NOUNS OF PLACES. Korth Carolina. South Carolina. TO SEE AGAIN. — It is conjugated as also entrevoir, to HAVE A GLIMPSE OF, after VOir^ TO SEE. I had seen him yesterday, I saw him again to-day. good bye, till our next meeting. TO HAVE A GLIMPSE OF. . . we had a glimpse of the ressel through the fog. will you agree with me that you did not act politely towards that lady? -^Maintenir, to maintain, soutenir, TO ASSERT, convenir, to agree, gov- ern the following verb in the sub- junctive when they are used nega- tively or interrogatively. to FORESEE. — ^It is conjugated after voir, to see, with the exception of the future and conditional which assume another form: Je prevoYsai instead of Je prevEB.- rai. Je prevoirais instead of Je prevE^- rais, they win foresee these accidents. therefore, wherefore. not long ago. do you lodge near this place, quite near this place ? do you lodge quite near ? near, quite near. QUnE NEAR it. NEAR THIS PLACE, QUITE NEAR THIS PLAC5E. QUITE NEAR IT. NO... no cloth, no linen. 16* la Caroline du T^Tord. , la Caroline du Sud. (Obs. 1.) REVOm. —II se conjugue, ainsi c^^ entrevoi^^ sur voir, je Tavais vu hier, je Tai revu au- jourd'hui. a re voir ; au revoir. ENTREVOm. nous avons entreru le vaisseau k travers le brouillard. conviendrez-vous avec moi que vous n'ayez pas agi poliment envers cette dame ? — Maintenir, soutenir^ convenir, gou- vernent le verbe suivant au subionc- tif lorsqu'ils sont employes negati- vement ou interrogativement. (L. 5, Obs. 2, 4e Cours.) — ^11 se conjugue sur voir, a I'excep- tion du futur et du conditionnel qui revetent une autre forme : je prevoirai, au Ueu de je prevERrai^ etc. je prevoirais, au lieu de je prevER" raisy etc. ils prevoiront ces accidents. partant naguere. logez-vous pres d'ici, tout pr^s d'ici ? logez-vous tout pres ? pres de, tout pres de, , , tout pres, proche dHci, tout proche d^ici tout proche, pas de, , , pas de drap. pas de toile. 870 POURTH COURSE. TO PROVIDE FOR. ^It is conjugated after -y^^i;* with tlie exception of the future, conditional, preterit definite, and imperfect of the subjunctive, which are conjuga- ted in the following manner : I shall provide* I should provide. I provided. that I might provide, ' — II se conjugue sur voir, a Pexcep- tion du futur, du conditionnel, du preterit defini, et de I'imparfait du subjonctif, qui se conjuguent de la maniere suivante : je pourvoirai, etc. je pourvoirais, etc. je pourvus, etc. que je pourvusse, etc. SIXTH EXERCISE OF THE FOURTH COURSE. 1. What lesson have we come to ? — We are at the sixth lesson of the fourth course. 2. Are there any precise rules governing the gender of proper nouns of places ? — There are very few which have no exceptions. 3. Do the verbs revoir and entrevoir resemble, in their conjugation, the little verb voir ? — They are conjugated ex- actly after that verb. 4. Are not the verbs pre'ooir and pourvoir conjugated after voir also ? — They are [so], with the exception of a few tenses. (See the lesson.) 5. Is the verb voir very impor- tant ? — It is very important. How could you see without it ? 6. How many compounds has the verb voir? — It has four compounds. OBSEEVATIONS. 1. The Gender of the names of places is subject to the same irregu- larities and fluctuations as that of ordinary Substantives. We shall there- fore abstain from giving any rules. SEVENTH LESSON OF THE FOURTH COURSE. VERBS IN . . . voir, — Avoir, TO HAVE. — ^We gave the conjugation of this verb in the first and second course. . . .long. . , .thick. . . .wide. . . .high. what is the hight of this observa- tory ? — Nous avons donne la conjugaison de ce verbe dans le premier et lo second cours. longde... 6pais de . . . large de . . . haut de . . . quelle est la hauteur de cet obser- vatoire ? SEVENTH LESSON. 371 it is three hundred and sixty feet high. what is the matter with you ? what was the matter with him ? what is the matter with them this evening f . . .long. . . .thick. , . . wide. ...high. what is the thickness of this wall ? — ^It is a wall three feet thick. oh! oh dear] well! nonsense ! fudge 1 liiave no pen. — Nor I either. Henrietta has no enjoyment. — IS"or you either. NOR HE, NOR SHE EITHER. NEITHER THEY, NOR THEY EITHER. we did not speak of her, nor of you either. NEITHER TO HOI, NOR TO HER EITHER. these representatives have no fixed salary nor the officei*s of the hous-e sither, long, in length. — thick, in thickness. , . .wide, in width. . . .high, in hight. , . . deep, in depth. I have a schooner one hundred feet long by twenty feet wide at most KNOWINGLT. what gown did !Miss X. wear at the ball ? — She wore a red gown on a white ground, which fitted her admirably. this wheel is six feet in circum- ference. il est haut de trois cent soixante- six pieds. (Obs. 1.) qu'avez- vous ? qu'avait-il ? qu'est-ce qu'ils ont done ce soirl . . . de long. . . . d'epais. . . . de large. . . . de haut. quelle est I'epaisseur de ce mur! — C'est uiL anur de trois pieds d'epais. (Obs. 1.) aie ! die J bon! hah I je n'ai pas de plume. — ^Ni moi non plus. Henriette n'a pas de bonheur. — M toi non plus. ni lui ni elle non plus, ni eux ni elles non jplus, nous n'avons parle ni d'elle ni de vous non plus. ni a lui ni d elle non plus. ces representants n'ont pas de sa- laire fixe ni les officiers de la chambre non plus. . . . de longueur. . . . d'epaisseur, . . . de largem\ . . . de hauteur. . . . de profondeur. j'ai une goelette de cent pieds de longueur sur vingt de largeur, tout au plus. (Obs. 1.) sciemment. quelle robe avait mademoiselle X. au bal? — Elle avait une robe rouge a fond blanc, qui lui allait a merveille. cette roue a six pieds de circocfe- rence. 872 FOURTH COURSE. the palace of industry is two i le palais de Tindustrie a deux miles round. milks de tour. it is probable tbat we shall have to sit down the whole time of the play. is it probable that we must re- main sitting down all the time ? HEREAFTER. HlTHERTOy HERETOFORE. this old beggar speaks a good deal. this young girl is a chatterer, this orphan girl has a foul tongue. to be. . . round, to be . . . in circumference. to be. . . in diameter, this tower is twenty-five feet in diameter. il est probable qull faudra r^-fer assis tout le temps de la repre- sentation. est-il probable f0WN THERE, YONDER. I do not know anything more precious than virtue. my aunt has not returned from her country-house, that I know of. has she not returned yet? — jS'ot that I know of. UPON THAT, UP THERE, THEREUPON. THE FOURTH COURSE. voir, — Savoir, SAVonu je saurai, etc. je saurais, etc. sachant, je sais, tu sais, il sait, nous Savons, vous savez, ils savent. je savais, etc, que je sache, que tu saches, qu'il sache, que nous sachions, que Tous sachiez, qu'ils sachent. sache, qu'il sache, sachons, sachez, qu'ils sachent. 5w, etc. je sus, etc. que je susse, etc. vous n'avez jamais su la gram- maire, a ce que je vois. savez- vous mieux votre legon d'his- toire que je ne sais la mienne ? a-t-on su les nouvelles a temps pour les publier dans le jour- nal? ci-dessics. ici-has. Tamitie est un je ne sais quoi de rare que Ton cherche souvent sans le trouver. un je ne sais quoi. la-has. je ne sache rien de plus precieux que la vertu. (Obs. 1.) ma tante, que je sache, n'est pas encore revenue de sa maison de campagne. ' (Obs. 2.) n'est-elle pas encore revenue?— Pas que je sache. (Obs. 2.) Id,-de8sus. 874: FOURTH COURSE. UNDER THERE, UNDER THIS, UNDER THAT> to thank, to be thankful for, to ) take kindly to. ) to feel grateful, obliged, etc. to take more kindly to. not to be thankful to, for. will you feel obliged to the phy- sician for coming to see you ? will you feel grateful to him for coming ? will you thank him for it ? WITHIN, IN THAT PLACE, IN THERE. ABOVE, UP THERE. you have your nails too long, and I also. . . . and thee also. . . .and he also. . . . and she also. . . . and we also. . . .and you also. . . . and they also. • ..and these young gentlemen also. Id-dessous. savoir gre U... (de.. before Noun. . bef. Infinitive. savoir bon gre, a, de . . . savoir meilleur gre, a, de . . . savoir mauvais gre, a, de . . . saurez-vous gre au medecin de ve- nir vous voir ? lui saurez-vous gre de venir ? lui en saurez-vous gr^ ? Id-haut vous avez les ongles trop longs, et moi aussi. . . . et toi aussi. . . . et lui aussi. . . . et elle aussi. . . . et nous aussL . . . et vous aussi. ( . . . et eux aussi. ( . . . et elles aussi. . . .et ces jeunes messieurs aussL FORMATION OF THE PLURAL. ADJECTIVES AND NOUNS IN ... 5, 07, Z, the tvia], trials. bad. bad discourses, bad talk, a husband, husbands. frightful, frightful cries. the nose, noses. NAMELY, TO WIT. THAT IS TO SAY. S — le proces, les proces. mauvais. de mauvais propos. (Obs. 3.) X — un 6poux, des epoux. affreux. des cris affreux. (Obs. 3.) Z — le nez, les nez. (Obs. 3.) savotTy d savoiVf c'^st d savoir, c'est d dire. EIGHTH EXERCISE OF THE FOURTH COURSE. 1. Does the yerh savoir hdong to the regular conjugation? — We have not had a regular conjugation of the verbs in oir, that I know of. 2. Do you know what time it is? — I do not know what NINTH LESSON. 8T5 time it is. 3. Did he know his lesson well? — He knew it tolerably well. 4. How is the plural of the nouns and adjectives ending in Sy Xj and z formed ? — It is exactly similar to the singular. OBSERVATIONS. 1. The Verb Savoir has the peculiarity that the Negative Subjunctive Form is used in the sense of the Indicative. Que is then omitted. 2. The Subjunctive Que je sache^ is sometimes used for the affirmative, As I Ki^ow; and Pas que je sache^ for the negative, Not as I know of, Not THAT I KNOW, at the end of a sentence, or by itself. 3. The general rule for the formation of the Plural of Adjectives and Nouns was given in the first Course. The remaining rules will be intro duced now. I. The Nouns and Adjectives having their Singular ending in 5, cc, and s, are the same in the Plural as in the Singular. NINTH LESSON OF VERBS IN . . . TO MOVE. I shall move. I should move. MOVING. I move, you move, he moves, we move, you move, they move. I was moving. that I move, that you move, that he move, that we move, that you move, that they move. MOVED. I moved. that I might maye. FROM ABOVE. FROM BELOW, WILLINGLY. USUALLY. THE FOURTH COURSE. wir. — Mbuvoir, MOUVOIR. je mouvrai, etc. je mouvrais, etc. mouvant. je m-eus, tu mens, il meut, nous mouvons, vous mouvez, ils meuvent. je mouvais, etc. que je meuve, que tu meuves, qu'il meuve, que nous mouvions, que vous mou- viez, qu'ils meuvent je mus, etc. que je musse, etc. d^en haut. d*en has. d'accord, d'ordinaire. 876 FOURTH COURSE. TO MOVE, TO EXCITE. this actor never fails to affect the spectator by his acting, full of soul and passion. —This verb is conjugated after mou- voir, TO MOVE. TO PROMOTE. — This verb is used only in the in- finitive, in the preterit definite, and in the compound tenses. this prince was promoted to the empire. IN ADVANCE. EMOUVOIR. cet acteur ne manque jamais d*^ mouvoir le spectateur par son jeu, rempli d'ame et de passion. — Ceverbe se conjugue sur mouvoir, PROMOUVOm. — Ce verbe ne s'emploie qu'a Pinfi- nitif, au preterit defini, et aux temps composes. ce prince fut promu a I'empire. d^avance^ a Vavance. FORMATION OF THE PLURAL. NOUNS AND ADJECTIVES IN , . . ou. eu. au, eau. the stone, the stones, the knee, the knees, the cabbage, the cabbages, the louse, the lice, the owl, the owls. come and sit down on my lap, my dear little one. HENCE, TmTHER; FROM HERE TO THERE. HENCE, THENCE, FROM THAT CAUSE. the god, the gods. blue. the blue coats. HERE AND THERE. FROM TIME TO TIME. by night, by day-time. the jewel, the jewels. the pit, the pits (of fruit). do you try to break these cherry- stones with your teeth? do you succeed in doing so ? MOREOVER. MORE AND MORE. Oil — le caillou, les caillous* le genou, les genoux. le chou, les choux. le pou, les poux, le hibou, les hiboux, venez vous asseoir sur mes genoux, mon cher petit. (Obs. 1.) (f ^c^ ; dHci ld» de Id, eu. — le dieu, les dieux. bleu, bleus. les habits bleus. (Obs. 2.) de fd et de Id. de temps en temps» de nuit. de jour. ail — le joyau, les joy aux. le noyau, les noyaux. essayez-vous de casser ces noyaux de cerises avec vos dents ? y re- ussissez-vous ? (Obs. 3.) de plus. de plus en plus. TENTH LESSON. 877 the picture, the pictures, new. the new fruits. NOT LONG SINCE. THIS GREAT WHILE. to have a good table, they have a very good table in that house. WORSE AND WORSE. BETTER AND BETTER. ea.1I — le tableau, les tableaux, nouveau, nouveaux. les nouveaux fruits. (Obs. 3.) depuis peu. depuis longtemps, avoir un bon ordinaire, on a un tres bon ordinaire dana cette maison« de pis en pis, de mieux en mieiix. NINTH EXERCISE OF THE FOURTH COURSE. 1. Do you remember the name of the gentleman who came here to see me the other day? — I do not remember his name. 2. Will they not have the kindness to come in and sit down ? — They are too much in a hurry just now. 3. Do you know when your uncle starts for California ? — I do not know anything about it, Sir. OBSERVATIONS. 1. With the exception of these five Nouns, the Adjectives and Nouns in ou form their Plural by adding s to the Singular, 2. All the Nouns in ev, form their Plural by adding x : Adieu, adieux, with the Adjective Bleic excepted. 8. All words ending in au and eau, form their Plural by adding a; to the Siugular. TENTH LESSON OF THE FOURTH COURSE. VERBS IN . . . wir, — Pouvoir. TO BE ABLE. I shall be able. I should be able. BEING ABLE. I am able, [I can, I may,] you are able, he is able, we are able, you are able, they are able. pouvom. je pourrai, etc. je pourrais, etc. pouvant je puis, tu peux, il pent, nous pouvons, vous pouvez, ils peuvent. (Obs. 1.) 878 FOURTH COURSE. I was able. that I be able, that you be able, that he be able, that we be able, that you be able, that they be able. BEEN ABLE. I was able. that I might be able. SIDEWAYS. ABREAST. he is a man who can do a great deal in the business we have to deal with. SLOPING, ACROSS. IN RANK. to will is to be able. can I spend my inheritance as I think fit? LIKEWISE. AGAIN, ANEW. I can not sleep. — With the negative iie^ joined to this verb, the adverbs ^fi5 d^ndi^oint may be suppressed. DIRECTLY, TOGETHER, ONE AFTER AN- OTHER. EARLY. UTTERLY, WHOLLY. Qan there be ... ? there may be . . . there can not be . . . can there be any danger in leav- ing Emma alone near the stove? FROM THAT TIME. FROM THIS TIME FORWARD. to be exhausted. I am overwhelmed with fatigue i I am exhausted. je pouvais, etc. que je puisse, que tu puisses, qu'il puisse, que nous puissions, que vous puissiez, qu'ils puissent. pu, je pus, etc. que je pusse, etc, de cote, de front c'est un homme qui pent beaucoup dans I'affaire dont il s'agit de biais, de rang. vouloir c'est pouvoir. puis-je depenser mon heritage comme bon me semble ? de meine. de nouveau. ( je ne puis dormir. ( je ne puis pas dormir. — Avec la negative n^ employee de- vant ce verbe, on peut supprimer lea adverbes ^as et point. de bonne heure, de fond en comble, peut-il y avoir. . .? il peut y avoir. . . il ne peut pas y avoir. . . peut-il y avoir du danger a laisser Emma pres du poele ? d^s lors. des d present n'en pouvoir plus, je suis accable de fatigue; je n'en puis plus. ELEVENTH LESSON. 379 FOR EVER. ASIDE, ALONE. may tliey see their country after so many years of exile I WITH RELUCTANCE. "WRONGFULLY. d jatnais. a part. puissent-ils revoir leur patrie apres tant d'annees d'exil I d regret, d tort. TENTH EXERCISE OF THE FOURTH COURSE. 1. Can the child eat alone now ? — He can not eat alone. 2. Can you give me something to eat ? I am hungry. — Certainly, I can give you something to eat. 3. What do you wish for ? — I wish for ham and eggs. 4. Do you not wish for anything else? — I wish for some bread and butter. 5. How is your uncle ? — My uncle is very well, thank you. OBSERVATIONS. 1. They say also, Je peux, in the First Person, irjstead of Je jpuis, though this latter form is the most frequently used of the two. 2. The Verb Fowvoir^ To be able, is rendered in several of its Tenses by Can, Could, or May, Might. ELEVENTH LESSON OF THE FOURTH COURSE. VERBS IN . . . voir, — Pleuwir, PLEUVOIR. TO RAIN. — This verb is unipersonal it will rain, it would rain. RAESriNG. it rains. it was raining. that it may rain. RAINED. it rained. that it might rain. it rained. — Ce verbe est unipersonnei. il pleuvra. il pleuvrait. pleuvant. il pleut. il pleiivait. qu'il pleuve. plu, il plut. qu'il plut. il a plu, etc. 380 FOURTH COURSE. AT LEISURE. d loisir. HARDLY. ASHORE. ALMOST. d peine, d terre. d demi. down with the white hats I down with the tyrants 1 DOWlf. a has les chapeaux blancs I a has les tyrans ! d has. it rains hard, as fast as it can pour. it was raining very hard, do yon think it will rain ? LITTLE BY LITTLE, BY DEGREES. ALMOST, ABOUT. WITHIN A SMALL MATTER. WITHIN, ALMOST. within a dollar. balls were falling thick on all sides, they were falling thick on the soldiers of the vanguard. BY TURNS. UNSEASONABLY. AT RANDOM. il pleut a verse, il pleuvait a seaux. pensez-vous qu'il pleuve ? peu d peu. d peu pres. d peu de chose pres. . . .pres, a une piastre pr6s. il pleuvait des balles de tons cot^st il en pleuvait sur les soldats de I'avant-garde. tour d tour. mat d propos. d tort et d travers. FORMATION OF THE PLURAL. NOUNS AND ADJECTIVES IN ... alj ail, ^l, eul, ceil, al — le tribunal, les tribunaux. the tribunal, the tribunals, the metal, the metals. a capital sin. the seven capital sins. le metal, les metaux. un peche capital. les sept peches capitaux (Obs. 1.) Exceptions with the Nouns. the ball, the balls, the jackal, the jackals, the carnival, the carnivals, ceremonial, ceremonials, the nopal, the nopals, the pale, the pales, the treat, the treats. CHEAP. VERY CHEAP. le bal, les bals. le chacal, les chacals. le carnaval, les carnavals. ceremonial, ceremonials. le nopal, les nopals. le pal, les pals. le regal, les regals. (Obs. 1.) d bon marche. d vil prix. ELEVENTH LESSON. 381 Exceptions with fhe Adjectives, amicable. paschaL frugal, early. I gave hiini friendly counsels. FOKEVER. EACH BETTER THAN THE OTHER. belonging to a manor ; common, trite. final, penal, fatal. sentimental, nasal, initial, medial, labial. final, nasal, initial, medial, labial sounds. WITH EMULATION. WITHOXJT END. filial. frozen. theatrical. doctoral. naval. northern winds are icy, AMICABLY. UNAWARES, UNEXPECTEDLie, INSTANTLY. NOUNS IN the leaf of a folding-door, the leaves, the coral, the corals, the air-hole, the air-holes, the work, the works, an enamel, enamels, the lease, the leases. garlic, garlics. these works will be finished only at the end of three weeks. amical, amicals. pascal, pascals. frugal, frugals. matinal, matinals. (Obs. 1.) je lui ai donne des conseils ami- cals. d tout jamais. d qui mieux mieux, banal, banals. final, finals, penal, penals. fatal, fatals. sentimental, sentimentals. nasal, nasals, initial, initials, medial, medials. labial, labials. des sons finals, nasals, initials, me- dials, labials. d VenvL d^ rinfini, filial, filials. glacial, glacials, theatral, theatrals. doctoral, doctorals. naval, navals. les vents du nord sont glacials. d Vamiable. d Vimproviste, d Vinstant, ,ail, ail — le vantail, les vantaux. le corail, les coraux. le soupirail, les soupiraux. le travail, les travaux. un email, des emaux. le bail, les baux. (Obs. 2.) Tail, des aulx. (Obs. 2.) ces travaux ne seront finis qu'au bout de trois semaines. 382 FOURTH COURSE. AT ONCE. IN A ROW. the heaven, the heavens, an ancestor, the ancestors, an eye, eyes. ROUND ABOUT. AT LENGTH. the pilgrims lifted their hands toward the skies. this young lady has very fine eyes. whoever serves his country well does not need to have ancestors. d, la fois, d la file, el — le ciel, les cieux. eill — un aieul, les aieux. ceil — un ceil, des yeux. (Obs. 3.) cL la ronde. d la fin, les pelerins le\erent les mains vers les cieux. cette demoiselle a de fort beaux yeux. qui sert bien son pays n*a pas be- soin d'aieux. (Voltaire.) ELEVENTH EXERCISE OP THE FOURTH COURSE. 1. What kind of verb is the verb pleuvoir ? — It is a unipersonal verb. 2. Will it rain to-day, do you think ? — I do not think it will rain after all. 3. Does it rain very hard? — It does not rain at all. 4. Will she not spoil her fine shawl if it rains ? — Do not be afraid, it will not rain before this eveninpj. OBSERVATIONS. 1. The Nouns and Adjectives ending in al form their Plural, as a general rule, by changing al into aux. The exceptions for both the Adjec- tives and Nouns are given in the Lesson. 2. The Nouns in a^7, given in the Lesson, form their Plural by chang- ing this termination into aux. An equal number follow the general rule of adding s to the Singular. Observe that Ail, Garlic, changes its termi- nation into aulx. 3. The three Nouns Olelj Aieul, (Eil, are individual exceptions. del, cieux. They say, however : Des dels de lit, Bed testers. AUul. The Plural Aieux must be used whenever speaking of those who have preceded us in life, Ancestors generally ; and Aieuls, when you want to designate the paternal and maternal grandMher. (Ell. The Plural Yeux is used in the proper and figurative sens e to express the organ of sight. In architecture, the Plural CEils is used : Des oells-de-bceuf, Ovals. TWELFTH LESSON. TWELFTH LESSON OF THE FOURTH COURSE. TO CVTE. I shall owe. I sliould owe. OWING. I owe, thou owest, he owes, we owe, you owe, they owe. I was owing. that I owe, that you owe, that he owe, that we owe, that you owe, that they owe. OWED. I owed. that I might owe. IN HASTE. FASHIONABLE. did he owe any money to this printer ? did he owe him anything ? how much did he owe him ? in the neighborhood of this town, in the neighborhood. were you not to go and take a walk in the environs of the city? CAREFULLY. PAINFLTLLY, WTTH REGRET. ought you not to foresee such ac- cidents? ON GOOD GROUNDS. WITH JOY. was there to be a meeting tp- night ? there was to be one (of them), but it did not take place. HERE AND THERE. VERBS IN . . . evovr, DEVOIR. je devrai, etc. je devrais, etc. devant. je dois, tu dois, il doit, nous devons, vous devez, ils doivent. je devaisf etc. ■• que je doive, que tu doives, qu'il doive, que nous devious, que vous deviez, qu'ils doivent. du, etc. je dus, etc. que je dusse, etc. (Obs. 1.) d, la hate, d> la mode. devait-il quelque argent a cet im- primeur f lui devait-il quelque chose ? combien lui devait-il ? aux environs de cette ville. aux environs. ne deviez-vous pas aller vous pro- mener aux environs de la ville ? avec soin, avec peine. ne devrais-tu pas prevoir de tela accidents ? avec raison. avec joie. devait-il y avoir une reunion ce soir ? il devait y en avoir une, mais elle n'a pas eu lieu. cd et Id. 884 FOURTH COURSE. — ^It is not out of place to recall to memory that the verbs 'vouloir, 'voi7% revoir, enirevoir, sawir, dewi7\ do not require any preposition be- fore the infinitive they govern. — II n'est pas hors de propos de rap- peler que les verbes 'vouloir^ 'voirj revoir, entrevoir^ savoivy pouvoir^ devoir^ ne demandent pas de preposition devant I'inlinitif qu'ils regissent. BESIDES. en outre. OVER AND ABOVE. « en sus. IN VAIN. en vain. IN ORDER. en ordre. IN A CROWD. en foule. FORWARD. en avant. BACKVt^ARD. en arriere. INSIDE. en dedans. OUTSIDE. en dehors. ON THIS side; ON THAT SIDE. en degcL ; au deld. BELOW, DOWN STAIRS, en has. ABOVE, UP STAIRS. en haul. TO OWE STILL. — ^It is used principally in the infini- tive. the value. here are very valuable pictures. the will. this laborer does not show any good will. the sittings, a plate. why do you not eat on your own plate ? the sight, the review, the interview. you must attend that grand re- view. REDEVOIR, ^11 s'emploie surtout a Pinfinitif. la valeur. voila des tableaux de beaucoup de valeur. le vouloir. cet homme de peine ne montre pas de bon vouloir. la seance, une assiette. pourquoi ne manges-tu pas dans ta propre assiette ? la vue. la revue. I'entrevue. il faut que vous assistiez k cette grande revue. TWELFTH LESSON. 385 the prevision. the learning. a science. a day will come when science will be applied to all the branches of instruction. the movement. the movement of ideas can not be stopped in its march. the emotion. my emotion could not be sibdued at first. promotion. the power. the power, the potency, the rain. the duty. must one be a slave to duty f the reception. his reception at the Academy of Sciences was of the most flat- tering kind. the receipt. please sign tMs receipt deception. how many deceptions in the world ! la prevision. le savoir. une science. un jour viendra ou la science s'ap- pliquera a toutes les branches de I'enseignement. le mouvement. le mouvement des idees ne saurait etre arrete dans sa marche. I'emotion. je ne pus surmonter mon Amotion sur le coup. promotion. le pouvoir. la puissance. la pluie. le devoir. faut-il etre esclave du devoir ? la reception. sa reception a TAcademie des Sciences a et6 des plus flatteuses. le vegvL ayez la bonte de signer ce regu. deception. que de deceptions dansle mondel TWELFTH EXERCISE OP THE FOURTH COURSE. 1. Were you not to go somewhere this afternoon? — Henry wanted to go to the circus. 2. Did he owe this carpenter much ? — He did not owe him much, but he could not pay him. 3. Why did he run in debt [indebt himself], since he knew he could not pay for his work ? — ^I do not know, indeed. OBSERVATIONS. 1. The Verb Devoir, To owe, belongs to what French grammarians call the Regular Third Conjugation. These Verbs in . . . evoir are seven in number. The formation of the Tenses present no new difficulties to the Student. 17 S86 FOURTH COURSE. THIRTEENTH LESSON OF THE FOURTH COURSE. VERBS IN . . . evoir. — Becevoir, etc. TO RECEIVE. I shall receive, I shauld receive. RECEIVING. I receive, thou receivest, he re- ceives, we receive, you receive, they receive. I was receiving. that I receive, that you receive, that he receive, that we receive, that you receive, that they receive. RECEIVED. I received, that I might receive. I have received. ONCE FOR ALL. HEADS OR TAILS. did you receive your letter ? at what o'clock did you receive it ? WHICH WAY, THIS WAY. THAT WAY. THIS WAY AND THAT WAY. should you not be [ought you not to be] afraid that he will know his lesson before you ? BY CHANCE. BY ORDER. to have a mind that^ to wish that... do you wish me to receive this money for you? — I wish very much you should receive it for me. UPWARD. DOWNWARD. RECEVOIR. je recevrai, je recevrais, etc. recevant. je regois, tu regois, il regoit^ nous recevons, vous recevea^ ils regoivent. je recevais, etc. que je regoive, que tu regoives^ qu'il regoive, que nous recevions, que vous re* ceviez, qu'ils regoivent, regUj etc, je regus, que je regusse, etc. j'ai regu, etc. (Obs. 1.) une fois p. TO HEAR. TO PRETEND. TO STRETCH AGAIN. TO UNDERSTAND. IN THE MEAN WHILE, TO SELL. TO UNDERSELL, — ^This last is obsolete. TO SELL AGAIN. TO SELL TOO DEAR. MOREOVER, MORE THAN THAT. TO MELT. TO CONFOUND, MIX, MINGLE. TO CHILL, TO GIVE A COLD. TO MELT, (among enameler&) TO MELT AGAIN. AT THAT TIME. FROM THAT TIME; EVER SINCE. TO LAY EGGS. TO CORRESPOND. TO ANSWER. on one side. TO SHEAR. TO SHEAR AGAIN. on the other side. TO LOSE. TO LOSE AGAIN. on the other side. TO BITE. TO LET GO one's H0LI\ TO BITE AGAIN. TENDRE. ATTENDRE. DETENDRE. DISTENDRE. ETENDRE. ENTENDRE. PRETENDRE. RETENDRE. SOUS-ENTENDRE. sur ces entrefaites. VENDRE. MEVENDRE, — Ce dernier est vieux. REVENDRE. SURVENDRE. hiert plus, FONDRE. CONFONDRE. MORFONDRB. PARFONDRE. REFONDRE. pour lors. des lors, PONDRE. CORRESPONDRE. REPONDRE. d'un c6t6. TONDRE. RETONDRE. d'un autre c6t6, PERDRE. REPERDRE. de Tautre cota MORDRE. DEMORDRE. REMORDrJE. THIRD LESSON. HARDLY. a peine. ON WHAT OCCASION ? €b quel propose IN THE MEAN TIME. en attendant. TO TWIST. TORDRE. TO UNTWIST. DETORDRE. TO TWIST AGAIN. RETORDRE. TO SPRING, TO RISE. SOURDRE. —It is very little used. — 11 n'est guere en S9a SECOND EXERCISE OF THE FIFTH COURSE. 1. A new group of verbs has been introduced into this second lesson. 2. It is the most numerous group of the verbs belonging to the fourth conjugation. 3. It is called by the French gramma- rians the regular conjugation, on that account, I suppose. 4. Where was the large bell of the Catholic church in Montreal cast ? — It was cast in England. 5. Is it not the largest bell in America ? — It is the largest bell we have in America : it weighs thirty thou- sand pounds. OBSERVATIONS. 1. These Verbs are called the Eegular Verbs of the Fonrtli Conjugation. They form the most numerous group of Verbs of this conjugation, but are not models for the others, which have special conjugations of their own. THIRD LESSON OF VERBS IN TO TAKE. I shall take. ^ I should take. TAKING. I was taking. I take, you take, he takes, we take, you take, they take. that I take, that you take, that he take, that we take, that you take, that they take. IT* THE FIFTH COURSE. prendre. PRENDRE. je prendrai, etc. je prendrais, etc prenant, je prenais, etc. je prends, tu prends, il prend, nous prenons, vous prenez, ils prennent. que je prenne, que tu prennes, qu'il prenne, que nous prenions, que vous pre- niez, qu'ils prennent. 894 FIFTH COURSE. take, let us take, take. TAKEN. I took. that I might take. —Conjugate in the same manner all the other verbs in prendre. BUT ALSO. I take not only these objects, but those also. prends, prenons, prene2» priSf prise. je pris, etc. que je prisse, etc. — Conjuguez de meme tons les autres verbes en prendre. mais aussi, je prends non seulement ces objets, mais ceux4a aussi. BUT STILL, ALSO. I shall not learn these verses only, but those also* APPRENDKEk mais encore. , . je n'apprendrai pas seulement ces vers-ci, mais encore ceux-la. To UNDERSTAND, TO COMPREHEND. you not only do not understand French, but not even English, which you pretended to know thoroughly. To DISENGAGE, TO SEPARATE. To UNLEARN, TO FORGET. will you go thither before coming here ? COMPRENDRB. mais meme. . non seulement vous ne comprenez pas le fran^ais, mais pas meme I'anglais que vous pretendiez savoir a fond. DEPRENDRE. DESAPPRENDRE. avant que dc. . . (bef. Inf.) irez-vous la avant que de venir ici? To UNDERTAKE* NEAR, ABOUT. he is about to undertake a long voyage. TO LEARN AGAIN, ANEW. TO TAKE AGAIN. TO SURPRISE. SAVE, ALTHOUGH. I shall leave these books here though I may take them back as I pass. TO BE SMITTEN, FALL IN LOVE. TO MISTAKE. ENTREPRENDRE. pres de. . . (bef. Inf.) il est pres d*entreprendre un long voyage. RAPPRENDRE. REPRENDRE. SURPRENDRE. (Obs. 1.) saufd.». (bef. Inf.) je vais laisser ces livres ici sauf k les reprendre en passant. ] S*EPRENDRE. I SE MEPRENDRB. [ (Obs. 2.) FOURTH LESSON. 395 THIRD EXERCISE OF THE FIFTH COURSE. 1. Please repeat by heart the present of the subjunctive of the verb prendre. — I have not yet learned the conjugation by heart. 2. This project is not popular, it seems to me. Why is it not, do you know ? — People do not understand what it means. That is the reason, 3. I want to take my tea at five o'clock in the after- noon, can I get it ? — You can get your tea at any hour you indi- cate. You have nothing to do but to ask for it. 4. I find that Virginia is unlearning rather than learning with her teacher, — I thought the contrary, 5, Will the river freeze [take] this winter ? — It will, if the weather is cold enough. 6, Do you understand algebra tolerably well ? — No, my dear Sirj .t is Greek to [for] me : it can not be understood at first siorht. OBSERVATIONS. 1. Mind not to confound the conjugation of the Verbs in endre^ which was seen in the preceding Lesson, with that of the Verbs in prendre. They are widely different. It is hardly necessary to add that the formation of the Tense-Forms for this fourth conjugation is regulated by the same rules as that of those of the three others, 2. These two Verbs are always refiectlvely used. FOURTH LESSON OF THE FIFTH COURSE. VERBS IN . , . aindre^ eiiulre^ oindre. TO CONSTRAr^, TO COMTEL. I shall constrain. I should constrain. CONSTRAIXIXG. I constrain, you constrain, he con- strains, we constrain, you constrain, they constrain. I was constraining. that I constrain, that you con- strain, that he constrain, that we constrain, that you con- strain, that they constrain. C0NTRAIND»E. je contraindrai, etc. je contraindrais, etc. contraignant. je contrains, tu contrains, il con- traint, nous contraignons, vous contrai- gnez, ils contraignent je contraignais, etc. que je contraigne, que tu contrai- gnes, qu'il contraigne, que nous contraignions, que yous contrai- gniez, qu"'il3 contraignent. S96 CONSTRAINED. I constrained. that I might constrain. — Conjugate in the same manner the- other verbs in aindre^ eindre^ oindre, ONCE THAT, AS SOON AS. . , TO FEAR, TO PITY. EXCEPT THAT . . , TO GIRDLE, TO BELT, TO SURROUND. TO INCLOSE. WHILST. . . TO FEIGN. TO WHIMPER. — It is very little used. TO PAINT. TO DEPICT. TO PAINT AGAIN. ADD TO THAT. . . BESIDE THAT. TO IMPRINT. TO SQUEEZE OUT, TO STRAIN. TO RESTRAIN. TO LIMIT. Jt» OFTEN AS, EVERY TIMS THAT. . . AS OFTEN AS . . » TO DYE. DYEINGv I dye. DYED. I dyed. AS SOON AS. .. every time that you will to come to see me,, you will oblige me. FIFTH COURSE. contrahity contrainte. je contraignis, etc. que je contraignisse, etc. — Conjuguez de meme les autrea verbes en aindre, ei/ndre^ oiiidre, wie fois qyse, , (Ind.) CRAINDRE. PLAINDRE. si ce rCesi que^,, (Ind.) CEINDRE. ENCEINDRE. durant que, . , (Ind.) FEINDRE, GEINDRE. — II est pen uslt^. PEINDRE. DEPEINDRE* REPEINDRE. joint d> cela qne^.. (In^) EMPREINDRE. EPREINDRE. ASTREINDRE. RESTREINDRE, toutes les fois que, , . (Ind.) autant de fois que,,, (Ind.) TEINDRE. teignanU' je teins, etc, teint. je teignis, eta ^lot que, . . toutes les fois que tous voudrez venir me voir, vous m'obligerez. FOURTH LESSON. 897 TO HIT. TO TARNISH. TO EXTINGUISH. TO DTE AGAIN. TO FETCH OUT, TO TAKE OUT. — It is little used. THAT IS TO SAT THAT. . . that is to say you complain with- out reason. TO JOIN. JOINING. I join. JOINED. I joined. join your two hands to pray God. TO ADJOIN. TO CONJOIN, TO DISJOIN. TO ENJOIN. TO JOIN AGAIN. TO PEEP, TO APPEAR. — ^It is little used except in the in- finitive. ATTEINDRE. DETEINDRE. ETEINDREL KETEINDRE. AVEESTDRE. — II est pen usit^. c^est d> dire que. . , c'est a dire que Yoiis Tons plaigne2S sans raison. JOINDRE, joignant. je joins, etc. joint, jointe. je joignis, etc. joignez les deux mains pour prier Dieu. . (Obs.1.) ADJOINDRE. CONJOINDRE. DISJOINDRE. ENJOINDRE. REJOINDRE. POINDRE. tif. II ne s'emploie guere qu'a Pinfim- FOURTH EXERCISE OF THE FIFTH COURSE. 1. Do you fear your professor ? — Why should I fear him? he is the kindest man I ever met. 2. Into how many groups may this lesson be divided, and what are they ? — It may be divided into three different groups : the first comprising the verbs in aindre, the second those in eindrCy and the third those in oindre. 8. What mood do the conjunctions which you saw in the lesson govern? — They govern the indicative. 4. How will they paint their parlor? — They will paint it in blue. OBSERVATIONS. 1, These Verbs are divided into three groups: i. Those in aindre f n. Those in eindre : and iii. Those in oindre. 898 FIFTH COURSE. FIFTH LESSON OF I shall sew. I should sew, SEWING. I seTVj you sew, he sews, we sew, you sew, they sew. I was sewing. that I sew, that you sew, that he sew, that we sew, that you sew, that they sew. sew, let us sew, sew. SEWED. I sewed. that I might sew NOT THAT. . . IT IS NOT THAT. . . it is not that she sews quick. TO RIP, TO UNSEW, TO UNSTITCH. TO SEW AGAIN. do you not buy a sewing machine ? IF so BE THAT. . . THE FIFTH COURSK . . . oud7'e. COUDRE. je coudrai, etc. je coudrais, etc. cousanf, je couds, tu couds, il coud, nous cousons, vous couse^ lis cou- sent. je cousais, etc que je couse, que tu couses, qu'il couse, que nous cousions, que vous cousiez, qu'i^ consent. couds, cousons, cousez. cousu. je cousis, etc. que je cousisse, etc. (Obs. 1.) ce n^esf pas que, . . (Subj.) ce n'est pas qu'elle couse vite. DECOUDRE. RECOUDRE. n'achetez-vous pas une machine a coudre ? si tant est que, • . (Subj.) — This verb is old, and is used only in the infinitive. TO ABSOLVE, TO ACQUIT. I shall absolve. I should absolve. ABSOLVING. I absolve, you absolve, he absolves, we absolve, you absolve, they ab- solve. I was absolving. that I absolve, that you absolve, that he absolve, that we ab- solve, that you absolve, that they absolve. SOUDRE. — Ce verbe est vieux, et ne s'emploie qu'a I'infinitif. j'absoudrai, etc. j'absoudrais, etc. absolvant. j'absous, tu absous, il absout, nous absolvons, vous absolvez, ils absolvent. j^absolvais, etc* que j'absolve, que tu absolves, quil absolve, que nous absol- vions, que vous absolviez, qu'ila absolvent. FIFTH LESSON. 399 absolve, let us absolve, absolve. — This verb has no preterit definite nor imperfect of the subjunctive. there were five votes to convict the accused and seven to acquit him. TO DISSOLVE. TO RESOLVE. — This last verb is not conjugated exactly like absoudre, to absolve. The participle past is resolu^ re- soLVEDj the preterit definite, Je resolus^ I resolved, and the imper- fect of the subjunctive, que je reso- lusse^ that I might resolve, SO FAR FROM. .. absous, absolvons, absolvez. absouSj absoute, — Ce verbe n'a point de pass6 d^fini ni d'imparfait du subjonctif. il y a eu cinq voix pour condam- ner I'accuse et sept pour Tab- soudre. DISSOUDRE. RESOUDRE. — Ce dernier verbe ne se conjugue pas tout-a-fait comme absoudre. Le participe passe est resolu^ le passe defini, je resolus, et I'imparfait du subjonctif, que je resolusse. tant s^en faut que. (Subj.) I shall grind. I should grind. I grind, you grind, he grinds, •we grind, you grind, they grind. I was grinding. that I grind, that you grind, that he grind, that we grind, that you grind, that they grind. GROUND. I ground. that I might grind. PROVIDED that. . , TO GRIND (tools.) TO GRIND AGAIN. TO GRIND AGAIN (tools.) — ^These three verbs are conjugated after moudre^ to grind. Eoliteness. indness. rudeness. ehow kindness toward your com- rades. je moudrai, etc. je moudrais, etc. moulant, je mouds, tu mouds, il moud, nous moulons, vous moulez, ils moulent. je moulais, etc. que je moule, que tu monies, qu'il moule, que nous moulions, que vous mouliez, qu'ils moulent. moulzu je moulus, etc. que je moulusse, etc TYwyennant que^ , . (Subj.) EMOUDRE. REMOUDRE. REMOUDRE. — Ccs trois verbes se conjuguent snr moudre. la politesse. Tobligeance. la grossi^rete. montrez de Tobligeance envers voa camarades. 400 FIFTH COURSE. FIFTH EXERCISE OF THE FIFTH COURSE. 1. If you learned this fifth lesson of the fifth course with care, you must have perceived that the verbs in oudre are divided into three different conjugations. 2. The verbs which come after each of the verbs conjugated in full are conjugated like them. 8. After having sewed the whole day, will the poor seamstress sew the whole night? — She sews day and night. — Is it possible? 4. Where do you grind your coffee ? — I grind it at home. OBSEEVATIONS. 1. These Verbs in oudre are divided into three groups — ^differing mainly in the Participle Present and in the Participle Past, as also in the Tenses depending upon them. SIXTH LESSON OF THE FIFTH COUESE. VERBS IN . . . aire, — Faire, TO no, TO MAKE. I shall do, yon will do, he will do, we shall do, yon will do, they will do. I should do, yon would do, he would do, we should do, you would do, they would do. MAKING. I do, you do, he does, we do, you do, they do. I was doing. that I do, that you do, that he do, that we do, that you do, that they do. DONE, MADE. I did. that I might do. UNTIL, UNTIL THAT. . . twice two make four. ■ ten times ten make a hundred, twelve times twelve make one hundred and forty-four. je ferai, tu feras, il fera, nous fe- rons, vous ferez, ils feront. je ferais, tu ferais, il ferai t, nous ferions, vous feriez, ils feraient. faisant. je fais, tu fais, il fait^ nous faisons, vous faites, ils font. je faisais, etc. que je fasse, que tu fasses, qu*il fasse, que nous fassions, que vous fassiez, qu'ils fassent. faity faite. je fis, etc. que je fisse, etc. en attendant que,,, (Subj.) deux fois deux font quatre. dix fois dix font cent, douze fois douze font cent qua- rante-quatre. (Obs. 1.) SIXTH LESSON. 401 TO COUNTERFEIT. CONTREFAIRE. TO UNDO, TO UNMAKE, TO DEFEAT. DEFAIRE. TO DO AGAIN, TO MAKE AGAIN. REFAIRE. TO UNDO AGAIN. REDEFAIRE. ALTHOUGH, BESIDE THAT... encore que, . . (Subj.) NOT THAT. . . non que, non pas quCs . . (Subj.) it is fine (weather.) it is bad (weathev.) \vhat kind of weather is it ? is it bad weather ? — I^o, it is very fine weather. il fait beau, il fait manvais. quel temps fait-il ? fait-il mauvais temps?— fait tres beau temps. -Non, il it is warm, it is cold. il fait chaud. il fait froid. TO SATISFY. SATISFAIRE. TO EXACT. SURFAIRE. it is sunshine. il fait soleil. will it be moonshine ? fera-t-il clair de lune ? to make . . . yelp, you make the dog yelp, you let the dog yelp, prevent him from yelping. the rattlesnake. they get cheated by the first comer, they allow themselves to be cheated. the pike. to bespeak, to order. to let alone. to prevent fi'om doing. a swallow. a bee. to get . . . made, to have . . . made, to let. . . be made. to keep from doing. I will order a hat after the last fashion, we want to get bills made, how much do you ask for a hundred 'i faire japper. vous faites japper le chien. vous laissez japper le chien. empechez-le de japper. (Obs. 2.) le serpent a sonnettes. se faire, . . ils se font tromper par le premier venu. ils se laissent tromper. le brochet. faire faire. 1 laisser faire. > (Obs. 3.) empecher de faire. ) une hirondelle. une abeille. se faire faire. ) se laisser faire. > (Obs. 3.) s*empecher de faire. ) je vais faire faire im chapeau a 1j derniere mode, nous voulons nous faire faire de> placards, combien en demandez vous du cent I d02 FIFTH COURSE. SIXTH EXERCISE OF THE FIFTH COURSE. 1. How many compounds has the verb faire f — It has six compound verbs conjugated exactly like itself. 2. Have all the different significations of this verb been given in this lesson ? — Far from it. 8, Did you get a blue coat made? — I got a black coat made by the tailor, 4, Did he not owe you a good deal of money ? — He owed me several hundred dollars. 5. What is this seam- stress doing ? — She is doing and undoing her work all the time. OBSERVATIONS, 1. The different uses of this Verb are so extensive that we can not do more than present a few of them in this Lesson. It gives rise to a great number of idiomatical phrases, for which it will be well to consult the dic- tionary. 2. The next Verb Faii^e is very often used with the Infinitives of other Verbs. So are Laisser and Empecher, 3. Faire faire^ To order, literally To make make, is frequently used as well as the Eeflective Verb Se faire faire. SEVENTH LESSON OF THE FIFTH COURSE. VERBS, Plaire and Taire, TO please. I shall please. I should please. I please, you please, he pleases, we please, you please, they please. I was pleasing, that I please. PLEASED. I pleased. that I might please. would to God I could always have good health ! God forbid I should be constantly exposed to sickness ! PLAIRE. je plairai, etc. je plairais, etc, plaisant. je plais, tu plais, il plait, nous plaisons, vous plaisez, lis plaisent. je plaisais, etc. que je plaise, etc. plu, je plus, etc. que je plusse, etc. plut a Dieu que je pusse toujours avoir une bonne santc I a Dieu ne plaise que je sois sana cesse en butte a la maladie ! SEVENTH LESSON. 403 I will go and see France, my country, once more, if it please God. would to God. . . God forbid ! if it please God. j'irai voir encore une fois la France, ma patrie, s'il plait a Dieu. plut a Dieu que . . a Dieu ne plaise ! s'il plait a Dieu. civil toward. . . obliging toward, rude toward. . . GOVERNMENT OF ADJECTIVES, civil please ? what do you say ? what say? polite toward. . . impolite toward. . . Henrietta shows herself polite to- ward those she meets. offensive to . . . indulgent for. . , TO PLEASE, TO COMPLY WITH. TO DISPLEASE. — This verb, like the preceding one, is conjugated after _^?aire, to please. constant in . . . blind upon. . . clear-sighted upon .. . about... tranquil upon. . . about... be quiet about that ; I shall see to it. to conceal, to be silent about. to keep quiet. hold your tongue, sir. obligeant >■ envers . . . grossier J plait-il? Fmpolii'^'''''"- Henriette se montre polie envers ceux qu'elle rencontre. (Obs, 1.) offensant ) ^^ indulgent J ^ . ' * * complaire. deplaire. — Ce verbe, ainsi que le precedent, se conjugue s>\ir jplaire. constant dans. . . aveugle clairvoyant tranquille soyez tranquille sur cela ; j'y veil- lerai. T^VIRE. se taire. taisez-vous, monsieur. SEVENTH EXERCISE OF THE FIFTH COURSE. 1. Are there many verbs belonging to the fourth conjugation? — There are about two hundred and twelve [of them]. 2. Does the conjugation of the verb plaire differ from that of /aire? — It does totally differ from it. 3. Were you sewing my pantaloons when I entered your room ? — I was sewing my gown at that mo- ment. 4. Where did they take this umbrella ? — They took it at the hotel where they were boarding. 404 FIFTH COURSE. OBSEEVATIONS. 1. Adjectives are sometimes followed by Nouns or Verbs, called coTnple- ments by the French grammarians, helping them to complete the meaning of the sentence. In that case, the Adjectives are first followed by a Prepo- sition. If such. Preposition were always the same in Prench, or the corre- sponding one to the English Preposition, they would be easily learned. But such is not the case. The attention of the Student is directed to thia branch of study, which will be fully elucidated in the following Lessons. EIGHTH LESSON OF THE FIFTH COURSE. VEKBs IN . . . aire,—Traire. TO MILK (draw.) TRAIRE. I shall milk. je trairai, etc. I should milk. je trairais, etc. trayanL je trais, tu trais, 11 trait, nous trayons, vous trayez, MILKING. I milk, you milk, he milks, we milk, you milk, they milk. I was milking. that I milk. milk, let us milk, milk. MILKED. — No preterit definite nor imperfect of the subjunctive. lis traient. je trayais, etc. que je traye, etc. trais, trayons, trayez. traity traite. — ^Point de preterit defini ni d'im.- parfait du subjonctif. GOVERNMENT OF ADJECTIVES. separable from ... inseparable from . . , is anxiety inseparable from wealth ? to milk a cow, a ewe, a she-goat, a she-ass. amenable to. TO ABSTRACT. TO ATTRACT. thoughtful of. . . thoughtless of. . . separable ) -, inseparable ) I'inquietude est-elle inseparable de la richesse ? traire une vache, une brebis, une chevre, une anesse. justiciable de. .. ABSTRAIRE. ATTRAIRK. soucieux insouciant •de. NINTH LESSON. 405 TO DISTRACT, TO SEPAKATE, TO DIVERT DISTRAIRE. FROM. TO EXTRACT. EXTRAIRE. TO DARN. EENTRAIRE. TO REDEEM AN ESTATE. RETRAIRE. TO SUBTRACT. SOUSTRAIRE. TO BRAY. BRAIRE. tlie ass brays. Tane brait. absent from . . . Oliver is absent from home. (Obs. 1.) absent de . . . Olivier est absent de cbez lui. EIGHTH EXERCISE OF THE FIFTH COURSE. 1. Does the servant milk the cow every morning ? — She does milk her not only every morning, but every evening also. 2. From what book did you extract this remarkable passage ? — I ex- tracted it from a book I bought recently. It is a very old book. OBSEEVATIONS. 1. None of the Verbs in Traire have any Preterit Definite nor Imper- fect of the Subjunctive. The primitive meaning of this Verb is To draw^ which meaning appears in the compounds. NINTH LESSON OF THE FIFTH COURSE. VERBS IN »,,ire, — Circoncire, Dire, Conjlre* TO CIECUMCISE. OIRCUMOISING. CIRCUMCISED. victory, conviction. CIRCONCIRE. circoncisant circoncis, la victoire. la conviction. TO TELL, TO SAY. I shall tell. I should say. TELLING. I say, you say, he we say, you say, they say. je dirai, etc. je dirais, etc. je dis, tu dis, il dit, nous disons, vous dites, ils disent. 406 FIFTH COURSE. I was saying. that I say. say, let us say, say. SAID. I said. that I might say. je disais, etc. que je dise, etc. dis, disons, dites. dity dite. je dis, etc. que je disse, etc. different from . . . innocent of. . . GOVERNMENT OF ADJECTIVES. I different I innocent de. come and bid me good-day before starting for school, go and wish good-night to the gentleman as you come in. dissatisfied "with . . . are they dissatisfied with what I gave them ? TO CONTRADICT. TO DISOWN. a relative to . . . free, exempt from . . . the speeches of this popular orator are not free from monotony. venez me dire bonjour» aval t de partir pour I'ecole. allez dire bonsoir a monsieur en arrivant. mecontent de . . . sont-ils mecontents de ce que je leur ai donne ? CONTREDIRE. DEDIRE. ^de... parent exempt les discours de cet orateur popu- laire ne sont pas exempts de monotonie. TO INTERDICT. INTERDIRE. TO CURSE, TO ACCURSE MAUDIRE. ...old. Paul is twenty-three years old. age de . . . Paul est a( TO DETRACT. MEDIRE. TO PREDICT. PREDTRE. TO SAY OVER AGAIN. REDTRE. native of. . . tributary to... origin aire tributaire (Obs. 1.) :de. you contradict ; contradict, you disown ; disown, you interdict ; interdict, you detract ; detract, you predict ; predict. why do you calumniate your colleagues ? vous contredisez ; contredisez. vous d6disez ; dedisez. vous interdisez ; interdlsez. vous medisez ; medisez. vous predisez ; predisez. pourquoi medisez-vous de vos col- lugues? (Obs. l.)l NINTH LESSON. 407 cursing. we curse, you curse, they curse. I was cursing. that I may curse. let us curse ; curse. — The participle present of the verb maudire, to curse, is in issant, and not in isantj like the other com- pounds of aire. All the tenses formed from the participle present are equally spelt with double s. maudissant. nous maudissons, vous maudissez> lis maudissent. je maudissais, etc. que je maudisse, etc. maudissons, maudissez. (Obs. 1.) — Le participe present du verbe maudire est en issant et non pas en isantj comme les auires composes de dire. Tons les temps qui se forment du participe present s'epellent ega- lement avec deux s. TO COMFIT (preserve with sugar.) COMFITING. COMFriED. — It is conjugated after contredii^e^ TO CONTRADICT. greedy, covetous of. . . cotemporary of. . . was Madame de Stael a cotem- porary of Napoleon ? TO SUFFICE. SUFFICING. — It is conjugated like confire, to COMFIT, witti the exception, how- ever, of the participle past, which has no t. full of. . . this bottle is full of oil. expansion. the descent. the hanging (on the gallows.) CONFIRE. confisant, confitj confite. —II se conjugue sur contredire. ^de.. avide ] contemporain j madame de Stael etait-elle con- temporaine de Napoleon ? SUFFIRE. suffisant. mffi. — II se conjugue comme confire h. I'exception, pourtant, du participe passe, qui n'a pas de t. plein de . . . cette bouteille est pleine d*huile. Texpansion. la descente. la pendaison. NINTH EXERCISE OP THE FIFTH COURSE. 1. What did you tell me yesterday, if you please? I did not hear you. — I told you [of] to do your task as soon as possible. 2. Will this piece of bread suffice you ? — It will not suffice me, for I am very hungry. 3. Tell me, have you three dollars to lend me ? — I am very sorry, but I have not a single cent in my porte-monnaie. 408 FIFTH COURSE. OBSERVATIONS. 1. The Verbs in Dire may be divided into three groups as to the rules of their conjugation : I. Lire and Bedire are conjugated perfectly alike. II. Gontredire^ Dedire^ Inter dire^ Medwe^ and Predire have the Sec- ond Person Plural of the Indicative Present and Imperative in isez^ and not in ites, like Di^^e and Eedire. III. Maudire makes Maudissard in the Participle Present, etc. TENTH LESSON OF VEKBS IN . TO EEAD, I shall read, I should read. READING. I read, you read, he reads, we read, you read, they read. I was reading. that I read. READ. I read, that I might read. did you read the novel, *' Notre- Dame de Paris," by Victor Hugo ? no. Sir, I did not read it: I do not read novels. THE FIFTH COUESE. . . ire» — Lire, LIRE. je lirai, je lirais, etc. lisant je lis, tu lis, il lit, nous lisons, vous lisez, ils lisent. je lisais, etc. que je lise, etc. luy lue. je lus, que je lusse, etc. avez-vous lu le roman de " Notre- Dame de Paris," par Yictor Hu- go? ^ ^ non, monsieur, je ne I'ai pas lu : je ne lis pas de romans. (Obs. 1.) GOVERNMENT OF ADJECTIVES. in love with... careful of. . . demandable from ... distinct from ... TO ELECT. this officer is elected by the first balloting, do you elect these judges by the majority or by the plurality of votes? — We elect them by the plurality of votes. TO RE-ELECT. TO READ OVER AGAIN. de. amoureux soigneux exigible de. .. distinct de . . . ELI&E. on elit cet officier au premier tour de scrutin. 61isez-vous ces juges a la majority absolue ou a la pluralite des voix ? — Nous les elisons a la plu- rality des voix. REELIRE. RELIRE. ELEVENTH LESSON. 409 TENT'I EXERCISE OP THE FIFTH COURSE. 1. Will you read my book ? — I shall read it with pleasure. Where can it be bought? 2. Do you think this representative will be re-elected ? — Did you not know that he had been defeated by a large majority ? 3. Where did they read that news ? — They read it in this morning's paper. OBSEEVATIONS. 1. The difference between Lire and the other Verbs in ire is, as we saw before, in the Participle Past : Bire^ dit ; Siifflre, suffi ; Lire^ 1m, ELEVENTH LESSON OP THE FIFTH COURSE. I shall laugh. I should laugh, LAUGHING. I laugh, you laugh, he laughs, we laugh, you laugh, they laugh. I was laughing. that I laugh, that you laugh, that he laugh, that we laugh, that you laugh, that they laugh. LAUGHED. I laughed. that I might laugh. •Rire^ Frvre, Ecrire, HIRE. je rirai, etc. je rirais, etc. riant je ris, tu ris, il rit, nous rions, vous riez, lis ri^nt. je rials, etc. que je rie, que tu ries, qu'il rie, que nous riions, que vous riiez, qu'ils rient. ri. je ris, etc. que je risse, etc. slave to . . . do not be a slave to your passions. acc^*^' .ory to . . . fona of . . . what do you laugh at? — I am laughing at what just happened. whom was he laughing at? — He was laughing at him, or rather he was laughing at both. — It is conjugated after rire, 18 GOVERNMENT OF ADJECTIVES. esclave de . . . ne soyez pas esclave de vos pas- sions. de quoi riez- vous ? — Je ris de ce qui vient de se passer, de qui riait-il ? — II riait de lui, ou, plutot, il riait de tous les deux. SOURIRE. — II se conjugue sur rire. 410 FIFTH COURSE. —This verb is used only in the present of the indicative, without the plural ; in the future and con- ditional, with the singular and plu- ral ; in the singular of the impera- tive, in the infinitive, and finally in all the compound tenses. To supply the other tenses, those of the verb favre^ to do, with the infinitive of /Hre, to fry, are used. get some fish fried fox' the break- fast. — Ce verbe n'est usite qu'au present de I'indicatif, sans pluriel ; au futur et au conditionnel, avec le singulier et le pluriel ; au singulier de I'impe- ratif, a I'infinitif, et enfin a tons lea temps composes. Pour suppleer aux autres tem|)9, on se sert de ceux du verbe /aire avec I'infinitif de frire : /aire /iri/re, faites frire du poisson pour le de- jeuner I shall write. I should write. WEITING. I write, you write, he writes, we write, you write, they write. I was writing. that I write, that you write, that he write, that we write, that you write, that they write. WTIITTEN. I wrote. that I might write. intoxicated with . . . a victim to . . . this physician died a victim to his devotion. whom are you writing to ? — I am writing to my father: I have wanted to write to hioi a long time. — Conjugate the following verbs after ecrire^ to wbite : TO CIRCUMSCRIBE. TO DESCRIBE. TO INSCRIBE. TO PRESCRIBE. TO PROSCRIBE. TO WRITE OVER AGAIN. TO SUBSORTDE. ECBIBE. j*ecrirai, etc. j'ecrirais, etc. ecrivant, j'ecris, tu ecris, il ecrit, nous ecrivons, vous 6crivez, lis ecrivent. j'ecrivais, etc. que j'ecrive, que tu derives, qu'il ecrive, que nous ecrivions, que vous ecriviez, qu'ils ecrivent. ecrit, ecrite. j'ecrivis, etc. que j'ecrivisse, etc. ivre de . . . victime de . . . ce medecin est mort victime de son devouement. a qui ecrivez-vous ? — J'ecris a mon pere : il y a longtemps que je voulais lui dcrire. -— Conjuguez sur ecrire les verbes suivants : CIRCONSCRIRE. DECRIRE. INSCRIIIE. PRESCRIRE. PROSCRIRJB. RECRIRE. SOUSCRIRE. TWELFTH LESSON. 411 ELEVENTH EXEKCISE OF THE FIFTH COURSE. 1. Do you write often to your good mother ? — I write to her every week without fail. 2. Go and inscribe your name in the book. — I will go and inscribe it directly. 3. I understand [learn] that you subscribe to the daily paper. — I subscribed to it from the foundation of the paper. TWELFTH LESSON OF THE FIFTH COURSE. VERBS IN , » Are, — Cuire, Gonduire^ Construirey LvAre^ Nuire, TO COOK. I shall cook, I should cook. COOKING. COOKED. I cooked, that I might cook. — The other tenses of the verb are conjugated after dire^ to say. has the cook cooked the meat? did she cook it ? CUIRE. je cuirai, je cuirais, etc. cuisant. cuit, cuite. je cuisis, que je cuisisse, etc. — Les autres temps dii verbe se con- juguent sur dire, la cuisiniere a-t-elle cuit la viande ? I'a-t-elle cuite ? GOVERNMENT OF ADJECTIVES. — De BEFORE THE INFINITIVE. blameable on account of. . . is not your uncle to be blamed for having got married at his age ? he is over fifty. desirous of. . . TO ROAST, TO BOIL AGAIN. TO CONDUCT. CONDUCTING. CONDUCTED. — It is conjugated after cuiref as well as all the verbs in uire, which are found below in this lesson. TO SHOW OFF. TO DO OVER, TO DAUB. this enormous pipe carries water from one reservoir to the other. TO INDUCE. TO INTRODUCE TO PRODUCE blamftble de. . . votre oncle n'est-il pas blamable de s'etre marie a son age? il a cinquante ans passes. (Obs. L) desireux de . . . CONDUIRE. conduisant, conduit^ conduite. — II se conjugue sur cuire^ ainsi que tous les verbes qui se trouvent plus has dans cette leQon. ECONDUIRE. ENDUIRE. cet enorme tuyau conduit les eaux d'un reservoir a I'autre. INDUIRE. INTRODUIRE PRODUIRE. 412 FIFTH COURSE. I TO REPRODUCE. TO RECONDUCT. TO REDUCE. TO PLASTER OVER AGAIN, TO SEDUCE. TO TRANSLATE. curious to . . . puzzled to . . . I should be curious to know the age of this young lady. TO CONSTRUCT. CONSTRUCTING. CONSTRUCTED. an earthquake has destroyed the greater part of the city. TO DESTROY. TO INSTRUCT. TO RECONSTRUCT. very sorry to . . . I am very sorry not to be able to be useful to you. ^ ^ I shone, that I might shine, etc. — This verb and the following ones are conjugated after cuire^ to cook, with tho^exception of the participle past, which has no t : lui, not Iuit. Luire^ TO shine, is conjugated only in the third persons of the sin- gular and plural. \ the sun shines for alL r TO SHINE, TO GLITTER. TO GLIMMER. glad. very glad to . . . I am glad to &ee you again. you must not injure the interests of rivals out of sheer mischief. TO HURT ONE ANOTHER. REPRODUIRB. RECONDUIRE. REDUIRE. RENDUIRE. SEDUIRE. TRADUIRE. curieux de . . . je serais curieux de savoir Tage de cette demoiselle. CONSTRUIRE. construisant construit un tremblement de terre a detruit la plus grande partie de la ville. DETRUIRE. INSTRUIRE. RECONSTRUIRE. desole de . . . je suis desole de ne pouvoir vous etre utile. LUIRE. je luisis, que je luisisse, etc. — Ce verbe et les suivants se conju- guent sur cuire, a 1' exception du participe pass^, qui n'a pas de t : lui, et non pas Iuit. Zuire ne se conjugue qu'aux troi- siemes personnes du singuHer et du pluriel. le soleil luit pour tout le monde. RELUIRE. ENTRE-LUIRE. aise de... bien aise de . . . je suis bien aise de vous re voir. il ne faut pas nuire aux int6r^ts de ses rivaux par pure malice. s'entre-nuire. THIRTEENTH LESSON. 413 TWELFTH EXERCISE OF THE FIFTH COURSE. 1. Why have all these honorable men been proscribed? — They are political refugees. 2. Where did you lead this gentleman? — I was leading him to the door. 3. Will you not introduce this stranger into the parlor ? — I will introduce him there if you wish. 4. Have this fish well cooked. — Shall I get it fried ? Do as you please. OBSEEVATIONS. 1. We Baw, in the former Lessons, the Adjectives governing the Noun, or rather preceding it, connected by a Preposition. In this and other Lessons, they govern the Verb in the Infinitive preceded by de. THIRTEENTH LESSON OF THE FIFTH COURSE. VEEBS IN . . . oire. — Boire^ Orowe, BOIRE. TO DRINK. I shall drink. I should drink. DRINKING. • I drink, you drink, he drinks, we drink, you diink, they drink. I was drinking. that I drink, that you drink, that he drink, that we drink, that you ii'ink, that they drink. drink, let us drink, drink. DRLTNK. I drank, that I might drink. je boirai, etc. je boirais, etc. huvant. je bois, tu bois, il boit, nous buvons, vous buvez, ils boivent. je buvais, etc. que je boive, que tu boives, qn*H boive, que nous buvions, que vous buviez, qu'ils boivent. bois, buvons, buvei hu. je bus, que je busse, etc. what do you drink at your dinner \ 1 que buvez-vous a votre diner ?— — I drink water. ' Je bois de I'eau. GOVERNMENT OF ADJECTIVES. — De BEFORE THE INFINITIVE, joyful to. . . we are quite joyful to have taken you unawares so early in the morning. charmed to . . . charme de . . . TO DRINK AGAIN. joyeux de. . . nous sommes tout joyeux de voua avoir surpris de si matin. 414 FIFTH COURSE. TO BELIEVE. I shall believe, I should believe. BELIEVING. I believe, you believe, be believes, we believe, you believe, they believe. I was believing. that I believe, that you believe, that he believe, that we believe, that you believe, that they believe. believe, let us believe, believe. BELIEVED. I believed, that I might believe. do you not believe me ? — I believe you without difficulty. do you not believe what I am telling you? do you not be- lieve it? who does not believe in God ? did he believe in the Spirits ? glad to . . . enchanted to . . . my brother Julius is enchanted to have made your acquaintance on board the steamboat. TO PERSUADE. to make believe. TO DISBELIEVE. in raptures to . . . my mother was in raptures to know that I was out of danger. the suspension. the rendezvous, the report. who prepared this report? — It is the secretary. the cordial understanding. CROIRE. je croirai, je croirais, etc. croyajit. je crois, tu crois, il croit, nous croyons, vous croyez, ils croient. je croyais, etc. que je croie, que tu croies, qu'il croie, que nous croyions, que vous croyiez, qu'ils croient. crois, croyons, croyei cru. je crus, que je crusse, etc. ne me croyez-vous pas? — Je vous crois sans peine. ne croyez-vous pas ce que je vous dis ? ne le croyez-vous done pas ? qui ne croit pas en Dieu? croyait-il ^ux Esprits ? content de . . . enchante de . . . mon frere Jules est enchante d'a- voir fait votre connaissance k bord du bateau a vapeur. ACCROIRE. faire accroire. MECROIRE. au comble de la joie de. . . ma mere fut au comble de la joie d'apprendre que j'^tais hors de danger. la suspension, le rendez-vous. le compte-rendu. qui a redige ce compte-rendu?— C'est le secretaire. I'entente cordiale. FOURTEENTH LESSON. 415 THIRTEENTH EXERCISE OP THE FIFTH COURSE. 1. Do you believe that story ? — I do not believe a line of it. 2. Do you not drink wine at all ? — I drink it sometimes at my dinner, but not in great quantity. 3. This lawyer drinks a great deal, it is said. — It is not probably true. 4. Good morning. — Good day. FOURTEENTH LESSON OF THE FIFTH COURSE. VEKBS IN . . . ore, — Qlor^ TO CLOSE. I shall close, I should close. — 1^0 participle present. I close, you close, he closes, we close, you close, they close. I was closing, that I close. CLORE. je clorai, je clorais, etc. — Pas de participe present, je clos, tu clos, il clot, nous closons, vous closez, ils clo- sent. je closais, etc. que je close, etc. clos, close. — ^Point de preterit defini ni d'im- parfait du subjonetif dans aucun de ces verbes en ... ore, we could not close our eyes for nous n'avons pu clore Toeil de la the night, nuit. GOVERNilENT OF ADJECTIVES. — De BEFORE NOUNS AND INFINITIVES. — No preterit definite nor imperfect of the subjunctive in any of these verbs in . . . ore. guilty of. . , is the prisoner guilty of this crime? is he guilty of having killed this hunter \ — This verb is little used except in the infinitive aii'l in the third persons of some tenses. The com- pound tenses are cuigugated with the verb Ure^ to be. these flowers opened during the night. TO INCLOSE. TO PEECLUDE. coupable de. . . le prisonnier est-il coupable de ce crime ? est-il coupable d'avoir tue oe ehas- seur ? — Ce verbe n'est guere usite qu'^ I'infinitif et aux troisi ernes personnes de quelques temps. Les temps com- poses se conjuguent avec le verba Ure, ces fleurs sent ecloses durant la nuit. ENCLORE. FOECLORE. 416 FIFTH COURSE. capable of. . . incapable of . . . responsible for. . . inconsolable for. . . this highwayman is capable of everything. Jefferson, the author of the Decla- ration of Independence, had a genius capable of conceiving everything. a chink, slit, the defense. I see you looking through the chinks of the door. the besieged made a gallant re- sistance, but they had to yield to numbers. capable )^ incapable J responsable de. • / inconsolable de. . . ce bandit est capable de tout. Jefferson, Tauteur de la declara- tion de I'independance, avait un genie capable de tout concevoir. une fente. la defense. je te vols qui regarde d travers les fentes de la porte. les assieges firent une belle de- fense, mais ils durent ceder au nombre. FOURTEENTH EXERCISE OF THE FIFTH COURSE. 1, Are you capable of knowing my thought by looking at me ? — I am capable of it. 2. Are you going to inclose this garden for the winter ? — I am going to inclose it very soon. S. Is she incon- solable for the loss of her husband ? — She is [so]. OBSERVATIONS. 1. Here we have Adjectives fallowed by de before either Kouns or Verbs in the Infinitives. They will be placed under distinctive heads. FIFTEENTH LESSON OF THE FIFTH COURSE. TO BREAK. I break, you break, he breaks. — ^This verb, as well as its com- pounds, is conjugated ix^tQrrepandre^ TO SPILL, with the exception of the third person singular ot the indica- tive present, which takes a t: il rompTj and not il romp. r . . ,^re, ROMPRE. rompant. je romps, tu romps> il rompt, etc. rompu. — Co verbe, ainsi que ses composes, se conjiiguo sur repaiidre^ h 1' excep- tion de la troisiemo personne dii sin- gulier du present de I'indicatif, qui prend un t : il rompT^ et non pas, il romp. FIFTEENTH LESSON. 417 GOVERNMEXT OF ADJECTIVES. — De BEFORE N0TJN3 AND INFINITIVES. proud of . . . ashamed of . . . the dyer was ashamed of his con- duct. he felt ashamed for having ap- plauded beyond measure. this prisoner broke his chains, they succeeded in breaking off the marriage of Miss X and Mr. D. pleased with . . . impatient of. . . TO CORRUPT. worthy of. . . tmworthy of. . . TO INTERRUPT. all the works of the State are interrupted on account of the misunderstanding which has arisen between the contractors and their men. tired with, of. . . indignant at . . . wearied of. . . such conduct towards war prison- ers was somewhat revolting; the troops were indignant at it. far from . . . remote from . . . in despair, sorry for. . . deeply grieved for having lost his fortune by gambling, this officer gave himself up to all excesses. afflicted with . . . very sorry for . , . the attention, the extent the pretension. take care, mind what you are going to do. 18* glorieux de . . . honteux de . . . le teinturier etait honteux de sa conduite. il s'est senti honteux d'avoir ap- plaud! a outrance. ce prisonnier a rompu ses chaines. elles ont reussi a rompre le ma- nage de mademoiselle X. et de monsieur D. content de . . . impatient de . •. . CORROMPRE, digne ) indigne ) de. INTERROMPRE. tons les travaux de I'etat se trou* vent interrompus par suite de la mesintelligence survenue entre les entrepreneurs et leurs ouvriers. ♦ fatigue de . . . indigne de. . . lasse de . . . une pareille conduite envers des prisonniers de guerre avait quelque chose de revoltant ; les troupes en furent indignees. eloigne de . . . desespere de . . . desespere d'avoir perdu sa fortune au jeu, cet officier s'est aban- donne a tons les exces. afflige de . . . desole de. . . I'attention. Tetendue. la pretention. prenez garde, faites attention a 06 que vous allez faire. 418 FIFTH COURSE. FIFTEENTH EXERCISE OF THE FIFTH COURSE. 1. Do not make so much noise, if you please : you break my head. — Do I break your head by making so much noise ? 2. They interrupted this speaker every moment. 8. You should not inter- rupt the speaker when he is speaking. SIXTEENTH LESSON OF THE FIFTH COURSE. VEEB IN etre» — We gave the conjugation of this verb iu the two first courses. I think ; therefore I am. ETRE, — Nous avoufi donne la conjugaison de ce verbe dans les deux premiers cours. je pense, done jesuis. (Descartes.) GOVERNMENT OF ADJECTIVES. — De BEFORE NOUNS AND INFINITIVES. jealous of. . . zealous of. . . are you jealous of my successes, Charles ? no, my dear Oliver, I am jealous of nothing but to imitate you. — ^We saw, in the preceding courses, the verb etre^ to be, used as an auxiliary ; it is used in that way to conjugate passive verbs and certain neuter or unipersonal verbs : we are interrupted every moment. you fell. great calamities have happened. proud of. . . — The verb etre was also used in the pronominal verbs with the sig- nification of the verb avoir, to have : they defended one another, that is to say, they defended [them- selves] the one the other. tired of . . . — Etre, TO BE, has also been em- ployed by us, in the mean time, in Its proper sense, as an independent verb, whenever we thought proper to use it. jaloux de. . . etes-vous jaloux de mes succds, Charles? non, mon cher Olivier, je ne suis jaloux que de vous imiter. — Nous avons vu, dans les cours qui precedent, le verbe etre employe comme auxiliaire : il sert alors a con- juguer les verbes passifs, et certains verbes neutres ou unipersonnels ; nous sommes interrompus a tout moment, vous etes tombes. il est arrive de grands malheurs. fier de . . . — Le verbe etre a ete employ^ aussi, dans les verbes pronominaux, avec la signification du verbe avoir : ils se sont defendus, c'est a dire, ils ont defendu eux-memes, I'un I'autre. las de . . . — Nous avons en meme temps em- ploy6 le verbe etre dans son sens propre. comme verbe independant. toutcs les fois que nous I'avons juge h propos. SIXfEENTH LESSON. 419 sure of . . . I have been to the exhibition, they have gone to hear the ser- mon. — The compound tenses of the verb ^t7'e are used instead of those of the verb alle?^ if you mean to represent that you have returned from a place. Allei' is used if you mean to say that you are still in a place, that you have not returned from it. the extension. the sale. he made more than one thousand five hundred dollars by the sale of this piece of land. the casting. how is the casting of types used in printing made ? the laying of eggs. the correspondence. the response. it is the seasoi. when partridges are laying. the shearing. the loss. the loss of his two brothers in a shipwreck has profoundly af- flicted him. a horsebit. * | the bite. i the horses rjA away. the twisting.* sur de . . . j'ai ete a I'exposition. ils sent alles au sermon. — On se sert des temps composes du verbe etre au lieu de ceux du verbe alle?', si I'on veut faire entendre qu'on est de retour d'un endroit. On emploie aller si I'on veut dire qu'on est encore dans un endroit, qu'on n'en est pas de retour. I'extension. la vente. la vente de ce morceau de terre lui a rapporte plus de quinze cents dollars. la fonte. comment se fait la fonte des ca- racteres d'imprimerie ? la ponte. la correspondance. la reponse. c'est la saison ou les perdrix font leur ponte, la tonte. la perte. la perte de ses deux freres, dans un naufrage, I'a jete dans une profonde tristesse. le mors, la morsure. les chevaux prixent le mors aux dents. le tordage. SIXTEENTH EXERCISE OF THE FIFTH COURSE. 1. How are you since your return? — I am tolerably well, thank you. 2. llave you been to the country since I saw you ? — No, Sir, I have remained in the city all the time. 3. Where is Oliver ? — He is gone to church. 420 FIFTH COITRSB. SEVENTEENTH LESSON VERBS IN ,. 10 BE iBORN, TO SPRING. I shall be born. I should be born, BEING BORN. ' am born, you are born, he is borny we are born, you are born, they are born. I was born. that I may be born. BORN. I was born. that I might be boru. I was born. THROUGH . , . through the wood. where was your father born ? he was born in France, near Paris. FROM (above) ... FROM UNDER . . . take the kettle off from the ma- hogany table. ■BNDER. . . let us make the hena pass under the fencer TO REVIVE. — ^It is conjtigated after naitre. mature seems to revive in the spring. OPPOSITE. . . FULL . . . Louise has her apron full of pea- nuts ; let us go and ask her for some. the taking. the taking of Genoa cost a great deal of blood and treasure. OF THE FIFTH COUESE. , aitre. — Naitre, NAITRE. je naitrai, etc. je naitrais, etc. nais&ant, je nais, tu nais, il nait, nous naissons, vous naig©ez> ils naissent. je naissais, etc. que je naisse, etc. we, etc. je naquis, etc. que je naquisse, etc je suis n6, etc. d, tr avers, , . a travers le bois, ou votre p^re est-il n6 ? il est ne en France, pr^s de Paria. de dessus,,. enlevez la chaudiere de dessus la table d'acajou. par-dessus, ., par-dessous. .. faisons passer les pouies par-dessus la cloture. RENAITRE, — ^11 se conjugue sur nakre. la nature semble renaitre au prirt- temps. vis'd-vis . . . plein . . . Louise a des pistachis plein son tablier : allons lui ej demander. %r la prise. la prise de Genes a cout6 beaucoup de sang et d'or. SETENTEEKTH LESSON. 421 IT IS A PITY THAT. it is a pity that he "was bom poor ; he would have made his way rapidly. It is a great pity. ON ACCOUNT OF. . . CONSIDERING . . . these precautions are not too great, considering the great number of foreigners who ar- rive every day. what is it ? what is that ? do you know what it is ? do you know what that is ? what it is. what that is. it IS a ship. give me a pinch of snuff. the apprenticeship, the comprehension, an enterprise, undertaking, there is an undertaking worthy of your courage. the resumption, retaking, the resumption of business is go- ing on slowly. the surprise. a mistake. what a fatal mistake I c^est dommage que, . . (Subj.) c'est dommage qu'il soit ne pauvre, il aurait fait son chemin rapide- ment. C'est grand dommage. attendu, . . vu, , . ces precautions ne sont pas de trop, vu le grand nombre d'e- trangers qui arrivent tons lea jours. j qu'est-ce que c'est ? ( qu'est-ce ? qu'est-ce que c'est que cela f savez-vous ce que c'est ? savez-Yous ce que c'est que cela ? ce que c'est. ce que c'est que cela. (Obs. 1.) c'est un batiment. donnez-moi une prise de tabac, I'apprentissage. la comprehension, une entreprise. Yoila une entreprise digne de TOtre courage. la reprise. la reprise des affaires s'opere len- tement. la surprise. une meprise. quelle fatale meprise I SEVENTEENTH EXERCISE OF THE FIFTH COURSE. 1. What is it? what is that? — I do not know what it is. 2. Where was Napoleon Bonaparte born ? — He was born in Ajaccio, 8. Is it not a pity that we do not know how to play cards, sing ballads, and dance the polka ?— It is a great pity, indeed. OBSERVATIONS. 1. This manner of speaking so peculiar and idiomatic, is, moreover, very frequently used in French. 422 FIFTH COURSE. EIGHTEENTH LESSON OF THE FIFTH COUKSB. VERBS IN . . . aitre, — Connaitre^ Faraitre^ Paitre, TO KNOW, TO BE ACQUAINTED WITH. I shall know, I should know. KNOWING. I know, you know, he knows, we know, you know, they know. I was knowing. that I know, that you know, that he know, that we know, that you know, that they know. know, let us know, know. KNOWN. I knew, that I might know. TO FEAR THAT. . . —This verb is among those which require the negative in the subordi- nate proposition, when the princi- pal proposition is affirmative : we are afraid that Frances may start without coming to bid us adieu. But if this principal proposition is negative, then ne is never expressed in the secondary proposition : do not fear that I shall dye my ribbon. In fine, if it be desired that the thing expressed by the verb of the subor- dinate sentence should happen, ne... pas, NOT, must be put in the subor- dinate phrase. For instance, when any one says : I am afraid that my friend may not come on account of the bad weather, it is evident that he wishes his friend to come, even in spite of the bad weather, and that is the reason why ne... pas, not, is necessary. CONNAITRE. je connattrai, je connaitrais, etc connaissanf. je connais, tu connais, il connait, nous connaissons, vous connaissez, ils connaissent. je connaissais, etc. que je connaisse, que tu connaisses, qu'il connaisse, que nous con- naissions, que vous connaissiez, qu'ils connaissent. connais, connaissons, connaissez. connu. je connus, que je connusse, etc craindre qtoe, . . — Ce verbe est du nombre de ceux qui exigent la negative dans la pro- position subordonnee quand la pro- position primordiale est affirmative : nous craignons que Francoise ne parte sans venir nous dire adieu. Mais si cette proposition primor- diale est negative, on n'exprime ja- mais ne dans la proposition secon- daire : ne craignez pas que j'aille teindre mon ruban. Enfin, si Ton souhaitait que la chose exprimee par le verbe de la phrase subordonnee arrivat, il fau- drait aj outer ne . . . pas a la subor- donnee. Par exemple, lorsque quel- qu'un dit: je crains que mon ami ne vienne pas a cause du mauvais temps, il est evident qu'il souhaite que son ami vienne, meme on depit du mau- vais temps, et voila pourquoi il faut dire ne. . , pas. EIGHTEENTH LESSON, 423 are you acquainted with the gen- tleman who is seated in the window opposite ? I know him by sight, but I do not know him by name. NOT TO KNOW. TO RECOGNIZE, connaissez-vous ce monsieur qui est assis a la croisee, en face ? je le connais de Yue, mais je ne le connais pas de nom. MECONNAlTRE. beconnaItre. GOVERNMENT OF ADJECTIVES.- ; BEFORE NOUNS. pardonable to, excusable in . . . this fault would be excusable in a child, but it is not in a big boy like you. unpardonable to . . . the constraint, the fear, the complaint. it is better to lead men through love than through fear. a girdle, sash. a good name is better than riches, says a French proverb. the inclosure, circuit. the walls around Paris, built during the reign of Louis Phi- lippe, have cost France more than five hundred millions of francs. the feint, dissimulation, the painting, painting in oil. crayon-drawing. the print, stamp. the hand of God is visible in all his works. the restriction. the complexion. the tint. mezzotinto. the dyeing, dye. to put a stuff in dyeing. an extinguisher. pardonnable d . . . cette faute serait pardonnable a un enfant, mais elle ne Test pas a un grand gargon comme vous. (Obs. 1.) impardonnable a. . . la contrainte. la crainte. la plainte. il vaut mieux conduire les hommes par I'amour que par la crainte. une ceinture. bonne renommee vaut mieux que ceinture doree, dit un proverbe frangais. I'enceinte. le mur d'enceinte de Paris, eleve sous le regne de Louis-Philippe, a coute a la France plus de cinq cent millions de francs. la feinte. la peinture. peinture a Thuile. peinture au pastel. Tempreinte. Tempreinte du doigt de Dieu se reconnait dans toute la nature. la restriction. le teint. la teinte. demi-teinte. la teinture. mettre une etoffe a la teintura un eteignoir. 424 FIFTH COURSE. TO APPEAR. — This verb and its co^mpounds are conjugated after connmtre^ to know. TO APPEAR. to APPEAR (before a tribunal.) TO DISAPPEAR. TO APPEAR AGAIN. — The verbs ajpparaitre and dispa- raitre are conjugated in their com- pound tenses with avoir or etre. — Ce verbe et ses ^composes se con* juguent sur connaitre. apparaitre. comparaitre. disparaItre. reparaItre. — Les verbes apparaitre et disparait7*e se conjuguent, dans leurs temps composes, avec avoir ou etre. — This verb, which is conjugated after connaUre, has no preterit de- finite nor imperfect of the subjunc- tive. The participle past, puj is little used. These observations are equally applicable to its compound, repaitre. the joint. the junction. the joint of the shoulder. the adjunction. a conjunction, the injunction. a point, period, dot, stitch. a semicolon. a colon. a point of interrogation. a point of exclamation. PAITRE. — Ce ^verbe, qui se conjugue sur connaitre^ n'a point de preterit defini ni d'imparfait du subjonctif. Le participe passe, pu^ n'est guere usite. Ces observations s'appliquent egale- ment a son compose, repaitre. le joint. la jointure. le joint de I'epaule. I'adjonction. ime conjonction. I'injonction. un point. un point et une virgule. un deux-points. un point d'interrogation. un point d'exclamation. EIGHTEENTH EXERCISE OF THE FIFTH COURSE. 1. This lesson may be divided into three groups of verbs : the first group contains the verb connaitre and its compounds ; the second contains jparaUre and others ; and the third embraces paitre. 2. Should you have recognized me if you had not known that I was in the city ? — To tell the truth, I doubt ifc. 8. When I left our city for California, I had no beard, no whiskers, no mous- tache, and now I have those things in abundance. OBSEKVATIONS. 1. A certain number of Adjectives require a, to, before the following Noun. NINETEENTH LESSON. 4^5 NINETEENTH LESSON VERBS IN . . . TO GROW. I shall grow, I should grow. GROWING. I grow, you grow, lie grows, we grow, you grow, they grow. I was growing, that I grow. GROWN. I grew, that I might grow. — They write, with a circumfiex ac- cent over the % the three persons of the singular of the verb crcntre and its derivatives, and the participle past with the circumflex accent over the w, to distinguish them fro m the corresponding tenses of the verb croirej to believe. the hyssop grows in the valleys. TO ENLARGE. TO DECREASE. OP THE FIFTH COURSE. (nt?'e. — Croit?'e. CROlTRE. je croitrai, je croitrais, etc. croissaiit. je crois, tu crois, il croit, nous croissons, vous croissez, ils croissent. je croissais, etc. » que je croisse, etc* cru, crue. je crus, que je crusse, etc. — On ecrit, avec un accent circon- flexe sur l'^, les trois ^personnes du singuiier du verbe croitre et de sea derives, et le participe passe avec un accent circonflexe sur I'w, pour les distinguer des temps correspondanta da verbe croire. Thy sop e croit dans les vallees. ACCROITRE. DECROITRE. applicable to . . . suitable to . . . similar to . . . is this sewing machine similar to mine ? — I do not know anything about it. t remain near me, Jane : I am not . well. indebted to . . . for I am indebted to you for life. favorable to . . . formidable to . , . impenetrable to . . , ROLTs^D . . . to walk round the garden. FOR WANT OF. . . applicable \ convenable >-a. , . semblable ; cette machine a coudre est-elle semblable a la mienne ? — Je n*en sais rien. aupres de, . , restez aupres de moi, Jeanne; je ne suis pas bien portante. redevable a. . . de. . . je vous suis redevable de la vie. favorable ) redoutable > a . . . impenetrable ) autour de, , . se promener autour du jardin. faute de, , , 426 FIFTH COURSE. formidable to . preferable to . . hurtful to , , . profitable to . . similar to, conformable to . , . the ambassador acts in conformity to his instructions. repugnant to . , . inferior to . . . superior to . . . posterior to . . . anterior to , . , the junction. the junction of the Pacific and Atlantic oceans, by a railroad over the isthmus of Panama, must be considered as one of the most remarkable events of our times. This great work was completed in eighteen hundred and fifty-five. the sewing, seam. the absolution. the dissolution. the resolution. this young officer displayed a great deal of resolution in the defense of the fort which had been committed to him. a mill. a windmill. it is a thing done. the making. the counterfeiting, spurious edi- tion. the defeat. the satisfaction. the defeat, by the government troops, of the insurgents, was the signal for an unexampled massacre of the unfortunates who engaged in that rash en- terprise. formidable \ preferable ( ^ prejudiciable f * ' ' profitable ) hors de, ,. conform e a. . . I'ambassadeur agit d'une manidr« conforme a ses instructions. antipathique a. . . inferieur \ superieur { > posterieur r ^* • • anterieur ) la jonction. on doit considerer la jonction de I'ocean Pacifique et de I'ocean Atlantique, par un chemin de fer a travers I'isthme de Panama, comme Tun des eveuements les plus remarquables de notre' temps. C'est en mil huit cent cinquante-cinq que ce grand ou- vrage fut acheve. la couture. I'absolutioru la dissolution. la resolution. ce jeune officier a deploye une grande resolution dans la defense du fort qu'on lui avait confiee. un moulin. un moulin a vent. c'est un fait accompli. la fa^on. la contrefa^on. la defaite. la satisfaction. la defaite des insurges, par les troupes du gouvernement, fut le signal d'un massacre sans exem- ple des maiheureux qui avaient pris part a cette echauflbur^e. TWENTIETH LESSON. 427 NINETEENTH EXERCISE OF THE FIFTH COURSE. 1. You told me the other day that your expenses were increas- ing, is it really the case? — My expenses have been increasing every year. 2. Did you observe any resemblance between the verb croirej to believe, and croitre, to grow? — The three first persons of the singular of the present indicative are distinguishe*d from one another only by a circumflex accent. 8. When do you start for California ? — In a fortnight. 4. Will you not come and see me before you start? — I shall not fail to do it TWENTIETH LESSON OF THE FIFTH COURSE. VERBS IN ..,attre. — Battre, TO BEAT, I shall beat, I should beat. BEATING. I beat, you beat, he beats, we beat, you beat, they beat. I was beating. that I beat. beat, let us beat, beat. BEATEN. I beat. that I might beat NEAR BY . . . NEAR . . . sit down near by me. sit down near by. SHELTERED FROM, UNDER SHELTER, QUITE CONTRARY TO, THE WRONG WAY OF, THE REVERSE. Mahomet conquered all his ene- mies, his pulse is beating. EXCEPT, BUT . . . BY DINT OF. . . these luxuries can not be procured except by dint of gold. je battrai, je battrais, etc* hattant je bats, tu bats, il bat, nous battens, vous battez, ils battent. je battais, etc. que je batte, etc bats, battens, battez^ hattu. je battis, etc. que je battisse, etc d, cote de. . . ; a cote. asseyez-vous a cote de moi. asseyez-vous a cote. (Obs. 1.) d convert de, . , ; d, convert, d rebours de. . . ; d rebonrs. Mahomet battit tous ses ennemis. le pouls lui bat d moins de. . , d prix de. . , on ne pent se procurer ces dou« ceurs qu a prix d'or. 428 FIPTH COURSE. TO PULL DOWN, TO THROW DOWN. TO COMBAT. TO DEBATE. ON ACCOUNT OF, FOR THE SAKE OF. . AT THE RATE OF. . . EVEN WITH, LEVEL WITH . . . BY DINT OF. . . TO PULL DOWN. TO BEAT AGAIN. TO TAKE one's PLEASURE. ABATTRE. COMBATTRE. DEBATTRE. d cause de. . d raison de, d fleuT de, . , d force de, . rabattre. rebattre. s'ebattre. (Pronom. verb.) GOVERNMENT OF ADJECTIVES. — Ob BEFORE NOUNS. similar to . . , adherent to . . . equivalent to . . . this sum in dollars is equivalent to this other sum in francs. present to . . . zealous for. . . indifferent to . . . WITH RESPECT TO . . . you did not behave well towards Mr. Legros. outrageous toward, encroaching upon. . . derogatory to . . . contrary to . . . necessary to . . . natural to. . . attentive to . . . relative to . . . docile toward, submissive to . . . indocile toward. . . this manual will be very useful to those who propose to learn French. useful to . . . useless to . . . faithful to . . . unfaithful to . . . importunate to . . . pareil a. . . adherent ) > equivalent j ^^ •• cette somme en dollars est equi- valent e a cette autre somme en francs. present ) ardent >a... indifferent ) d Vegard de, , , vous vous etes mal conduit a V&^ gard de monsieur Legros. attentatoire [a.,. derogatoire contraire ) v ha. . , necessaire ) naturela... attentif ) v relatif ) docile } V indocile J * ' ' ce manuel sera tres utile a ceux qui se proposent d'apprendre le fran^ais. utile ) ^ inutile j ^••" fidele ) . infidelep-" importun a. . . TWENTIETH LESSON. 429 disobedient to, rebellious toward . . odious to . . . hurtful to . . . ruinous to . . . advantageous to . . . it is an advantageous bargain for both the parties interested, deaf to . . . eligible to. . . accessible to . . . sensible to . . , visible to . . . invisible to . . . hurtful to . . . possible to . . . impossible to . . . a country-seat. Lucia admires herself "with com- placency. a sling. the charm, enticement. an extract. John set out as swift as an arrow. abstraction. attraction. distraction. Ambrosius learnt the four rules of arithmetic : addition, subtrac- tion, multiplication, and divi- sion. .a. rebelle a. . . odieux \ pernicieux { % ruineux > • • • avantageux ) c'est un marche avantageux atix deux parties interessees. sourda... eligible a. . . accesssible j sensible [ visible ) s invisible j ^ • • • nuisible a. . . possible ... ) N impossible . . . ) * * ' une maison de plaisance. Lucie se regarde avec complai- sance. un trait. Tattrait. un extrait. Jean est parti comme un trait. I'abstraction. I'attraction. la distraction. Ambroise a appris les quatre regies de I'arithmetique : I'addition, la soustraction, la multiplication, et la division. TWENTIETH EXERCISE OF THE FIFTH COURSE. 1. How are the compounds of hattre conjugated? — They are conjugated exactly like dattre, 2. Are you going to make these cocks fight ? — Yes, Sir, we are going to have them fight for a big sum. 3. Did the English sailors fight bravely in that battle? — They fought bravely. 4. The Russians beat the Turks in several combats, if I am not mistaken. — You are mistaken, they did not. OBSERVATIONS. 1. These Adverbs are used sometimes with a Noun and sometimes without it. 430 FIFTH COURSE. TWENTY-FIRST LESSON OE THE FIFTH COURSE. VERBS IN . . . ettre. — Mettre. TO PUT. I shall put, I should put PUTTING. I put, you put, he puts, •we put, you put, they put. I was putting. that I put, that you put, that he put, that we put, that you put, that they put. put, let us put, put. PUT. I put, that I might put METTKE. je mettrai, je mettrais, etc. mettant je mets, tu mets, il met, nous mettons, vous mettez^ ils mettent je mettais, etc. que je mette, que tu mettes, qu'il mette, que nous mettions, que vous mettiez, qu'ils mettent. mets, mettons, mettez, mis, mise. je mis, que je misse, etc. GOVERNMENT OF ADJECTIVES. — O, BEFORE NOUNS, fitted for. . . abandoned to . . . this sailor is given to all the .V- ajuste abandonne ; ce matelot est abandonne a tons les vices. did you put any milk in my coffee, waiter ? yes, Sir, he did put some in. special to . . , dear to . . . foreign to . . . TO ADMIT. TO COMMIT. TO COMPROMISE. to be free to . . . you are free not to come down. analogous to. .. fatal to . . . wholly devoted to . . • yours, dear Sir, etc. TO TURN OUT, TO DISLOCATE. TO ISSUE. propitious to . . . fatal to, destructive of. . . avez-vous mis du lait dans mon cafe, garyon ? oui, monsieur, il en a mis. particulier ) cher Va... etranger ) ADMETTRE. COMMETTRE. COMPROMETTRE. libre a. . . libre a vous de ne pas descendre. analogue a. .. fatal a. . . tout d. . . tout a vous, cher monsieur, eto. DEMETTRE. EMETTRE. propice^,.. funeste a. . . TWENIT-FIRST LESSON. 431 UNKNOWN TO, WITHOUT THE KNOW- LEDGE OF. . . Mr. de Lamartine obliged this man without his wife knowing it. he obliged him without his know- ing it. UNKNOWN TO HEVI, TO HEE. UNKNOWN TO THEM, etC. TO OMIT. TO PERMIT. TO PROMISE. this lawyer is of a great promise. at the expense of. . . at his expense, etc. TO PUT AGAIN. in the environs of. . . in the environs. TO SUBMIT. TO TRANSMIT. to the great sorrow of. . . to my great sorrow. TO INTERPOSE. in the middle of. . . in the middle, in the middle of it. on a level with . . . on a level, on a level with it. in comparison with . . . in comparison, in comparison with it. beyond . . . beyond, beyond it. before . . . before, before it. above . . . above, above it. mider. . . under, underneath, under it. the consul has resigned his place ; it does not pay, he says. d, Vinsu de, » , M. de Lamartine a rendu service a cet homme a I'insu de sa femme. il lui a rendu service a son insu. (0b6. 1.) d, S071 insu. d leur insUy etc, OMETTRE. PERMETTRE. PROMETTRE. cet avocat promet beaucoup. aux depens de . . . a ses depens, etc. REMETTRE. aux environs de . . . aux environs. SOUMETTRE. TRANSMETTRE. au grand regret de. . . a mon grand regret, etc. s'entre-mettre. (Pronom. verb.) au milieu de . . . au milieu. au niveau de . . . au niveau. au prix de . . . au prix. au dela de . . . au dela. au devant de. . . au devant. au dessus de . . . au dessus. au dessous de. . . au dessous. (Obs. 2.) le consul a remis sa charge ; ga ne paie pas, dit-il. 432 FIFTH COURSE. through . . . he put his sword through his body. with the exception of. . . excepting . . . round about, round . . . to the exclusion of. . . by means of. . . at the risk of. . . at the peril of. . . in the midst of. . . by the help of. . . on a level with the street ; to be on a level with it. a rumor, the rumors, unsaying, forfeit. interdict, church censure. Mr. Cavaignac sold his estate for a hundred thousand crowns, with a forfeit of ten thousand. the contradiction, interdiction, malediction, prediction. this lady can not bear the least contradiction. the confectioner. the sufficiency. au travers de. .. il lui passa son epee au travers du corps. a I'exception de . . . a la reserve de . . . a Tentour de . . . a I'exclusion de . . . au moyen de . . . au risque de . . . au peril de . . . au sein de . . . a la faveur de . . . au niveau de la rue; etre au ni- veau. (Obs. 2.) un on-dit, les on-dits. dedit. interdit. M. Cavaignac a vendu sa terre cent mille ecus, et dix mille de dedit. la contradiction, I'interdiction, la malediction, la prediction. cette dame ne pent souffrir la moindre contradiction. le confiseur. la suffisance. TWENTY-FIRST EXERCISE OF THE FIFTH COURSE. 1. Did you cause your dogs to be put in the yard ? — Yes, Sir, I caused them to be put there. 2. Shall I put back these chains in their place ? — I believe that you will do better to put them back in their place. 3. Be prudent with these matches, if you please : I am afraid of fire. — Be quite easy, I shall be as prudent as you would be yourself, OBSERVATIONS. 1. A Vi/nsu de, a Vegard de, etc., are followed by de before a Noun, but, with Possessive Pronouns, the de falls away: a son insii, etc. 2. In a somewhat similar way, a certain number of compounded Pre- positions, followed by de and a Noun, drop the de and become Adverbs in French, when they would remain Prepositions and govern the Pronouns IT or THEM in English. The words Lui, Elle, must never be used, in French, with a Preposition, in the sense of It ; nor Eax, Mles^ in the sense of Them, Plural of It. TWENTY- SECOND LESSON. 43! TWENTY-SECOND LESSON OF THE FIFTH COURSE. VEBEs IN . . . v.re. — Conclure. TO CONCLUDE. I shall conclude, I slioiild con- clude. CONCLUDING. I conclude, 3'ou conclude, lie con- cludes, we conclude, you conclude, tliey conclude. I was concluding. that I conclude, that you con- clude, that he conclude, that we conclude, that you conclude, that they conclude. CONCLUDED. I concluded, that I might con- clude. CONCLUEE. je conclurai, je conclurais, eta concluant. je conclus, tu conclus, il conclut, nous coneluons, tous concluez, ils concluent. je concluais, etc. que je conclue, que tu eonclues, qu'il conclue, que nous conclu- ions, que vous concluiez, qu'ila concluent. conclu, je conclus, que je eonclusae, etc. did you conclude your bargain 1 avez-vous conclu votre marche with the leather-seller ? avec le vendeur de cuir ? W0ED3 GOVERNING- THE SUBJUNCTIVE. TILL, L^TIL . . . accompany me till I am out of the wood. ALTHOUGH, AS . . . witty as she is, this lady does not please me. TO EXCLUDE. was he excluded from the amnes- WHICH. . . there is no theatrical piece which has excited in me so much sen- sibility as that piece of the great dramatist. WHOM, WHICH . . . he is the strongest man I have 3^et met with in my voyages. 19 jusqu^d ce que.,, (Subj.) accompagnez-moi jusqu'd ce que je sois hors du bois. (Obs. 1.) tout. . . q^ie. . . (Subj.) toute spirituelle qu^ elle soit, cette dame ne me plait pas. (Obs. 1.) EXCLL^E. etait-il exclu de I'amnistie ? qtci... (Subj.) il n'y a point de pi^ce de theatre qui AIT excite en moi autant de sensibilite que cette piece du grand dramaturge. (Obs. 1.) que... (Subj.) c'est I'homme le plus fort ^'i^^ j'aie encore rencontre dans mes voyages, (Obs. 1.) 434 FIFTH COURSE. powder is perhaps the most pow- erful agent of destruction which is used to destroy men. TO SHUT UP. the tribune of the people, Caius, proposed to get public grana- ries constructed, where a suf- ficient quantity of grain could be saved to prevent the dearth of the years of sterility. (Roman history.) donf.,, la poudre est peut-etre le pltis puissant agent de destruction dont on se serve pour faire perip les hommes. (Obs. 1.) ou.,. (Subj.) le tribun du peuple, Caius, propo- sa de faire construire des gre- niers publics ou Ton put conser- ver une assez grande quantity de grains pour prevenir la di- sette des annees de sterilite. (HiSTOIRE ROMAINE.) (Obs. 1.) GOVERNMENT OF ADJECTIVES. — a BEFORE VERBS. easy to . . . this horse is not so easy to lead as they think. it can be said that the dog is the only animal the fidelity of which will bear trial. difiicult to . . . honorable to . . . this ambassador had a difficult mission to fulfill. THE ONLY . . . there is the only property I pos- sess. interesting to . . . the works of this novel writer are interesting to read. THE FIRST, THE LAST. it is one of the last epistles writ- ten by Saint Paul. THE MOST . . , the motions of the planets are the most regular which we know. aise a. . . ce cheval est moins ais6 k conduire qu'on ne le croit. (Obs. 2.) le seuly etc. (Subj.) on pent dire que le chien est le seul animal dont la fidelite soit a I'epreuve. (Obs. 1.) difficile a. . . honorable a . . . cet ambassadeur avait une mission difficile a remplir. V unique.,, (Subj.) voila V unique bien dont je sois le possesseur. (Obs. 1.) interessant a . . . les oeuvres de ce romancier sont interessantes a lire. le premier, le dernier, etc. c'est une des dernieres epitres que saint Paul ait ecrites. (Obs. 1.) le plus, la plus, les plus. , . les mouvements des planetes sont les plus reguliers que nous con- NAISSIONS. (Obs. 1.) TWENTY-SECOND LESSON. 435 the best satire that can be made of bad poets is to produce ex- cellent works. THE LEAST. after the great services you ren- dered me, it is the least thing I can do for you. the reading. the election, the re-election. the election of all the State officers takes place on the first Tuesday of November, in the State of 'New York. the laugh ; the laughter, the smile. le meilleur, etc. la meilleure satire qu^on puissb faire des mauvais poetes, c'est de donner d'excellents ouvra- ges. (Obs. 1.) le moindre^ etc. apres les grands services que vous m'avez rendus, c'est la moindre chose que je puisse faire pour vous. (Obs. 1.) la lecture. I'election, la reelection. Telection de tons les officiers de I'etat a lieu le premier mardi de novembre, dans I'etat de New York. le rire ; la risee. le sourire. GOVERNMENT OF ADJECTIVES. — a BEFORE VERBS AND NOUNS. agreeable to . . . this sauce is agreeable to the taste, this fall is agreeable to look at from all points. disagreeable to . . . detestable to . . . indispensable to . . . exact in . . . terrible to . . . convenient to . . . inconvenient to . , , prompt in . . . this president showed himself prompt in resenting the inju- ries done to the nation, and still more prompt in avenging them. ready for . . . subject to... bent upon, inclined to . . . apt to . . . fitted for. . . accustomed to . . , interested in . , . agreablea... cette sauce est agreable au gout. cette chute est agreable a voir de tons les points. (Obs. 1.) desagreable a. . . detestable \ y indispensable j ^' • • exact a . . . terrible a. . . commode incommode prompt a . . . ce president se montra prompt k ressentir les injures faites a la nation, et plus prompt encore a les venger. pret > ^ sujet J ^- •• enclin a. . . apte a. . . propre a. . . accoutume \ .> interesse ^ ^ • • • V- 436 FIFTH COURSE. fried fish, etc. a writing. a bill. an inkhorn. the hand- writing. the Holy Scripture. a wi'iter. Cicero is a brilliant writer. the circumscription, description, inscription, prescription, pro- scription, subscription. did you read the description of this combat by the historian, Mr. Thiers ? could they decipher this old in- scription ? does Rachel approve of this wholesale proscription ? de la friture. un ecrit. un ecriteau. un ecritoire. I'ecriture. rilcriture Sainte. un ecrivain. Ciceron est un brillant ecrivain. la circonscription, la description, I'inscription, la prescription, la proscription, la souscription. avez-vous lu la description de ce combat par I'historien, M. Thiers? ont-ils pu dechififrer cette vieille inscription ? Rachel approuve-t-elle cette pro- scription en masse ? TWENTY-SECOND EXERCISE OF THE FIFTH COURSE. 1. This hat does not seem convenient to wear at all times. — Well, it is not convenient to wear it in winter, I will agree with you. 2. To what nation did the strongest man you ever knew be- long?— The strongest man I ever knew was an American. 3, What do you mean? what is it? what is that? — I mean that. OBSERVATIONS. 1. The question when the Verbs should be put in the Subjunctive, is one not always easily settled. The words now introduced govern. both Modes, although the Subjunctive is most frequently used after them. AYe give, therefore, examples with this Mode only, not to load the mind and memory of the Learner with useless subtleties. Let us divide these words into three groups : I. Jusqu' a ce que^ tout . , . que . . , II. oil, III. When the Superlative of Adjectives, as, Ze plus forty etc. ; Ze meU- leuVy Le moindre; the Adjectives, Le seul^ V unique ; and the Ordinal Num- bers, as, Le premier y Le second^ etc., are followed .by Qui, Que^ Donty AucuTiy Fas de. Point de. Pas de, the next Verb is put in the Subjunctive. 2. Some Adjectives require the Preposition a before the Infinitive. 3. The Adjectives given in this part of the Lesson require the Prepo- Bition a before the Noun and Verb in the Infinitive. TWENTY-THIRD LESSON. 437 TWENTY-THIED LESSON VERBS IN . . , TO FOLLOW. I shall follow, I should follow. FOLLOWING. I follow, you follow, he follows, we follow, you follow, they follow. I was following. that I follow, that you follow, that he follow, that we follow, that you follow, that they fol- low. follow, let us follow, follow. FOLLOWED. I followed, that I might follow. OF THE FIFTH COURSE. , ivre, — Suivre, SUTTRE. je suivrai, je suivrais, etc. taivant je suis, tu suia, il suit, nous suivons, vous suivez, lis suivent. je suiyais, etc. que je suive, que tu suives, qu'il suive, que nous suivions, que vous suiviez, qu'ils suivent. suis, suivons, suivez. suivi, etc. je suivis, que je suivisse, etc. GOVERNMENT OF ADJECTIVES. — ll est.., (ADJ.) — De..» BEFORE THE INFINITIVE. . . .polite to. . . it is not very polite to pass before any one without apologising. . . .rude to. . . . . . good to . . . you can not be followed if you | walk so fast. I .blameable to. . . .pardonable to. . . .becoming to. . . . preferable to . . . . honorable to . . . .indispensable to. . . . agreeable to . . . TO PURSUE. the French pursued the enemy as far as the gates of the city. . . easy to . . . . . curious to . . . . . glorious to . . . . .shameful to. . . , . exact to, correct to . . . . . .poll de. . . il est peu poll de passer devant quelqu'un sans s'excuser. . . .grossier de. . . ...bonde... (Obs. 1.) on ne saurait vous suivre si vons marchez si vite. iblamable pardonnable convenable preferable ( honorable ■< indispensable ( agreable de. 'de. POURSUIVRE. les Frangais poursuivirent I'enne- mi jusqu'aux portes de la ville. , . .aise de. . . C curieux J i glorieux >de. .. ( honteux ) curieux glorieux [ honteux . . .exact de. .. 438 FIFTH COURSE. TO FOLLOW ONE ANOTHER. — This pronominal verb is conju- gated only in the plural. days and nights follow one an- other. . . . contrary to . . . . . .necessary to, . . TO FOLLOW. —It is conjugated only in the third persons. because I did not go out yester- - day, it does not follow that I shall not go out to-day. . . .sure to. . . .. .useful to. , . . . . easy to . . . . . . difficult to . . . it is not so easy as you say to get these books at the booksellers. . . . natural to . . . . . . cruel to . . . . . .possible to. . . . . .impossible to. ., it was not possible to be more amiable and more kind than they were. . . . conformable to . . . . . .common to. . . it is in conformity with usage to bow to those we know. — Poursuivrey to pursue ; s'entre- suivrej to follow one another ; and s^ens2dv?'e, to follow from, are con- •jugated after suivre^ to follow. These two last verbs take ouly the reflective form. ..fit, proper to. . . is it proper to go to the proces- sion in a body ? great calamities for your family followed from it. great misfortunes followed from it. s entre-suivre. — Ce verbe pronominal ne se con-« jugue qu'au pluriel. les jours et les nuits s'entre- suivent. 5 contraire d. . . ) ( necessaire J de. [de... -de. de. s ensuivre. — II ne se conjugue qu'aux troisi- emes personnes. de ce que je ne suis pas sortie hier, il ne s'ensuit pas que je ne sortirai pas aujourd'hui. . . . sur de . . . r utile ....•< facile ( difficile il n'est pas si facile que vous le dites de se procurer ces ou- vrages chez les libraires. ( naturel ) • • • * ( cruel J ^ j possible * * * * \ impossible il n'etait pas possible d'etre plus aimable et plus complaisant qu'on ne I'a ete. . . . conforme a . . . de . . . . . . commun de . . . il est conforme a I'asage de saluer ceux que Ton connait. — Poursuivre, s' entre-suiv7'e et s^en- suivre se conjuguent sur suivre. Ces deux derniers verbes ne prennent que la forme reflechie. . . .a propos de. .. est-il a propos de se rendre d la procession en corps ? il s'en est suivi de grands mal- heurs pour votre famille. de grands malheurs s'en sont sui- vis. (Obs. 2.) TWENTY-THIRD LESSON. 439 the kitchen, cookery. the baking, di'essing. French excel other nations in cookery. the behavior. conduit, pipe, plastering, stucco, a product, habitation, by -place. the products of industry of all nations were exhibited in Paris. the induction, introduction, pro- duction, reproduction, reduc- tion, seduction, translation. a conductor, an introducer, a pro- ducer, a seducer, a translator. the construction, destruction, in- struction, reconstruction. public and gratuitous instruction by the State seems to become the motto of civilized nations. a constructor, a destroyer. a shipbuilder. la cuisine, la cuisson. la cuisine frangaise est superieure a celle des autres nations. la conduite. conduit, enduit. un produit. reduit. les produits de I'industrie de toutes les nations ont ete exposes a Pans. rinduction, I'introduction, la pro- duction, la reproduction, la re- duction, la seduction, la traduc- tion. un conducteur, un introducteur^ un producteur, un seducteur, un traducteur. la construction, la 'destruction, I'instruction, la reconstruction. I'instruction publique et gratuite, par I'etat, semble devenir la devise des nations civilisees. un constructeur, nn destructeur. un constructeur de navires. TWENTY-THIRD EXERCISE OF THE FIFTH COURSE. 1. Do you believe it is possible to cross the ocean in ten days from New York to Liverpool ? — The passage has already been made in less time. 2. Is it natural for man to eat raw things ? — Yes, since we eat raw fruits of all kinds. 3, Is it correct to say that America has not ] /reduced great poets ? — America has already pro- duced remarkable poets. OBSERVATIONS. 1. When the Adjectives contained in this Lesson are preceded by the Verb Ure^ used unipersonally, they are followed by the Preposition de, before a Verb in the Infinitive. 2. The Verb S''ensuwre is decomposed into its original elements in the Compound Tenses : S''e7i suivre, and the Auxiliary put between en and suim'e : U s'en est suivi. 440 FIFTH COURSE. TWENTY-FOUHTH LESSON OF THE FIFTH COURSE, TO LIVE. LIVING. LIVED. I lived, that I might live. — It is conjugated after suivre, to FOLLOW, with the exception of the participle past and of the tenses de- pending upon them. IN SPITE OF. . . I did this work in spite of the other workmen. Saint Louis, king of France, lived in the thirteenth century, we live by dint of work. OPPOSITE. . . FOR THE LOVE, FOR THE SAKE OF. . . for God's sake, keep quiet 1 dvre, — Vwre. vrvRE. viva7it vecu. je vecus, qne je vecusse, etc. — II se conjugue sur suivrcy a Pex- ception du participe passe et des temps qui en dependent. en depit de, ,, j'ai fait cet ouvrage en depit des autres ouvriers. saint Louis, roi de France, vivait au treizieme sidele. nous vivons a force de travail. vis-a-vis de, , , pour Vamcmr de, , , pour I'amour de Dieu, tenez-vous tr an quill es ! le long de, .. TO REVIVE. — This verb, as well as sui'vivre, to SURVIVE, is conjugated after vivre^ TO LIVE, WITH RESPECT TO . . . do not say anything with respect to this rumor. CONSIDERING . . . CLOSE BY. . . hurrah for liberty 1 hurrah for the arts ! ON THIS SIDE OF. . . ON THIS SIDE OF IT. we live on this side of the river, we live on this side of it. who's there 1 who goes there I to be wide awake, on the watch. once, one day. the other day. — Ce verbe, ainsi que survivre, se conjugue sur vivre, par rapport d. , , ne dites rien par rapport k cette rumeur. eu egard ci, , , attestant d. , , vive la liberty I vivent les arts 1 en degd de. , , en degd. nous vivons en de^a de la rivi^rc^ nous vivons en de9a. qui vive ! etre sur le qui-vive. un jour. Tautre jour. TWENTY-FOURTH LESSON. 441 THE NEXT DAT. THE SECOND DAY AFTER TO-MORROW, THE THIRD DAY. ALREADY. TO SURVIVE. do they think this banker will survive the loss of his fortune ? le lendemain. le surlendemain. d*ores et dejd. pense-t-on que ce banquier survive a la perte de sa fortune 1 ADJECTIVES USED ADVERBIALLY. CORRECTLY. the goods are weighed very cor- rectly. CLEARLY. do you see clearly with my spec- tacles ? DEAR. to sell dear. the coming in of a stranger cut short the discussion. LOW. to lay down one's arms. juste, les marchandises sont pesees tres juste. (Obs. 1.) dair. voyez-vous clair avec mes lu- nettes ? cher. vendre cher. courL I'arrivee d'un etr anger coupa court a la discussion. bas. mettre bas les armes. STRONG, LOUD. you cry too loud. HIGH. I never in all my life heard women's voices go so high. FALSE, OUT OF TUNE. SUDDENLY. FINELY. FIRMLY. MOST STOUTLY. this (female) singer sings out of tune. RIGHT, STRAIGHT. BAD. GOOD. hold yourself straight 1 "Walk straighter. 19* fort. vous criez trop fort. 7iaut. de ma vie je n'ai entendu des voix de femmes monter si haut. faux. soudain. fin. fenne. fort et ferme. cette cantatrice chante faux. droit, mauvais. hon. tenez-vous droit I marchez plus droit. 442 mfrn coukse. the light. nuisance; belief; birth, revival; knowledge, gratitude; growth. inclosure; rupture; food, fodder. corruption, interruption; admis* sion, commission, demission, emission, omission, permission, submission, transmission; con- clusion, reclusion. the Supreme Being, increase, decrease, the compromise, the promise, side-dish. attendance, remainder ; pursuit, life. you write French better than you speak it. . I believe, on the contrary, that I do not write French better than I speak it. does Caesar write it better than he speaks it t la lumiere. nuisance ; croyance ; naissance, re* naissance ; connaissance, recon* naissance ; croissance. cloture; rupture; pature. corruption, interruption ; admis- sion, commission, demission, emission, omission, permission, soumission, transmission; con- clusion, reclusion. I'lStre Supreme. accroissement, decroissement le compromis. la promesse. entremet. la suite ; la poursuite. la vie. vous ecrivez mieux le frangais que vous ne le parlez. je crois, au contraire, que je n'ecris pas mieux le frangais que je le parle. Cesar I'ecrit-il mieux qu'il le parle ? (Obs. 2.) TWENTY-FOURTH EXERCISE OF THE FIFTH COURSE. 1. Will you go through [follow] my course of French lessons? — I will follow the whole course, for I want to learn French at any rate. 2. To be born, to live, and to die. 8. How many lessons are there in this book ? — There are one hundred and fifty-four lessons di- vided into five courses. OBSERVATIONS. 1. Adjectives are sometimes used as Adverbs. Those given in the Lesson are the most frequently used. 2. In comparisons of inequality — characterized by MieuXj Moi/tis, Plus, etc., by Autre, Aufrement, or by other equivalent terms — if the clause preceding que is affirmative, the other clause take§ ne before the Verb, as in the first example. But if the clause before que is negative or interro- gative, the other clause does not take the ne, as illustrated in the second and third examples. COMPLEMENTARY TENSE-FORMS. It was observed, in the Treatise on Tenses, that there is, in fact, a threefold division of the state of an action in each of the Three grand Divisions of Time, namely : I. Imperfect or Progressing. n. Perfect, Completed, or Past relative to the time in question, and in. Future or Prospective. It was also observed that the Perfect and Imperfect Tense-Forms are the only ones which enter into what is called the Eegular Conjugation of the Verb, and that the remaining third state of an action indicated would receive a separate consideration. Observe that the Past Period of Time and the Future Period of Time relate, as such, to the Present, upon which they depend as a hinge or pivot ; but that this division is not the one now meant. Each of these three is a hinge or pivot for a new threefold division — two members of which, the Imperfect and Perfect, or Special Past, have now been fully illustrated. The remaining member, which is a Special Future relative to each of the Three grand Divisions, furnishes what may be denominated the Prospective or Impending Tense-Forms. These indicate that an action is going or is about to take place at the moment at which it is contemplated. These exceptional Tense-Foi*ms (not usually regarded by grammarians as Tense-Forms at all, but really so) are made up in English by using the Verb To go, or the Preposition About, before the Infinitive of another Verb, thus : I am goixg to speak, or, I Ail about to speak ; I was, I shall be, going to speak, etc. The corresponding French meaning is given by using what corresponds to the first of these methods, namely, the Verb Aller^ To go, before the Infinitive of another Verb : thus, Je vais parle}\ I am about to speak ; J^allais joarler^ I was going to speak, e'tc. If it is asserted only that a person or thing is destined or designed for doing a certain action from which the impending nature of the action is presumed, the English expression is, I am to do so and so^ and the French say, Je suis pour.., or Je dois, as, Je suis fovr /aire le diseours, I am to delicer the address ; Je dois alUr a Boston^ I am to go to Boston. The last 444 TREATISE ON COMPLEMENTARY TENSE-FORMS. is the more frequent, and, being peculiar or idiomatic, and running through all the Tenses, should be well observed. Literally, " I owe the doing of the action." Finally, there is also, in both Languages, a set of Complementary Tense- Forms, denoting Action immediately Past. These are made up in English by simply inserting the Adverb Just, / Jiave jubt spoken^ etc. In French, this meaning is expressed by using the Verb Venir de,,, in all its Tense- Forms before the Infinitive of another Verb, thus : Je viens de parleVj I Jiave JUST spoken; Je venais de joarler^ Iliad just spoken, etc., that is, " I come from doing the action," as we say in both languages : " I am going to do it." Hence Aller, JEtre pour, Devoir, and Venir de, are a species of Semi- Auxiliary Verbs, helping to constitute a series of special locutions really entitled to be regarded as Tense-Forms, although they are not so treated by the grammarians. The scholar who has thoroughly mastered all that is contained in the preceding pages, will find himself well armed and equipped to overcome any difllculties he may subsequently meet in reading, writing, or spesJking French. CONTENTS. GENERAL INTRODUCnOK 1. Development of the study of Language Page 8 2. Philology and the practical study of Languages compared . . 3 3. Combination of practice and theory 5 4. Notice of former Systems 5 6. First claim of our Method or System of Instruction 6 6. Diiferent Methods of instruction in an art 6 v. Second claim of our Method: the true order of procedure. . 6 8. Further comparison of the several Systems T 9. Different educational Systems 8 10. Prerequisites of the art of teaching Languages 9 11. Change of the order of instruction 9 12. The true order of procedure stated 10 13. Three different departments of Language 11 14. Leading importance of the Complex Sentence further illus- trated 12 15. Second claim of our Method resumed 15 16. Third claim of our Method 16 lY. Fourth claim of our Method 17 18. Fifth claim of our Method lY 19. Kespective qualifications and laboi** of the associate authors . 18 20. Re-statement of the several Systems of lingual study 20 SPECLiL INTRODUCTION. 1. Division into five Courses — Contents of the First Course ... 21 2. Contents of the Second Course 22 8. Contents of the Third Course 22 4. Contents of the Fourth Course 22 5. Contents of the Fifth Course 22 6. Our treatment of the pronunciation of the Language 22 7. Popular superstitions respecting the learning of French .... 23 446 CONTENTS. FRENCH PRONUJS-CIATION. Distinction between Sounds and Letters, Paragraphs 1, 2. ... . 25 The French alphabet, 3 25 Definition of Vowels and Consonant-Sounds, 4, 5 25 Vowel-Letters and signs, 6 26 Diacritical (accent) marks, Y 26 Combinations of Vowel-Letters (called Diphthongs), 8 26 Trema, 9 2t Kumber and general divisions of the French Sounds, 10, 11 . . . 2t Value of the Consonant-Letters, 12, 13 27 General value of the five alphabetical Vowel-Letters, 14 to lY . 27 E e, 18 to 26 ; 28 U %2n 30 TT and 2/, 28 to 29 31 Pronunciation of the (accented or) Marked Vowels : A «, 30 — A a, 31— ^e, ^1—Ee, ZZ—Ee, 34, 35— i ^, 36—0 o, 37— U u, 38— ?7" w, 39 31 Pronunciation of the combinations of Vowel-Letters : A% 40, 41 — Aie, 42 — Ao, 43 — Aoii, aou, 44= — Au, 45 — Ay, 46 — Emi, 4-7 —Ei, 4:S—Eu, 49, 60— la, iai, etc., 51— Oe, 62— (E ce, 53, 54 —(Eu mu, 66— Oi, 56, 57—03/, 58 to 60 32 Consonant-Letters, signs, and combinations of Sounds and Let- ters, 61—0, O, and Q, 62 to 65— Gtn and Ll, 66 to 68— 0?i, 69— XZ {l\ 70, 71 35 Consonant combinations, representing single Sounds — also re- presented by single Letters, OA, sA, sch, 72 to 74 — Tli, 75 — PA, 76— X, 77 39 Interchanges of Consonant-Sounds, 78 to 86 39 T pronounced like S, 87, 88 40 The doubling of Consonants, 89 to 91 41 Special remarks on the letter A, 92 to 98 41 List of words in which A is efficient, 99 42 Silent Consonant-Letters, 100 to 102 — Initial Consonants, 103 — Medial Consonants, 104 to 110 — ^Final Consonants, 111 . . . 44 L — T, d; s, z, {x equal to ks or gz), 112 44 IL— P, b; f, v; c,g{k, ch), 113 to 117 45 III.— Z and r, 118 to 121 45 IV. — Final Consonant combinations : Ct, 122 — Dt^ 123 — Gt, 124— Lt and Jit, 125 46 Liaisons or connections of words, 126, 127 46 The nasal (or nose) Vowel-Sounds, 128 to 139 47 Re-statement of the subject of the Nasal Vowels, 140 to 143 ... 49 Double effect of n, 144, 145 . 50 CONTENTS. 447 Consonants following the Nasal Yowels in the end of words, 146 . 50 Exceptions in the pronunciation of those combinations which usually represent the Nasal Towels : Uii and wm, 14Y to 149 — An, am; En, em, 150 to 154, In^ im; Ain, aim; Mn^ eim, 155, 156 — On, om, ISY, 158 51 Combinations of the simple Vowels with the Nasal Vowels, 159 to 176 52 Specialties of French Pronunciation, I'ZY 53 Syllabification, 178, 179 54 Mutations of e, e, e, e, 180 to 189 54 Long and short vowels (quantity) 55 Quality of the Vowel-Sounds, 191 56 Long and short o, 192 to 194 , . . 56 Variations of ai, 195 to 197 5t Peculiarities in the pronunciation of r and I, 198 to 200. . . 57 Want of accent, 201 58 DIRECTIONS AND SUGGESTIONS 59 FIRST COURSE. 1st Lesson. Verb and Personal Pronoun 61 2nd Lesson. Article, Noun, and Adjective 63 3rd Lesson. Pronouns (Interrogative, etc.) 65 4th Lesson. Adverbs 66 6th Lesson. Demonstrative Pronouns 69 6th Lesson. Prepositions 72 7th Lesson. Relative Pronouns 74 8th Lesson. Conjunctions 76 9th Lesson. The Nominative and Regime 79 10th Lesson. Interjections 83 11th Lesson. Indeterminate Pronouns, etc 85 12th Lesson. Pronoun le 87 13th Lesson. Pronouns, etc 89 14th Lesson. Infinitive Mode 91 15th Lesson. Verbs in e... er 93 16th Lesson. Verbs me... er 95 17th Lesson. Verbs in ...ayer, oyefy uyer '. 97 18th Lesson. The Future 99 19th Lesson. Future (continued) lOO 20th Lesson. The Conditional 102 21sT Lesson. Conditional (continued) 105 22nd Lesson. The Imperfect 105 448 CONTENTS. 23rd Lesson. Imperfect (continued) 101 24th Lesson. The Gerund 109 2oTH Less'^.*. . . 411 13th Lesson. Verbs in oire : Boire, Oroire. — Gover^m^rit ^ Adjectives: i>e, before the Infinitive|. .<' 413 14th Lesson. Verbs in ore : Glore. — Government oi 'Adjec- tives: De before Nouns and Infinitives. ..... 415 15th Lesson. Verbs injure: Rompre. — Government (tf .Adjec- tives : De before Nouns and Infinitives 416 16th Lesson. Verb etre. — Government of Adjectives !• .D^ "be- fore Nouns and Infinitives i**^^ • • ^18 1'7th Lesson. Verbs in aitre : JSFaitre jrf; . . . , 420 18th Lesson. Verbs in aitre : Co7inaitre, Par aitre. — Govern- ment of Adjectives: d before Nouns ..;^)|r. . 422 19th Lesson. Verbs in oitre : Croitre. — Government of Adjec- tives 425 20th Lesson. Verbs in attre : JBattr e.-^GoYernment of Adjec- tives : d before Nouns 427 21st Lesson. Verbs in ettre : Mettre. — Government of Adjec- tives : cb before Nouns 430 22nd Lesson. Verbs in ure : Conclure. — Words governing the Subjunctive: d before Verbs ; nt, that of which, the one OF which, the one of whom, 107 ; relates to persons or things, Obs. 2, 109 ; celui que, the one that, him w^HOM, 201 ; celui qui, the one who, 231 ; celui que, the one which ; celui- la... qui, he who, 232 ; celui-ci, this, this one; celui-la, that, that one, 74, Obs. 4, 75 ; celui-ci, this one ; celui-la, that one, the one, 201. Cent, HUNDRED, 253, Obs. 2, 255. Ce que, what, that which, 75 ; ^ ce que, TO THAT, 277. Ces, plural of ce, these, those, 119. Cest, IT IS, 179. Get, cette, See Ce. Cette,-., cij cette... Va^ See Ge„» ci. Geux, THOSE, 122 ; eeux dont, those OF WHICH, 146 ; ceux qui, those who, 231 ; ceux que, those which, 232. Ceux-ci, these, 146 ; ceux-la, those, 146. Gh, pronunciation of, 39 ; when silent, 45. Cliacun, evERT one, each,' 86, Obs. 3, 87 ; chacune, 159. Cliaque, each, every, 86, Obs. 3, 87. Cliaque fois que, every time that, 152. Ghez, AT THE house of, 80, 252. Collective nouns. See Nouns and Number. Gomme les autres, like other peo- ple, 345. Gomhien de, how much, how many, 96. Comparison, degrees of, defined, Obs. 1, 150. Comparative, See Comparison. Compound texse-forms, defined, Obs. 1, 128; with etre: 1st Pers. Sing, and 2nd Pers. Plur. 124, Obs. 1, 125, Obs. 2, 126; 126; same of Eefl. Verbs, 137, Obs. 1, 138; 141; 155; Same with avoir : 1st Pers. Sing, and 2nd Pers. Plur. 157, Obs. 1, 159; 3rd Pers. 206 ; 1st Pers. Plur. 219 ; 2nd Pers. Sing. 278. See Concord- ance. Compound words, agreement of, 350, Obs. 2, 352. Concordance of tenses, 166, Obs. 1, 168; 290, Obs. 1, 291; 292; 294. Conditional, defined, Obs. 1, 103 ; same irregularities as in Put. of certain Verbs, Obs. 3, 105 ; forma- tion of, from Inf. Obs. 1,314; pa- rallelism of, with Put. Tense, See Treatise on the Modes, 170, 174 ; re- lation of, to Imperf. Indie. Obs. 1, 106 ; formation of 1st Pers. Sing, and 2nd Pers. Pkir. 102, Obs. 1, 103; 3rd Pers. Obs. 1, 190; 1st Pers. Phir. Obs. 1, 214; 2nd Pers. Sing. 278; See Treatise on the Tenses, 302. Conjugations, 1st terminating in e7\ exhibited in the first two Courses ; 2nd, in ir, in 3rd Course ; 3rd, in oi7\ in 4th Course; 4th, hi re, in 5th Course. See Verbs. Conjunctions, defined, 76, Obs. 1, 456 INDEX. 78 ; various ones represented by qu'Q, THAT, 339, Obs. 1, 341. For those which govern Siibj. Mode, See Subjunctive. For list of Conjunc- tions, See Pronouncer and Key. Connection of woeds, or liaisons. 46. Consonants, Consonant sounds, defined, 25 ; vahie of Consonant letters, 27 ; Consonant letters, signs, and combinations of sounds and letters, 35 ; Consonant combinations representing single sounds, 39 ; in- terchanges of Consonant sounds, 39 ; doubling of Consonants, 41 ; Con- sonant letters silent, 43 ; Conso- nants following Nasal Vowels in the end of words, 50. Constructive impersonal verbs, See Verbs. Contents, presenting a consecu- tive view of the matters contained in this Book, 445 to 453. Could, 7th Categ. of Kefl. V. 247, Obs. 1, 249; rendered hjpouvoi?', 377., Course, 1st, 61 ; 2nd, 175 ; 3rd, 807 ; 4th, 353 ; 5th, 389. See Contents. D D, pronounced t, 40 ; when silent, 44. DanSj IN, 73. De^ OF, ABOUT, CONCERNING, 77 ; a sign of possession in French, in place of 's in English, 95, Obs. 1, 96 ; de ce que, what, 247 ; rendered by because, as, 277. Defective verbs, defined, Obs. 3, 810. De laquelle, of which, 159 ; See Lequel. Derm, half, remark on, 200, Obs. 1, 200. Demonstrative pronouns, defined, Obs. 5, 71. Absolute, Obs. 4, 75. Demonstrative adjective pro- nouns, defined, Obs. 1, 70. Des, OF the, 121. See Partitive, and Le. Desquels, desqiielles, of which, 160. Diphthongs, See Vowels. Directions and suggestions : 1. Introduction not indispensable to the learner ; 2. Treatise on Pronun- ciation not to be fully mastered in the beginning ; great importance of the Pronouncer and Key, 59 ; 3. Les- sons, matter of; 4. Exercises, use of; 5. Observations, value of; 6. Keview- ing back lessons, importance of, 60. Dont, OF WHOM, OF which, 95, Obs. 4, 96. Z>?^, OF the. See Le, and Partitive Particles. Dvquel, of which. See Lequel. Du tout, not at all, 86. E U, pronunciation of, 27, 28 ; e, 31 ; e, e, 32 ; eau, ei, 33 ; eu, 34 ; en, em, ein, elm, 52 ; mutations of e, e, e, e, 54. Each, chaque, 86, Obs. 8, 87. Elision, or dropping of Vowel before another Vowel, Obs. 5, 63 ; before inefflcient Ti, Obs. 6, 63 ; does not occur before e^cient h, Obs. 7, 63; occurs with I, in si, before ^7, Us, 189, Obs. 1, 190. Mle, SHE, 175, Obs. 1, 2, 176 ; it, 233, Obs. 1, 234; 236, Obs. 1, 238; elles, they, 175, Obs. 3, 176. En, in, 78. En, OF IT, 96, Obs. 6, 97; of it, of them, 122 ; m''en, me of it ; vous en, YOU OF IT, 127 ; of it, some, some of IT, ANY OF IT, 143, Obs. 1, 144; lui en, HIM SOME, her some, etc., 230 ; leur en, them some, etc., 230; nous en, us some, 231; en,., un, one of THEM, 241. En, AWAY, thence, 97 ; 110, Obs. 3, 110 ; en alle?', to go away, 139, Obs. 1, 141 ; en r ester, to leave off, 232 ; en vouloir a quelqu'un, to have A GRUDGE AGAINST SOMEBODY, 363. En ce que, in that, 292. Envoyer, to send, Fut. of, Obs. 5, 101; Cond. of, Obs. 3, 105; 212, Obs. 1, 214. Est-ce, IS n, is that, 179. Est-ce que, is it (true) that, 69, Obs. 3, 71 ; bef. 1st Pers. Sing. Ind. Prcs. 161, Obs. 1, 163. Eire, to be, translated by to have as Auxiliary in some Neut. V., 124, Obs. 1,125; 126; Obs. 1,127; Same in all Kefi. V. 137, Obs. 1, 138 ; Same 457 «n the various Persons, Obs. 2, li)7; irregularities of, 151, Obs. 1, 152 ; Obs. 1, 202: falete, etc., I T7e>t, etc., 156 ; 1 was, etc., 160^ Obs. 3, 161 ; Actualizing form ot French Verb made by etre a, Obs. 3, 263 ; etre, as an independent Verb, 418. IJUX, THEY, THEiT, 195, Obs. 1, 197 ; eux autres, they, them, 366, Obs. 3, 367. Hyer, Jamais, 83, Ohs. 3, 85. Every, cJiaque, 86 ; tous les, 119, Obs. 5, 121. Everybody, tout le monde, 86, Obs. 3, 87 ; 205. Every one, cTiacun, 86, Obs. 3, 87 ; chacune, 159. Every thing, tout, 89, Obs. 2, 91 ; 106, Obs. 3, 197. Every time that, tontes les fois que, cTiaquefois que, 152. Every... who, tout... qui, 201. Exercises, matter of, use of, 60: one following each Lesson. F, when silent, 45. Faire, to make, Obs. 2, 402. Feminine, defined. See Gender. Feminine of Adj. and Adj. Pron. Obs, 3, 118 ; formation of, See Ad- jective. Feminine of Adj. has, basse, low, 121, Obs. 2, 122; in er, Obs. 3, 122 ; general rule, Obs. 2, 124. Fort, VERY, 148, Obs. 2, 150. Foil, fol, folle, foolish, 322, Obs. 3, 323. Future tense, defined, Obs. 1, 99. See Treatise on the Tenses, 302. Future tense-form, formation of 1st. Pers. Sing, and 2nd Pers. Plur. Obs. 1, 99 ; of 3rd Pers. Obs. 1, 188; of 1st Pers. Plur. Obs. 1, 214 ; of 2nd Pers. Sing., 278 ; forma- tion of from the Infinitive, Obs. T, 314. See Compound Tense-Forms. G Q, pronunciation of, 35 ; pro- nounced c, 40 ; when silent, 45. 20 Gender, defined, two genders onlyin French, Masculine and Femi- nine, Obs. 1, 115; Comparative nobility of, Obs. 6, 289; Nouns Masc. or Fern, by sex, 354, Obs. 2, 355 ; Masc. by their termination, 356, Obs. 1, 358 ; Masc. by th« class of words to which they belong, 359, Obs. 1, 361 ; 362, Obs. 1, 364; Fem. by class of words, 365, Obs. 1, 367; Fem. by termination, 306. Obs. 4, 367 ; Of names of places, 369, Obs. 1, 370; of names of professions and animals, Obs. 2, 390 j Nouns having a different form for the Fem. ; others having the same form for both sexes, 389, Obs. 2, 390. General collective nouns, Obs. 1, 289. Gerund, defined, Obs. 1, 110. G-n, pronunciation of, 37. Good MORNING, good iiXY,'bonjoury GOOD afternoon, GOOD EVENING, hojl soir, Obs. 2, 98. Government of Adjectives, See Adjectives; of Infinitive, See Infini- tive ; of Subjunctive, See Subjunc- tive. H H, remarks on efficienJt and ineffi- cient, 41 ; list of words in which Ji is efficient, 42. Hardly, ne.., guere, 86. Have, See avoir, to have to... I have to..., etc., 443. He, il, 175, Obs. 1, 2, 176. Heads of lessons. See Contents. Her, La, See Le, Lui, and Son. Here is, voici, 89. Him, le. See Le, and Lui; iiDi there, her there. See Dy. His, son, See Son. His, le sien, la sienne, les siens, les siennes, 179, Obs. 1, 181. However, howsoever, quelque que, 331, Obs. 5, 333. How many, combien de, 96. How MUCH, combien c^, 96. /, 27 ; t, 32 ; ia, iai^ etc., 34 ; in^ im^ 52. 458 INDEX. '^yj^ij\ 61, Obs. 2, 62; jnoi, 80, Obs. 2, 81. I HAVE, Je Suis^ Ton HAVE, 'VOUS etes, Obs. 1, 125, Obs. 1, 127. I HAVE FALLEN, I HAVE ENTERED, etc., the French idiom for I fell, I ENTERED, etc, 124, Obs. 1, 125 ; Obs. I, 127. Idiom, defined, Obs. 1, 61; 172. Those which relate to the use of verbs will be found with the verbs where they occur in this book. 7^, HE, ils^ THEY, 175, Obs. 1, 2, 176; repeated after the verb, in a question, in Fr. Obs. 3, 181 ; il^ elle^ IT ; ils^ elles^ they, 233, Obs. 1, 234 ; Obs. 1, 238; il y a, there is, 125; THERE IS, THERE ARE, 267, Obs. 4, 268. lis, THEY, 175, Obs. 3, 176. See II, Elle, Imperative mode, defined, Obs. 1, 123; position of Pron. alter Impera- tive when Eeflective, Obs. 2, 132 ; formation of 2nd Pers. Plur. of, Obs. 1, 123 ; of 3rd Pers. Obs. 2, 192 ; of 1st Pers. Plur. Obs. 2, 219 ; of 2nd Pers. Sing. 278. Imperfect indicative, defined, Obs. 1, 106 ; formation of 1st Pers. Sing, and 2nd Pers. Plur. Obs. 1, 106 ; of 3rd Pers. Obs. 2, 290 ; of 1st Pers. Plur. Obs. 2, 216 ; of 2nd Pers. Sing. 278; takes i after y in verbs in yer, in 2nd Pers. Plur. Obs. 1, 109; so in 1st Pers. Plur. Obs. 1, 216. For irregularities of verbs in yer, ger, and cer^ See Verbs. See Treatise on the Tenses. Formation of Imperf. from Part. Pres. Obs. 1, 314. Imperfect, in French, a super- numerary Tense-Form and assigned to the actualizing sense. See Treatise on the Tenses, 229 ; assigned to habitual and recurring action, 300. Imperfect subjunctive, defined, Obs. 1, 164; formation of 1st Pers. Sing, and 2nd Pers. Plur. Obs. 1, 164; 3rd Pers. Obs. 1, 209 ; of 1st Pers. Plur. Obs. 1, 211 ; of 2nd Pers. Sing. 278. See Treatise on the Tenses; formation of Imperf. Subj. from Past Part. Obs. 1, 314. Impersonal verbs, Idiomatic, Ac- tive and Neuter, il circule, there circulates, etc., 266, Obs. 1, 268 ; Reft. 269, Obs. 1, 271; Passive, 271, Obs. 1, 273; Constructive, il est... etc., 274, Obs. 1, 276. See Uni- personal Verbs. In, a, dans, 73 ; en, 7S. Indicative mode, defined, Obs. 3, 71. See Treatise on the Modes ; leading importance of the Indie. 169 ; contrast of with Inf. 170. Infinitive mode, defined, Obs. 1, 92 ; governed by pour, afin de, 91 ; sans, 92 ; «/ii lie^c de, de peur de, 93, Obs. 2, 93 ; a force de, 108 ; avant de, 129 ; possible de, 193 ; meriter de, 203 ; avoir raison de, avoir tort de, 205 ; oi-donner de, 215; recommander de, se garder de, se garder lien ce^ 226 ; manquer de, 251 ; Jiabituer hj accoutumer a, 262 ; juger a 'propos de, 270; jusqu'a, a moins de, que de, plutot que de, an point de, 272; il semUe a 'propos de, il semble juste de, ordonner de, 277 ; avoir hesoin de, 282 ; fdcheux, pru- dent, juste, necessaire he, 293 ; valoir mieux, impersonally used, 359 ; avant que de, pres de^ sauf a, 394 ; Adjec- tives with de, 411, Obs. 1, 413 ; 413 ; 415, Obs. 1, 416; 417; 418; Adj. with a, 434 ; II est, followed by Adj. and de, 437 ; Obs. 1, 439 ; See Trea- tise on the Modes ; Infinitive, a real verbal substantive, 169 ; parallelism of with Indicative and Subjunctive, 170, 171 ; with verbal Noun, 171. Interjections, definition of, Obs. 1, 84 ; AH, ali; oh, oJi, 83 ; why, what, quoi, 84; oh! oh dear! ale, ale, a'ie ; well; bon ; nonsense, fudge, bah! 371. Interrogative adjective pro- nouns, defined, Obs. 3, 66 ; Abso- lute, Obs. 4, Q(y. Interrogative pronouns, defined, Obs. 1, &Q. Interrogative relative pro- nouns. See Abs. Int. Eel. Pron. Introduction, general, Treatise on the study of lamjuagcs and the different methods of teaching them ; distinctive peculiarities and claims of the present method, 3. See Con- tents, for distribution of subject, 445. Introduction, special, distribu- tion of the matters contained in this book, 21. See Contents, 445. INDEX. 459 la THERE, AEE THERE? y a-t-Uf 267, Obs. 4, 268. It, le, 87, Obs. 1, 89 ; See II, Elle, Le and Lui ; — rr to you, vous le, it TO ME, m£ le, 93, Obs. 1, 94= ; See Un; rr, le, 224, Obs. 3, 225. Its, See Son and Ze sien. Jamais, ever, 83, Obs. 3, 85 ; ja- mais ne..., ne... jamais, never, not ever, 84, Obs. 4, 85. Je,j\ I, 61, Obs. 2, 62 ; placedafter 1st Pers. Sing, of Pres. Ind. in a ques- tion, Obs. 2, 163 ; placed after the 1st Pers. Sing, of Future, Obs. 2, 100. Je suis, vous etes. See I have. Joining of words or liaisons, 46. Just, to have just... I have just..., etc., 443. K K, when silent, 45. Key, See Pronouncer and Key. Z, when silent, 45 ; peculiarities in pronunciation of, 57. L euphonic, 253, Obs. 1, 255. La, the, 114, Obs. 2, 116 ; rr, 115, Obs. 3, 116. Laisser, to let, remarks on, Obs. 1, 227 ; Obs. 3, 261. Language, development of the Btudy of, 3 ; Philology, and the prac- tical study of languages compared, 3 ; practice and theory combined, 5; three different departments of lan- guage, 11; importance of the complex sentence, 12 ; popular superstitions respecting the learning of French, 23. Za plupart de, la pi apart, most, 243, Obs. 2, 244. Zaquelle, which, 136. See Zequel, Z'^aatre^ the other, Us autres, the OTHERS, 187. Im, voire, See Ze voire. Ze, V, THE, 63, Obs. 2, 64; du, de V, OF THE, 84, Obs. 5, 85 ; aw, to THE, 85, Obs. 1, 87 ; la, 114, Obs. 2, 116 ; de la, de V, of the, a la, to THE, 114, Obs. 2, 116 ; Us, the, 119, Obs. 1, 120; des, of the, 121; aux, to the, 160. Ze, r, it, 87, Obs. 1, 89 ; la, it, 115, Obs. 3, 116 ; vous le, it to you ; me le, it to me, 93, Obs. 1, 94; See En ; vous la, me la, 115 ; les^ them, 121, Obs. 1, 122; U, him, la, her, Us, them, 181, Obs. 1, 183 ; lui, to him, to her, 183, Obs. 1, 185, re- marks on, Obs. 2, 186 ; U lui, la lui. Us lui, IT TO him, etc., 243 ; U Uur, la Uur, Us Uur, it to them, etc., 243 ; U lui, him to him ; U Uur, him to them; louvoir, TO BE ABLE, 378, savoir, to KNOW, 373, cesser, to cease, and oser, TO DARE ; Tze used after craindre, etc., 422; ne used or not used after comparisons of inequality, 442, Obs. 2, 442. Ne... aucun, not... any, none, not ONE, NO, 88, Obs. 2, 89 ; ne... aucune, NONE, etc., 159. Ne... done pas, not then, 100. Negatives, defined, position of, Obs. 2, 68. Ne... guere, hardly, 86. Ne... Jamais, never, 72, Obs. 3, 74 ; 84, Obs. 4, 85. Ne... ni... ni, neither... nor, 77, Obs. 4, 79. Ne... ni Vun ni V autre, neither, 202. Ne... mil, NOT... ANY, NONE, NOT ONE, 88, Obs. 2, 89. Ne... nulle part, no where, not ANY WHERE, 100. Ne...pas, NOT, 67, Obs. 2, 68. Ne.., pas davantage, not any more, 213. Ne... pas de sitot, not for some time, 217. Ne... pas encore, not yet, not INDEX. 461 ANT MORE, 213. i\e... pas qui que ce soU, ^'0T ANY BODY, etc, 201. JVe... pas un, NOT A SINGLE QNE ; 716... pas un seul^ NOT a single one, 88. Ke,.. fersonne^ nobody, not any- body, 81, Obs. 5, 83. Kc.pluS^ NO MORE, NOT ANT MORE, 97. Ne... plus qu'un, qu'une, on'LT a, AN, one, but ONE MORE, 206. Ne... poinU NOT, 72, Obs. 2, 73. Ke... que^ nothing but, only, 90 ; ne.,, que cela^ nothing but that, 214 ; fis... que peu de^ ne... que peu^ but LITTLE, 202. Ke... 7'ien, nothing, not anything, 74; 7ie... I'ien, rien^ 84; Tie... 7'ien autre chose., nothing else, not any- thing ELSE, 177, Obs. 2, 179 ; Tie rien Je, nothing, not anything, 103, Obs. 1, 105; Tie... rien que cela^ nothing BUT THAT, 214. Neither more nor less, Tii phis ni moins^ 387. Neither... nor. Tie... ni... ni, 77, Obs. 4, 79 ; neither, not either, nonplus, 83. K'est-cepas? is it not? etc., 90. Neuter verbs, defined, Obs. 1, 222 : used in an active sense, Obs. 1, 261.' Never, not ever, ne... jamais, 72, Obs. 8, 1^\ jamais, 83 ', jamais ne, 84, Obs. 4, 85. Ki... ni... ne, neither, nor, 77, Obs. 4, 79 ; 202 ; ni... Tion plus, nor EITHER, 371 ; ni... ni... nonplus, etc., NOR... nor... either, 204; ni Vun ni V autre ne... neither, 205 ; ni plus ni Tooins, neither more nor less, 387. No, ne... aucun, 88, Obs. 2, 89 ; 159 ; NO MORE, ne...plus, 97. Nobody, personne ne... personne, ne... per Sonne, 81, Obs. 5, 83. Nominative case, defined, Obs. 3, 81. Nonplus, NEITHER, NOT EITHER, 88. None, 88, Obs. 2, 89 ; ne... aucun, 159. Nor... EITHER, Tii.., nonplus, 204; NOR... NOR... EITHER, ni... ni... Twn plus, 371. Not, ne... pas, 67 ; Tie... point, 72, Obs. 2, 73 ; not a single one, ne... pas un, ne... pas un seul, 88 ; not ant, rml, 88 ; ne... aucun, 159 ; not ant MORE, nc.plus, 97; not ant more, ne... pas davaniage, ne... pas encare, 213 ; NOT ANT, NOTANTTHiNG, rien ne, rien, 84 ; not anything else, ne rien autre cJwse, 177, Obs. 4, 179 ; not ONE, Tie... aucun, 88, Obs. 2, 89; not FOR SOME TIME, ne... pas de sitot, 217 ; NOT so manT, TTwins de, nwins, 202 ; NOT THEN, ne... done pas, 100 ; not YET, ne... pas encore, 106. Nothing, ne... rien, 74 ; rien ne, rien, 84; ne... rien de, 103, Obs. 1, 105; NOTHING but, Tie... que, 90; nothing but THAT, ne... que cela, ne... rien que cela, 214; nothing else, ne... rien autre chose, Vil, Obs. 2, 179. Notre, tws, our, 210, Obs. 2, 212. Nouns, collective, agreement of, Obs. 2, 244; partitive and general, Obs. 7, 289; for Nouns, See Subs- tantives. Kous, WE, 210, Obs. 1, 211 ; us, to us, 211, Obs. 4, 212. Nouveau, nouvel, new, 69, Obs. 2, 71 ; 322, Obs. 2, 323 ; nouvelU, 117, Obs. 3, 118; nouceaux, 119, Obs. 2, 121. No WHERE, NOT ANY WHERE, Ue.., nullepart, 100, Nu, bare, 325, Obs. 2, 327. JSul, NOT ANY, 88. Number, Singular and Plural, defined, Obs, 3,' 71 ; formation oi Plural, See Plural ; of V^erb after collective Nouns, See Nouns. O 0, 27 ; ^, 32 ; oe, m, c&u, oi, 34 ; oy, 35 ; on, om, 52. Long and short o, 56. Observations, utility of, 60 ; con- tain a complete body of grammatical definitions and instruction; follow the Exercises. Observations, in the body of the Lessons, Obs. 3, 310. Of, de, 77, On, ONE, THEY, etc., 252, Obs. 1, 255, One, See On. One, one another, See Un. One's, See Son. 462 Oneself, sai, 254, Obs. 3, 255. Only, ne... que, 90 ; only one, ne... jplus qu'wij qu'unej 206. OnzCj eleven, 241, Obs. 2, 242. Other, the, Vautrej others, les autres, 187 ; others, d^autres, 202. For all combinations of autre with un, See Uh, Ought, translated by 8tli Categ. of Eeil. Verbs, 249, Obs. 1,251 ; by de- voir, 383. Our, See Mt^^e, Ours, See Le ?i6tre. P, pronounced 5, 39 ; when silent, 45. Par, translated by a, an, 259. Part of speech, defined, Obs. 3, 62. Participle past, defined, Obs. 1, 127 ; agreement of with the Subject and Object, Obs. 1, 264; with at- tendant Prepositions, 284, Obs. 1, 285. Participle present, defined, treat- ment of, 228, Obs. 1, 229 ; See Gerund. Partitive collective nouns. See JNouns. Partitive particles, defined, uses of, 143, Obs. 1, 2, 144. Fas mal, pretty much, pretty WELL, 180. Pas U7i, pas uTh seulj not a single ONE, 88. Past, See Treatise on the Tenses. Past participle, See Participle Past. Past tense-forms, parallel use of the three in French, 801. Payer ^ to pay for, Obs. 2, 276. Penser «, to think of, etc., 80, Obs. 4, 83. Perfect, used as Preterit, Obs. 1, 123 ; Obs. 1, 127 ; Obs. 2, 291 ; transi- tion of, into a Past Tense-Form, 298 ; 303 ; special uses of: elle est inarUe depuis deux ans, she has been MARRIED FOR TWO YEARS, CtC, 804. Person, 1st and 2nd, defined, 61, Obs. 2, 62; Je^ placed after 1st Pers. Sing, of Pres. Indie, in a question, Obs. 2, 163 ; of Future, Obs. 2, 100; 3rd Pers. of Verbs, 175, Obs. 3, 176 ; 1st Pers. Plur. 210, Obs. 1, 211 ; 2nd Pers. Sin^. 278, Obs. 1, 280 ; pecu- liar use of 1st and 2nd Pers. Plur. of Pass, v., Obs. 2, 225 ; successive mention of persons when different ones are named, Obs. 3, 4, 5, 289 ; formation of Pers. of Verbs of 2nd and other Conjugations, Obs. 1, 314. Personal pronouns, definition of, Obs. 2, 62 ; position of, in question, connected by hyphen, Obs. 4, 62; position of, in afi^rmative sentence, Obs. 3, 68 ; position of, with Imp. Mode Refl. Obs. 2, 132 ; synoptical view of, 281. Per Sonne ne^ nobody; ne,.. per- sonne^ nobody, not... anybody ; per- sonnel nobody, not anybody, now used, 81, Obs. 5, 88. P^, pronunciation of, 39. Plre., WORSE ; le pire, the worst, 148, Obs. 1, 150. Pluperfect, See Treatise on the Tenses, 302, and Compound Tense- Forms. Plural, defined, Obs. 8, 71 ; for- mation of, in Adj. and Nouns, Obs. 1, 120 ; words in s undergo no change in, Obs. 6, 121 ; formation of, in Adj. and Nouns in 5, a:, z^ 874, Obs. 3, 875 ; in ou^ eu^ au, eau^ 876, Obs. 1, 2, 3, 377 ; in al^ ail, el^ eul, o&il, 880, Obs. 1, 2, 3, 382. Pl?xs, more, 148; plus...^ ...er, more ; leplus...j la plus..., ...est, the MOST, 148, Obs. 1, 150 ; plus, le plus, more, the MOST, 149, Obs. 3, 150; plus que... ne, more than, 213 ; plus.., •mains, the more, the less ; phis.,, plus, the more, the more, 285. Plusieurs, several, 289. Possessive adjective pronouns, defined, Obs. 2, 66 ; synoptical view of, 281 ; Absolute possessive, Obs. 5, 66. Pourquoipas, why not, 105. Prepositions, definition of, Obs. 1, 73 ; for complete list of, See Key; not used in French as in English at the end of a j)hrase, Obs. 5, 79; used in French instead of Substan- tives used adjectively in English, 463 Obs. 6, 79 ; Prep, also Adverbs, See Adverbs also Prepositions ; for those governing the Infinitive, See Infini- tive. PREposinoisrAii pronouns, 'VOUS^ tnoij 80, Obs. 4, 83 ; lui, elle, eux, elles, 195, Obs. 1, 197 ; soi, 254, Obs. 3, 255 ; toi^ 278. See Moi-meme^ etc. Present indicative, defined, Obs. 3, 71 ; formation of 1st Pers. Sing, and 2nd Pers. Phir. Obs. 8, 62 ; of 8rd Pers. Obs. 3, 176 ; of 1st Pers. Plur. Obs. 1. 219 ; of 2nd Pers. Sing. 278. See generally, Obs. 1, 314 ; for irregularities of Verbs in e,.. er^ e... er, ele7\ eter, yer, ger^ and ce?\ See Verbs. Pres. Tense used instead of the Past, 803 ; instead of the Future, after si, if, 303 ; compared with the Perf. 303. See Persons, Tense- Forms, and Treatise on the Tenses, Formation of Pres. Indie. Obs. 1, 314. Present subjunctive, defined, for- mation of 1st Pers, Sing, and 2nd Pers. Plur. Obs, 1, 114 ; of 3rd Pers, Obs. 1, 192 ; of 1st Pers. Plur. Obs. 2, 216 ; of 2nd Pers. Sing. 278 ; See generally, Obs, 1, 314. For irregu- larities of Verbs ine... er, e... ei\ eUr, eter^ yer, See Verbs. Formation of Pres. Subj. from Present Part. Obs. 1, 314. Preterit anterior, See Treatise on the Tenses, 302. Preterit definite, defined, 161, Obs. 1, 163 ; formation of 1st Pers. Sing, and 2nd Pers. Plur. of, 163 ; of Srd^Pers. Obs. 1, 209 ; of 1st Pers. Plur. Obs. 1, 211 ; of 2nd Pers. Sing. 278. See Treatise on the Tenses, 800. Formation of Pret. Def. from Past Part.. Obs, 1, 314. Preterit indeftnite, defined, Obs. 2, 291 ; translated byEng. Im- perfect, je suis toiifhe^ I fell, etc., Obs. 1, 125 ; Obs. 1. 127 ; translated by the Eng. Perfe<'t, Obs. 2, 291. See Treatise on the Tenses. Procliain^ votre^ vioti, etc., your, MY NEIGHBOR, CtC., 195. Pronominal verbs, See Eeflective Verbs. Pronouncer an-d key, containing the Lessons of the Instructor with a phonetic rendering in parallel columns, the French translation of the Exercises, with a synoptical view of grammatical accidents and the most important classes of words, in a sepa- rate volume. Pronouns, defined. Personal, Obs. 2, 66 ; Interrogative, Obs. 1, 66 ; Possessive Adjective, Obs. 2, 66 ; Interrogative Adjective, Obs. 3, 66 ; Absolute Int. Adj. Obs. 4, 66 ; Ab- solute Possessive Adj. Obs. 5, QQ ; Demonstrative Adj. Obs. 1, 70 ; Demonstrative, Obs. 5, 71 ; Eelative, Obs. 1, 75 ; Absolute Demonstrative, Obs. 4, 75 ; Abs. Int. Eel. Obs. 1, 81 ; Indeterminate, Obs. 3, 87 ; Pre- positional, Obs. 4, 83; 195, Obs. 1, 197. Pronunciation, french, treatment of French pronunciation, 22 ; full phonetic and orthographical exposi- tion of, 25 ; specialities of, 53 ; for consecutive distribution of subjects in Treatise of. See Contents, 446. Proper nouns, defined, Obs. 1, 64 ; used as Adjectives, 326, Obs. 3, 328. Fropre, own. See Mo7i, votre^ etc Q Q^ pronunciation of, 35. Quatre-vinQts^ eighty, 248, Obs. 2, 249. Que^ qu\ what, 65, Obs. 1, 66 ; WHICH, 74, Obs. 1, 75; that, 84; never omitted in Fr., 84, Obs. 6, 85 ; WHICH, 146, Obs. 2, 147 ; than, 149, Obs. 4, 150 ; que^ that, used ellip- tically for various Conj. 339, Obs, 1, 2,41 {qu€„. de, what, 103; Obs. 2, 105 ; que void, this, que voilaj that, 206 ; que n«, why... not, 226. Quel, what, which, 65, Obs. 3, 66 ; WHAT, WHAT A, 83, Obs, 2, 85 ; quelle, 116, Obs, 3, 118 ; q^Mls, 119 ; qu£lles, 121 ; quelle, what a, 127. Quelconque, whatever, 88. Qudque, some, 87 ; a^ an, some, 201 ; quelque.., que, whatever, 330, Obs. 3, 333 ; quelque, quelques... q\ie, whatever, whatsoever, 331, Obs. 4, 333 ; quelque... que, however, how- soever, 331, Obs. 5, 333, Qu£lqu' autre chose, something else, 177, Obs. 2, 179, 464 INDEX. Quelque chose ^ something, 74, Obs. 6, 76 ; quelque chose de^ something-, 103, Obs. 1, 105 ; quelque chose que ce soit que. whatever it mat be, 291. Quelqu'un^ somebody, some one, 81, Obs. 6, 83 ; quelques-uns, quel- qucs-unes^ some, a few, 239. Qu'est-ce^ what is it, 185 ; qu'est- ce que^ what is it that, 161, Obs. 2, 163 ; qu^est-ce que cela.^ what is that, 185 ; qu'est-ce que cela signifie^ what DOES that mean, 185 ; qu^esi-ce que C'estj WHAT IS IT, 185. Qui^ WHO, WHOM, 79, Obs. 1, 81 ; WHO, 232. Qui qufC ce soitj anybody, who- soever, etc., 201 ; qui que ce soit qui, whomsoever, etc., 202. Quite, toutf 330, Obs. 1, 833. Quoij what, when used, 74, Obs. 5, 76. Quoi que, whatever, 278. Quoi Que ce soit^ whatever it may BE, etc.," 201. Quoi que ce soit que, whatever it MAY BE, 202. Qu'y a-t-il? what is the matter ? 185. R R, v/hen &ilent, 45 ; peculiarities in pronunciation of, 57. Eeciprocal verbs, formed by entre, between, 256, Obs. 3, 258, Obs. 4, 258. See Eefl. V. 9th Categ. Eeflegtive verbs, also called Pro- nominal, defined, 128, Obs. 1, 130. Ist Category of; Eeflective Pro- nominal locution in French for Pos- sessive Pronominal in English: je me oowpe le doigt, I cut my finger, etc. Tabular view of, Obs. 3, 133 ; Eemarks on, Obs. 1, 138. Participle not inflected with Substantive re- gime, inflected with Pronominal re- gime : Je me suis coupe la main, I cut MY HAND ; je me la suis coupee, I cut it, Obs. 2, 139 ; Compound Tense- Forms of, 137, Obs. 1, 138 ; 141. 2nd Category ; Eeflective locution in Fr. translated by simple Eng. Verb: je m^arrete, 1 stop, Obs. 1, 155 ; Compound Tense-Forms of, 155. 8rd Persons of 1st and 2nd Cate- gories, 197; Eemarks on 1st Pers, Plur. Obs. 3, 219. 8rd Category ; Eefl. in French Neut. in English : ces etoffes se lavent Hen, these cloths wash well, 239, Obs. 1, 240. 4th Category; Eefl. in French, Pass, in English : le rhume s''attrajp6 facilement, a cold is easily caught, 240, Obs. 1, 242. 5th Category ; Eefl. in French, Idiomatic in English : s^egarer, to get LOST, 243, Obs. 1, 244. 6th Category ; Eefl. in Fr. trans- lated by IS TO BE, IS NOT TO BE : V ar- gent ne se donne pas pour tnen, money IS NOT to be GIVEN AWAY FORNOTHING, 244, Obs. 1, 246. 7th Category ; Eefl. in Fr. trans- lated by CAN, CAN NOT BE ; COULD, COULD NOT be: ce mot ne seprononce pas facilement, this word can not be EASILY PRONOUNCED, 247, Obs. 3, 249. 8th Category ; Eefl, in Fr. trans- lated by SHOULD, ought : une offre de cette nature s'accepte avec empresse- ment, an offer of this nature SHOULD be ACCEPTED WITH EAGERNESS, 249, Obs. 1, 251. 9th Category ; Eeciprocal Verbs : nous oious tronipons, we cheat one ANOTHER, 255, Obs. 1, 258. 10th Category; Eefl. both in Fr. and Eng. : je me respecte^ I respect MYSELF, 282, Obs. 1, 284. 11th Category ; Verbs always Eefl. in French : s''emparer de, to seize, 286, Obs. 1, 288 ; for complete Ust, See Pronouncer and Key. Eeflective used impersonally, 269, Obs. 1, 271. Eegime or regimen, definition of, position of, Obs. 3, 81 ; Participle not inflected in first Categ. of Eefl. Verbs with Noun, inflected with Pro- noun, Obs. 2, 139 ; Eegime Direct, le.,la, les, etc., 181, Obs. 1, 183; In- direct, lui, leur, etc., 183, Obs. 1, 185. Eelative PRONOUN, defined, that, WHICH, que, 74, never omitted in Fr. Obs. 1, 75 ; of whom, of which, dont, 95. Resume of the Tense-Forms, 305. Rien, nothing ; rien ne, ne... ri^riy not anything, 84. IKDEX. 465 Sj pronounced z. 40 ; wlien silent, 44. Same, the, le meme^ la meme^ les memes^ 202. Se^ S\ HIMSELF, HERSELF, THEM- SELVES, etc., 192, Obs. 1, 194. Seul^ seule^ alone, 135 ; by him- self, etc., 206. Several, plusieurs^ 289. /SA, sch^ pronunciation r/, 38. Shall, 16 ; translated into Fr. by tbe Future Tense-Form termina- tions, 99, Obs. 1, 99. She, elle, 175, Oba. 1, 2, 176. Should, translated into French by- Conditional Tense-Form termina- tions. 102; by Subj. Tense-Form ter- minations, lis, 172 ; by 8th Categ. of Eefl. Verbs, 249, Obs. 1, 251 ; by de- voir, 883. Si^ so, 155, Obs. 1, 157. Si^ IF, 102 ; sHl^ if he ; sHls^ if they, 189, Obs. 1, 190. Singular, See Number. So, si, 155, Obs. 1, 157 ; le, l\ 224, Obs. 3, 225; so and so, un tel, 90; une telle, 126. Soi, oneself, 254, Obs. 8. 255. Soixante, etc., sixty, etc., 242, Obs. 4, 242. Some, quelque, aucun, 87 ; 201 ; See En; quelques-uns, 239. Somebody, quelqu'un, 81, Obs. 6, 83. Some one, quelqu'un, Obs. 6, 83. Something, qxielque chose, 74, Obs. 6, 76 ; quelque ^chose de, 103, Obs. 1, 105 ; something else, autre chose, quelqu' autre chose, 177, Obs. 2, 179. So much, tant, 95. So much, so many, tant de^ tant, 202. Son, sa, ses, his, her, 177, Obs. 1, 178 ; son, sa, ses, one's, 195 ; son, sa, ses, le sien, etc., its, 239 ; son serti- blalle, etc., one's fellow-creature, 232. Sounds and letters distinguished, 25 ; number and efeneral division of French sounds, 27 ; See Vowels and Consonants. 20* Sovereigns, numbering of, with cardinal number in French, for the ordinal, 350, Obs. 3, 352. Subject, definition of, position of, Obs. 3, 81. Subjunctive mode, defined, gov- erned hy afin que, 1\^ ', exiger, 117; souTiaiter, 121, 191 ; jpour que, 122 ; douter, 131, 190; 7iier, 135; avant que, 140 ; pour pen que, 151 ; pourvu que, 152; apprehender, 158 ; a Verb, word or phrase expressing wish, desire, will, command, order, duty, obligation, wonder at, surprise, doubt, negation, interrogation, WANT, permission, NECESSITY, IMPOSSI- BILITY, UNCERTAINTY, ctc, 173 ; trOU" 'cer Ion, trouver mauvais, meriter, 190 ; setonner, 193 ; supposer, penser, se douter, interrogatively used, Obs. 1, 207 ; regretter que, douter que, 209 ; avoir peur que, 210 ; ordonner que, 215 ; en attendant que, 217 ; au cas que, 221 ; etre au desespoir que, 237 ; non pas que, 257 ; Adj. accom- panied by etre, followed hj'que, Obs. 4, 261 ; bien que, encore que, non que, non pas que, 267 ; juger apropos que, 270 ; il est, followed by Adjec- tive, Koun, or Infinitive, Obs. 1, 276 ; quoique, quoi que, 278 ; pour que, soit que, en cas que, sans que, a condi- tion que, 279 ; nonobstant que, 282 ; jusqu^a ce que, 283 ; si tant est que, 284 ; loin que, 285 ; quel que... que, 330, Obs. 3, 333 ; quelque... que, 331, Obs. 4, 333 ; quelque... qv£, 331, Obs. 5, 333; si... que, pour... que, 331, Obs. 6, 333; quelque chose que, qu/)i que, quoi que ce soit que, qui que ce soit qui, qui que ce soit que, 334, Obs. 1, 336 ; consentir, 337 ; various phrases and constructions, Obs. 1, 338 ; falloir, 357 ; s^en falloir, ne accompanying, Obs. 2, 358 ; vouloir, Obs. 2, 364; parier, etc., interroga- tively or negatively used, 366, Obs. 2, 367 ; voir ace que, 368; maintenir, soutenir, convenir, negatively or in- terrogatively used, 369 ; il est clair, evident, etc., interrogatively, nega- tively, or conditionally used, Obs. 2, 372 ; avoir peur, craindre, with ne, in afiftrmative, interrogative, or interro- gative negative phrases, Obs. 2, 388 ; ce n'est pas que, si tant est que, 398 ; tant e'en faut que^ moyennant que. 466 INDEX. 699 ; eth attendant que^ 400 ; encore que^ non que, non pas que, 401 ; plut a Dieu que, a Dieu ne plaise que, 403 ; craindre que, ne accom- panying, 422 ; jusqu^a ce que, touti., que, qui, que, 433 ; d(>nt, oil, le sent, V unique, le pj'emier, etc., le phis, etc., 434; le meilleur, etc., le moindre, etc., 435, Obs. 1, 4S6 ; See Treatise on the Tenses, 302 ; Trea- tise on the Modes, parallelism of, with Infin. and verbal Noun, 170, 171, 172, 173, 174. Substantive, defined. Common and Proper, Obs. 1, 64 ; not used in French as Adjective to other Sub- stantives ; Prepositions employed in- stead, Obs. 6, 79. Such, tel, 90; telle^ 126 ; such a one, so AND so, un tel, 90 ; une telle, 126. Superlative, See Comparison. Superstitions, popular, respecting the study of French, 23. Syllabification, 54. Systems, notice of former, 5. T, pronounced like s, 40 ; when silent, 44 ; ct, dt, gt, It, rd, when silent, 46 ; t, euphonic, Obs. 2, 176. Tant, so much, 95 ; tant, tant de, so MUCH, so MANY, 202 ; tant de Vun que de Vaxttre, etc., as much of the ONE AS OF THE OTHER, 219 ; tant pis, so much the WORSE ; tant mieux, so much the better, 149, Obs. 3, 150. Tel, SUCH, 90 ; telle, such, 126 ; tel que celui-ci, celui-lh, telle que celle-ci, celle-la, like this, like that, such a ONE AS this, 207 ; un tel, such a one, so AND so, 90 ; une telle, mrs. so and so, 126 ; tel qui, he who, 285. Tenses or Times, defined. Present Indicative, Obs. 3, 71; Future, 99, Obs. 1, 99 ; Conditional, 102, Obs. 1, 103; Imperfect, 105, Obs. 1, 106; Gerund, 109, Obs. 1, 110 ; Present Subjunctive, 113, Obs. 1, 114; Per- fect, or Preterit Indefinite, with etre, 124, Obs. 1, 125; Preterit Defi- nite, 161, Obs. 1, 163; Imperfect Subjunctive, 163, Obs. 1, 164; Plu- perfect Indicative, 157 ; Compound of Preterit Indicative, 165; Com- pound of Imperfect Subjunctive 165; Eelations of, to each other, 166, Obs. 1, 168 ; Concordance of; 290, Obs. 1, 291, 293, 294. Treatise on, 296. Tense-forms, defined, Simple and Compound, Obs. 1, 128 ; for full ex- position of, See Treatise on the Tenses, 296 ; Contents, 450, and Treatise on Complementary Tense- Forms, 443 ; order in which they are exhibited, in 2nd and 3rd Conjuga- tions, 388. For parallelism of Pret. Subj. and Conditional, See Treatise on the Modes, 174. For the particu- lar formation of, See Persons. Th, pronunciation of, 89. Than, que, 149, Obs. 4, 150. That, ce, cet, 69, Obs. 1, 70 ; cela, 70 ; ce... la, 70, Obs. 5, 71 ; cet... la, 70, Obs. 6, 71 ; que, 74, Obs. 1, 75 ; 84, Obs. 6, 85 ; celui, 74, Obs. 2, 75 ; celui- la, 74, Obs. 4, 75 ; celle-la, 146 ; que voila, 206 ; cetfe, cette... la, 131 ; that of, celui die, 100, Obs. 2, 101 ; that of which, ce dont, 108, Obs. 3, 109 ; celui dont, 107, Obs. 2, 109; that ONE, celid-la, 74, Obs. 4, 75* 201; that which, celui que, 74 ; celU que, 146 ; ce que, 75. The, le, V, 63, Obs. 2, 64 ; la, 114, Obs. 1, 115; les, 119, Obs. 1, 120; THE ONE, celui, Obs. 2, 75 ; celle que, 146 ; THE ONE OF, ctc, 100, Obs. 2, 101 ; THE ONE OF WHOM, celU d^ qui, celle dont, 231 ; the one to whom, celle a qui, 231 ; the one that, celui que, 201 ; the one which, celui que^ 74, Obs. 2, 75 j celle que, 232; the ONE WHO, celui qui, celle qui, 231 ; THE ONES WHICH, celles que, 146. The LEAST, le moindre, 148, Obs. 1, 150 ; U moins, 149, Obs. 3, 150. The more... the less, j?^... moins, 285. Thee, thine, thou, thyself. See Tu. Their, leur, leurs ; See Leur. Theirs, le leur, la leur, les leurs, 179, Obs. 1, 181. Them, ks, ISl, Obs. 1, 183; See Les, and Leur ; them, eitx autres, 366, Obs. 8, 367; See Enj them there. See Z'y. Thence, en, 96, Obs. 6, 97. There, See Y; there is, voila, 89, Obs. 1, 91 ; ily a, 125 ; there are, il y a, Obs. 4, 268. These, ceux-ci, 122; celles-ci^ 146; <7^5, 119 ; ceux^ celleSj 122. They, ils^ elks, 175, Obs. 1, 176 ; 233, Obs. 1, 234; 286, Obs. 1,' 238; €waj, elles, 195, Obs. 1, 197 ; eux au- tres, 366, Obs, 3, 367. This, C£, cette, 69, Obs. 1, 70; ceci^ 69, Obs. 5, 71 ; ce... ci, cet... ci, 70, Obs. 6, 71 ; celui-ci, 74, Obs. 4, 75 ; celle-ci, 146 ; c^?^^, 117, Obs. 3, 118 ; <}ette, cette-ci, 131 ; this one, celui-ci, 74, Obs. 4, 75 ; 201. Thither, ^, Se« K Those, ces, 119; c^wa?, cefe, 122; ceux-la, celles-la, 146 ; those which, ceux que, celles que, 232 ; que "coita, ■206; those of which, ceux dont^ -celles dont, 146 ; those who, ceuxqui^ ■ceV^s qui^ 231, Time, t^ree-fold division of, 296. To, a, 78. To be, See Mre. To GO, aUei\ 86, Obs. 2, 87 ; Obs. 4, 91; Future of, 100, Obs. 3, 101; Obs. 1, 136 ; 212, Obs, 1, 214; Obs. ^. 310 ; TO be goixg to..., I am going TO..., etc., 443. To HAVE, See Avoif\ Tout, everything, all, 89 ; 91 ; Obs. 2, 196 ; Obs. 3, 197 ; although, 256, Obs. 2, 258 ; quite, all, 330, Obs. 1, 333 ; tout... que, as... as, Obs. 2, 333 ; tout autre cTiose, something else entirely, 177, Obs. 2, 179 ; tout <^ que, ALL that, everything that, 89, Obs. 2, 91 ; tout le, all the, 86 ; tout U monde, everybody, 86 ; tout le monde, everybody, 205 ; toutes les fois que, every time that, 1 52 ; tout... qui, EVERY... WHO, 201 ; tout seul, ALL ALONE, 272 ; tous deux, toutes deux, tous les deux, toutes les deux, BOTH, 202 ; Ums les, all the, every, 119, Obs. 5, 121. Treatise on the modes, 169. Treatise on the tenses, 296. Com- plementary, 443 ; See Contents. Trema, 27. Tres, very, 69, its use, Obs. 4, 71 ; 148, Obs. 2, 150. 2^, thou:; te^ thee, to thee^ toi, INDEX. 467 THOU, THEE ; ton, ta, tes, thy ; le iieUj etc., THINE ; toi-mieme^ thysei.f, 278, Obs, 1, 280. U U, pronunciation of, 27, 80 ; «, w, 32 ; un, um, 52. Uh, A, AN, 63, Obs. 2, 64; une, 119, Obs. 4, 121 ; one, 104, Obs. 4, 105 ; u?i autre, une autre, another, d^autres, others, 202 ; Vun sans V autre, one without the other; les uns sans les autres, without one ANOTHER, 188 ; pour V une comme pour Vamtre, for both, for one as well AS FOR THE OTHER, 195 ; Vun et V autre, both, 202, 243 ; ni Vun ni Vaults ne, NEITHER, 205 ; autant de Vun que de V-auti-^, as much of the one as OF THE OTHER, 208 ; Vun apres V autre, ONE AFTER ANOTHER, 229, 243 ; Vun ou V autre, one or the other, 243 ; Vun de V autre, etc, one from the other, 247 ; V une par V autre, one by the other; Vune avant V autre, one before the other ; Vun a V autre, ONE to the other ; les uns avec les au- tres, THE ONES WITH THE OTHERS, 248 ; Vun Vautr^e, etc., one another. 257. Un tel, See Tel, Unipersonal verbs, il neige, n SNOWS, etc., 276, Obs, 1, ^77. Us, nous, Obs. 4, 212^ nov^ autreSy 366, Obs, 3, 367. V, wben silent, 45, Verbs, defined, Obs. 3, 62 ; in e.., er^ Obs. 2, 94 ; in e... er, Obs. 3, 96 ; in ...eler, ...eter, Obs. 5, 97 ; in ...ai/er, ...oyer, ...uyer, Obs, 1, 98 ; Obs. 3, 186 ; in ^..ger, Obs. 4, 10^ ; in ...cer, Obs. 5, 109. Habitual Tense-Forms in English, 111, Obs. 1, 112; Eeflec- tives, 128, Obs. 1, 130 ; Irregular Verbs, defined, Obs. 1, 147; in cer and ger, 165, Obs. 1, 165; in yer, eter, ekr, €.., er, e... er, Obs. 3, 186; Division of, into Active, Passive, Re- flective, and Neuter, Obs. 1, 222; Auxiliary Verbs, defined, Obs. 1, 128 ; Reciprocal, formed by entre, between, 256, Obs. 3, 4, 258 ; Neuter, in Active Sense, 258, Obs. 468 INI>EX. 1, 261. Idiomatic Impersonal, il cir- cule, etc., 266, Obs. 1, 268 ; Actual- izing forms, translated by etre a^ followed by Infinitive, Obs. 3, 268 ; Eeflective, used impersonally, 269, Obs. 1, 271; Impersonal Passive, 271, Obs. 1, 273 ; Constructive Im- personal, il est... etc., 274, Obs. 1, 276 ; Unipersonal, il neige, it snows, etc., 276, Obs. 1, 277 ; Conjugation of, defiued, Obs. 1, 310 ; Defective, defined, Obs. 3, 310; See Treatise on the Tenses ; Treatise on the Modes, Finite Verb and Infinitive Mode distinguished, 170. Difference in coDJugation of Verb. 1st Conjugation, Verbs in ^r, 2nd in ir^ distinguished ; number of Verbs contained in each, Obs. 1, 310. 2nd Conjugation; Verbs in aillir: saillir, etc. ; /aillir ^ etc., 309 ; in euillir: ciieiUi?\ eta., 311 ; in ouillir : houillir^ etc., 312; in mir : dormir^ etc., 315 ; enir : teni7\ etc., 316, Obs. 1, 320; venir^ etc., 320; se souve7iir, se ressouvenir^ 322, Obs. 3, 323; in rir : requerir^ etc., 324 ; coui'ir^ etc., 825 ; 7nourir, 826 ; in frir : of rir, etc., 328; in i)rir: ouvrir, 329; in tir: mtir, etc., 330; m^nti/r, etc., 331 ; se repentir, 331 ; sentiVy etc., 331; in rtir : partir, etc., 334; so?'- tir, etc., 335, Obs. 3, 336; in uir : fuir, etc., 336 ; s^enfuir, 337 ; amr, 332 ; in vir : servir^ etc., 339 ; in ir : hdUr, e-tc, regular Conjuojation, 341, Obs. 1, 343 ; hair, 344, Obs. 1, 346 ; jaillir, 344 ; gesir, 345 ; Jleurir, 345, Obs. 1, 346 ; s'ebahir, se llottir, s'^e- vanouir, 346 ; s^acc?vupir, 347, Obs. 1, 348. 3rd Conjugation; peculiarities of, Obs. 1, 355; Verbs in choir: choir, etc., 353 3 in loir : falloir, etc., 355; s'enfalloir, Obs. 2, 358 ; valoir, etc., 358 ; vouloir, 362 ; in seoir : seoir, etc., 865 ; in voir : voir, etc., 368 ; avoir, 870; savovr, 373, Obs. 1, 2, 375, mouvoir, etc., 375 ; pouvoir, 377 ; Obs. 1, 2, 379; plewvoir, 379; in evoir : devoir, etc., 383 ; recevoir, etc*, 886, Obs. 1, 388. 4th Conjugation; Verbs in ere: vaincre, etc., 389, Obs. 1, 390 ; indre : andre, endre, ondre, erdre, ordre : epandre, descendre, fondre, perdre, rwjrdre, etc., 390 ; regular Conjuga- tion so called, Obs. Ij 393; m pren- dre : prendre, etc., 398, Obs. 1, 8^5 ; s'^eprendre, se inepi^endre, 394, Obs. 2, 395 ; in aindre, eindre, oindre : con^ travndi'e, ceimdi-e, joi^dre, etc., 395, Obs. 1, 397; in oiidre: coudre, ah- soudre, moudre, etc., 398, Obs. 1, 400; in aire: f aire, etc., 400, Obs. 1, 2, 3, 402 ; plaire, etc., taire, 402 ; traire, etc., 404, Obs. 1, 405; in ire: circooidre, dire, confire, etc., 405; dire, Obs. 1, 408 ; lire, etc., 408, Obs. 1, 409 ; rire, frire, ecrire, etc., 400 ; cuire, condaire, const?'uire, lim^e, nuire, etc., 411 ; in oii^e : toire, croin^e^ etc., 413; in ore: chore, etc., 415; in pre: 7'ompre, etc., 116; in tre : etre, 418; in aitre: naitre, etc., 420 ; con- naitre, paraitre, pattre, etc., 422; in oit?'e : croitre, etc., 425 ; in attre : lattre, etc., 427; in etU^e: mettre, etc., 430 ; in ure : conclure, etc., 433 ; in ivi^e: suivi^e, etc., 437 ; s'en- tre-suivre, s"" ensuiwe, 438, Obs. 1, 439 ; vivre, 440. Very, tres, 69 ; t7'es, bien, forty 148, Obs. 2, 150. Voioi, HERE IS, voila, there is, 89, Ot«. 1, 91. Voire, your, 65, Obs. 2, 66 ; votre propre, your own, 97, 156. Vous, YOU, 61, Obs. 2, 62 ; 7)oua and 77U)i, used repetitively in French, when omitted in English, 80, Obs. 2, 81; TO YOU, 80, Obs. 3, 81; vous le, IT TO YOU, 93, Obs. 1, 94 ; voics la, 115, Obs. 4, 115; vous y, you to it; vous en, you of it, 127 ; vous-irieme, YOURSELF, 117. Vowel and Consonant sounds, defined, 25 ; Vowel letters and signs, 26 ; combinations of Vowel letters called Diphthongs, 26 ; general value of the five Alphabetical Vowel let- ters — European scale, 27 ; pronun- ciation of accented or marked Vowel letters, 31 ; same of combinations of Vowel lettei-s, 32; Nasal or nose Vowel sounds, 47, 49 ; exceptional representation of, 51 ; combination of with simple Vowels, 52 ; long and short Vowels, 55 ; quality of Vowel sonndsy 56, ^N W, sound, how represented iu French, 31. 46^ "We, nous, 210, Obs. 1, 211 ; ?ious autres, 366, Obs. 3, 367. What, que, 65, Obs. 1, 66 ; quel, 65, Obs. 3, 66 ; quelle, 116, Obs. 3, 118 ; quoi, 74, Obs. 5, 76 ; ce que, 75 ; que... de, 103, Obs. 2, 105; what a, quely 83, Obs. 2, 85; what one, lequel^ 65. Whatever, quelconque, 88 ; qiiel- que... que, 330, Obs. 3, 333; quelque que, quelques que, 331, Obs. 4, 333; whatever it may be, quoi que ce soit, 201 ; quoi que ce soit qui, 202 ; quel- que cliose que ce soit que, 291. Which, quel, 65, Obs. 3, (dQ ; lequel, 74, Obs. 3, 75 ; que, 74, Obs. 1, 75 ; 146, Obs. 2, 147 ; which one, lequel, 65, Obs. 4, Q^ ; of which, dont, 95, Obs. 4, 96 ; to which, auquel, 98, Obs. 3, 93. Who, whom, qui, 79, Obs. 1, 81 ; of wHOiT, dont, 95, Obs. 4, 96. Whosoever, qui que ce soit, 201 ; WHOMSOEVER, qui qus ce soit qui, 202. Why not, pourquoi pas, 105; WHY... not, que 7ie, 226. WiLLf IS, translated into French by the Future Tense-Form termina- tions, 99, Obs. 1, 99 ; by vouloir, 862. Words, liaisons or connections of, 46; for those governing the Sub- junctive and Infinitive, See Sub- junctive and Infinitive. Worse, ^^W5 mal, 160, Obs. 1, 161. WorLD, translated into French by Conditional Tense-Form termina- tions, 102; hjvouloir, 362. 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